Browsing by Author "Muthusamy, Nirashnee."

Now showing 1 - 2 of 2

Lecturers’ understanding and enhancement of student engagement at a higher education institution: an appreciative inquiry.
(2022) Muthusamy, Nirashnee.; Hlalele, Dipane Joseph.
The purpose of this study was to explore lecturers’ understanding and enhancement of student engagement at a higher education institution through an appreciative inquiry approach. This investigation was intended to unearth strategies to enhance student engagement at a higher education institution, and to understand how and why such strategies enhance student engagement. A qualitative case study was deemed to be suitable to explore lecturers’ understanding and enhancement of student engagement. The study was informed by an appreciative interpretivist paradigm in conjunction with an appreciative inquiry theoretical framework. A purposive sampling technique was applied to select participants consisting of eight lecturers who facilitate compulsory modules pertaining to the Bachelor of Education (Foundation and Intermediate Phases) programme at one higher education institution in KwaZulu-Natal. The data generation methods utilised in this study were appreciative interviews, discursive informed conversations, and an open-ended questionnaire. All participants were subjected to all three data generation methods. The study’s data generation methods were designed in accordance with the principles and phases of an appreciative inquiry (AI) which focuses on what is working, rather than what is wrong. Findings revealed that lecturers at a higher education institution understand student engagement as active participation which entails being interactive in lectures. Further, active participation involves collaboration, co-constructive relationships, interaction, and metacognition. More importantly, the study revealed strategies that encourage active participation such as immersing oneself in the module, humanising content, creating interconnectedness, using a variety of resources, being positively involved in class activities, applying content to real-life situations, utilising interactive teaching aids, ensuring thorough lecture preparation, authenticating the learning experience, creating opportunities for critical-thinking, providing quality feedback, facilitating smaller groups and tutorials, creating a supportive learning environment, encouraging work-integrated learning and innovative models, and reviewing content and pedagogical practices. The study also revealed that the enhancement of student engagement through active participation is fulfilling and linked to success. This was assisted by effective lecturer-student cooperation, application, and reflection of knowledge, practicing acceptable societal values, preparation of students for the 21st-century world-of-work, and giving positive and expeditious feedback to students. Based on the conclusions and findings, I have suggested further research on the topic but focusing on digital pedagogy that could provide further insight on student engagement. Due to Covid-19 protocols, the institution chosen for this research migrated to online learning, hence lecturers experienced challenges when engaging students on digital platforms. It is also recommended that future research explore in-depth the challenges that impede the enhancement of student engagement at higher education institutions so that barriers to learning could be eradicated.
Teachers' experiences with overcrowded classrooms in a mainstream school.
(2015) Muthusamy, Nirashnee.; Khanare, Fumane Portia.
The focus of this study is to explore teachers’ experiences with overcrowded classrooms in a mainstream school. The study was conducted in one mainstream school in the Durban South area. The study adopts a qualitative research approach in which a case study design was adopted. The data generation process was obtained through unstructured questionnaires and observations with teachers. The overall findings of the research show that teachers’ experiences with overcrowded classrooms are ‘stressful’. Teachers themselves identified certain conditions that are stressful in an overcrowded classroom. These conditions were inadequate classroom space, issues related to safety and health, minimal learner and teacher interaction, disruptive behaviours, teachers experienced emotional and psychological problems, increased workload and inadequate teaching time. The findings of the research also show the contributing factors to stressful experiences. These factors included lack of support from management, policy implementation, teacher training and professional development and lack of resources. The findings also showed that teachers tap into, mobilise and map out individual resources in order to manage overcrowded classrooms.