Student engagement at Polytechnic of Namibia: Implications for teaching staff and academic performance
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Date
2013
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Abstract
This study measured engagement levels among students; determined the impact of resources usage and established to which extent students experience demands on their study. The study further explored the implications of engagement levels and resource usage to curriculum design, teaching staff and academic performance. A survey design was used, with questionnaires distributed to a randomly selected sample of 123 students. Data was analyzed using the SPSS 18.0 program (SPSS, 2009). Data was organized into three different strands such as Student Engagement Levels, Resources Usage and Study demands. Student engagement levels were classified into three categories, namely those who were highly engaged; those who were moderately engaged and those who were slightly engaged in their study. The main finding was that the levels of engagement among students were moderate. The study also found that resources such as Library, Computer Laboratory and Lecturers were generally put to good use. Some of the resources that were not well appreciated by students were Student representative assistance and Student Counsellors assistance. It was also found that most students experienced high demands and pressure from their study. These findings have important and relevant implications on curriculum design, teaching staff and academic performance, as engagement and appropriate curriculum are critical elements in student’s academic success and learning.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Industrial Psychology.
Keywords
Student engagement, Academic performance