Understanding Student Participation in a Mozambican University: The Student Perspective
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| Title: | Understanding Student Participation in a Mozambican University: The Student Perspective |
|---|---|
| Language: | English |
| Authors: | Francisco Coelho De Carvalho (ORCID |
| Source: | Journal of Further and Higher Education. 2024 48(9-10):897-908. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Student Attitudes, Student Participation, College Students, Teacher Student Relationship, Educational Practices, Interaction, Barriers, Context Effect, Cultural Influences, Teacher Behavior, Teacher Attitudes, Caring, Learner Engagement |
| Geographic Terms: | Mozambique |
| DOI: | 10.1080/0309877X.2024.2413886 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty's caring attitude and behaviour were linked to more active participation and positive feelings about learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449661 |
| Database: | ERIC |
| Abstract: | Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty's caring attitude and behaviour were linked to more active participation and positive feelings about learning. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2024.2413886 |
