AN INVESTIGATIVE QUALITATIVE STUDY ON THE IMPACT OF STUDENT BEHAVIOUR ON EDUCATIONAL OUTCOMES: PERSPECTIVES OF AFRICAN LECTURERS IN NATURE CONSERVATION AT MANGOSUTHU UNIVERSITY OF TECHNOLOGY.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i3.1623

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i3.1623

Keywords:

Student behaviour, Higher education, African lecturers, Teaching efficacy, Racial dynamics, Implicit bias, Institutional policies, Academic success, Nature Conservation

Abstract

Background

Student behaviour plays a pivotal role in shaping educational outcomes in higher education. However, there is limited empirical research exploring how racial and cultural dynamics influence lecturer-student interactions, especially concerning African lecturers. This study investigates how the behaviour of final-year students impacts the teaching efficacy of African lecturers in the Bachelor of Applied Science in Nature Conservation program at Mangosuthu University of Technology (MUT).

Methods

A qualitative research design was adopted, incorporating in-depth interviews with 15 African lecturers, surveys administered to 120 final-year students, and 30 classroom observations. The lecturers (60% male, 40% female) had teaching experience ranging from 5 to 20 years. Thematic analysis was used to interpret qualitative data, while quantitative responses were summarized using descriptive statistics.

Results

The study revealed three central challenges faced by African lecturers: a perceived lack of respect from students, cultural disconnect, and institutional neglect. Interview responses indicated that African lecturers were often subjected to defiance and undermining behaviour. Classroom observations confirmed higher rates of disruption in their classes. Quantitative data showed that 65% of African lecturers frequently experienced disrespect, compared to 30% of non-African lecturers. Student engagement was significantly lower in classes taught by African lecturers (40%) than their non-African counterparts (70%), and student performance averaged 50% compared to 80%, respectively.

Conclusion

African lecturers encounter systemic barriers, including implicit bias and inadequate institutional support, which negatively affect their teaching efficacy. These factors contribute to decreased student engagement and academic performance.

Recommendations

Higher education institutions should enforce clear behavioural guidelines, offer diversity and cultural sensitivity training, and establish institutional frameworks that support African lecturers. These measures are essential to promote equitable learning environments and improve both teaching and student performance outcomes.

References

Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), pp.518-529.

Bhopal, K. and Jackson, J. (2013). The experiences of Black and minority ethnic academics: A comparative study of the unequal academy. Routledge.

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.

Delgado, R. and Stefancic, J. (2017). Critical Race Theory: An Introduction. NYU Press.

Dovidio, J.F., Kawakami, K. and Gaertner, S.L. (2016). The role of implicit bias in the classroom: How it affects behavior and performance. Psychological Science, 27(1), pp.47-59.

Gurin, P., Dey, E.L., Hurtado, S. and Gurin, G. (2002). Diversity and higher education: Theory and impact on student outcomes. Harvard Educational Review, 72(3), pp.330-366. https://doi.org/10.17763/haer.72.3.01151786u134n051

Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), pp.1-8. https://doi.org/10.4102/the.v1i1.9

Kuh, G.D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), pp.5-20. https://doi.org/10.1002/ir.283

Mabokela, R.O. and Mawila, K.F.N. (2004). The impact of race, gender, and culture in South African higher education. Comparative Education Review, 48(4), pp.396-416. https://doi.org/10.1086/423359

Mabokela, R.O. & Mlambo, Y.A. (2016). Women, leadership, and organizational culture in higher education: Lessons learned from South Africa and Ghana. In H. Eggins (Ed.), The Changing Role of Women in Higher Education (pp. 75-92). Springer. https://doi.org/10.1007/978-3-319-42436-1_4

Smith, D.G., Turner, C.S., Osei-Kofi, N. and Richards, S. (2016). Interrupting the usual: Successful strategies for hiring diverse faculty. Journal of Higher Education, 75(2), pp.133-160. https://doi.org/10.1080/00221546.2004.11778900

Soudien, C. (2010). Transformation in higher education: A briefing paper. Department of Higher Education and Training.