An assessment of the key determinants of building science students’ satisfaction when undertaking group work: a case study of the University of Johannesburg, South Africa
- Aigbavboa, Clinton, Thwala, Wellington Didibhuku
- Authors: Aigbavboa, Clinton , Thwala, Wellington Didibhuku
- Date: 2013
- Subjects: Team work , Students’ satisfaction , University of Johannesburg. Students
- Type: Article
- Identifier: uj:4874 , ISSN 978-0-9566060-6-8 , http://hdl.handle.net/10210/12550
- Description: This study assesses university’s students’ views on team work. The specific research aim is to investigate the factors that affect students’ satisfaction when undertaking group work. The data used in this paper were derived from both primary and secondary sources. The secondary data was collected via a detailed review of related literature. The primary data was collected through a structured questionnaire aimed at 55 BTech (undergraduate final year) students. Data received from the questionnaires was analysed using descriptive statistics procedures. Findings from the study revealed that the most important factors which affect students’ satisfaction when undertaking group works are: students having the same attitude towards work; ground rules for the operation of the group; some students do not come to group meetings and not all students contribute to the group assignments. This study reveals the key determinants of students’ satisfaction when undertaking group work, hence preparing the students to be team players before they enter the world of work.
- Full Text:
- Authors: Aigbavboa, Clinton , Thwala, Wellington Didibhuku
- Date: 2013
- Subjects: Team work , Students’ satisfaction , University of Johannesburg. Students
- Type: Article
- Identifier: uj:4874 , ISSN 978-0-9566060-6-8 , http://hdl.handle.net/10210/12550
- Description: This study assesses university’s students’ views on team work. The specific research aim is to investigate the factors that affect students’ satisfaction when undertaking group work. The data used in this paper were derived from both primary and secondary sources. The secondary data was collected via a detailed review of related literature. The primary data was collected through a structured questionnaire aimed at 55 BTech (undergraduate final year) students. Data received from the questionnaires was analysed using descriptive statistics procedures. Findings from the study revealed that the most important factors which affect students’ satisfaction when undertaking group works are: students having the same attitude towards work; ground rules for the operation of the group; some students do not come to group meetings and not all students contribute to the group assignments. This study reveals the key determinants of students’ satisfaction when undertaking group work, hence preparing the students to be team players before they enter the world of work.
- Full Text:
Teaching the students we have : two perspectives on first year students at the University of Johannesburg and the UJ first year experience initiative
- Authors: Van Zyl, André
- Date: 2013
- Subjects: Student success , Academic achievement , First year students - South Africa - Johannesburg , University of Johannesburg. Students , University of Johannesburg’s First Year Experience initiative
- Type: Article
- Identifier: uj:5343 , ISBN 978-0-620-60939-5 , http://hdl.handle.net/10210/12491
- Description: Over the past decade it has become clear that the South African Higher Education sector is marked by low participation rates coupled with low levels of student success. Although a lot of money, time and effort have been spent in trying to improve student success rates, no real systemic improvement has taken place. This paper argues that key elements of any strategy aimed at improving student success should include that it should “reach the classroom” (Tinto, 2012); it should be systemic in nature and it should be based on a thorough knowledge of the student population the institution serves. The paper then reports back on the results of research undertaken at the University of Johannesburg as well as on the First Year Experience that has been implemented at the institution since 2010. Results reported in the paper includes data from the Student Profile Questionnaire (SPQ) (used since 2006 and containing more than 30 000 records) and the Initial Student Experience Survey (ISES) (used since 2010 and containing about 20 000 records). Some of the findings from these questionnaires confirmed previously held beliefs while others were completely surprising. The data were used to inform the planning and implementation of the University of Johannesburg’s First Year Experience initiative which is aimed at assisting the institution to more effectively “teach the students it has”.
- Full Text:
- Authors: Van Zyl, André
- Date: 2013
- Subjects: Student success , Academic achievement , First year students - South Africa - Johannesburg , University of Johannesburg. Students , University of Johannesburg’s First Year Experience initiative
- Type: Article
- Identifier: uj:5343 , ISBN 978-0-620-60939-5 , http://hdl.handle.net/10210/12491
- Description: Over the past decade it has become clear that the South African Higher Education sector is marked by low participation rates coupled with low levels of student success. Although a lot of money, time and effort have been spent in trying to improve student success rates, no real systemic improvement has taken place. This paper argues that key elements of any strategy aimed at improving student success should include that it should “reach the classroom” (Tinto, 2012); it should be systemic in nature and it should be based on a thorough knowledge of the student population the institution serves. The paper then reports back on the results of research undertaken at the University of Johannesburg as well as on the First Year Experience that has been implemented at the institution since 2010. Results reported in the paper includes data from the Student Profile Questionnaire (SPQ) (used since 2006 and containing more than 30 000 records) and the Initial Student Experience Survey (ISES) (used since 2010 and containing about 20 000 records). Some of the findings from these questionnaires confirmed previously held beliefs while others were completely surprising. The data were used to inform the planning and implementation of the University of Johannesburg’s First Year Experience initiative which is aimed at assisting the institution to more effectively “teach the students it has”.
- Full Text:
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