Faculty of Management Sciences

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Impacts of Information Communication Technology (ICT) on effective teaching and learning among undergraduate students in selected university
(Ponte Academic Journal, 2024) Kayode, Aderinsola Eunice; Abidemi, Taofeek Kudurat
The role of Information and Communication Technologies (ICTs) has been acknowledged in knowledge-sharing not only within educational institutions but across different facets of society. The outbreak of the coronavirus pandemic made the role of ICTs crucial in the teaching and learning process, especially at the university level. Therefore, this study investigated the impacts of information communication technology (ICT) on effective teaching and learning among undergraduate students in a selected Nigerian University. The study adopted a descriptive survey research design. The population of the study covered undergraduate studying in the sixteen faculties at the selected university. Three research questions were raised, while two hypotheses were formulated. The sample of the study was 480 undergraduates. The sample was made through the use of simple random sampling techniques. Therefore, 30 undergraduates were selected from each of the sixteen faculties. The data collected were analyzed using descriptive statistics such as simple percentages and inferential statistics of spearman’s’ Rank-Order. The two hypotheses were tested at 0.05 level of significance. The study's findings show that ICT tools are available to a great extent in the selected university and are frequently used among students to improve learning activities. Based on the findings, the study recommends that stakeholders at the selected university and other universities should intensify efforts at utilizing ICTs in the teaching and learning process for effective teaching-learning process.
Reflexive praxis and systemic factors influencing teaching and learning in the accounting discipline in South Africa
(2023) Makhathini, Lungani Rudolph; Hardman, Stan
This study reports on a small-scale, qualitative evaluation of learning through teaching in two undergraduate modules in accounting at the Mangosuthu University of Technology, together with analysing systemic factors influencing the teaching and learning of financial accounting within South Africa. This study outlines my narrative self-study stance in the form of reflexive praxis toward research and pedagogy to explore my personal lived experience as a novice higher education financial accounting teacher. I illustrated my research journey by tracing the development of key research questions and re-examining the research and subject matter curriculum design processes. I used the medium of a ‘narrative reflexive-praxis research’ to represent and engage with a range of data derived from my experience teaching in the two modules. Financial accounting higher education in the country will benefit from the study’s unique contributions. The methodological contribution is the use of a textual collage, which draws on visual and accounting language-based approaches to educational research as a medium for data representation. The creation of the collage and its presentation in this dissertation contribute to the ongoing development and exploration of alternative forms of data representation in higher education accounting research. The conceptual contribution of the dissertation is the conceptualisation of my teaching-learning-researching experience as an accounting engagement. This conception of accounting engagement offers a new way of looking at financial accounting pedagogy and research in an academic teaching environment. In addition to these two unique contributions to the field of accountancy, the dissertation adds further understanding and impetus to the growing body of work that seeks to explore and value the teacher self and teacher reflective study in the context of lived, relational accounting discipline experience. The research highlighted the complex nature and realities of the continuous changing nature of university leadership and strategies leading to the perpetually changing trials of lecturers’ pedagogical choice-crafting and deed because of that complexity. It also pinpointed the realities of practice, people collaboration, engagement and wider societal settings as well as shapes influencing higher education accounting teachers' individual, day-to-day action. It demonstrated the crucial, artistic and continued investigation in which the lecturer’s reflection could improve pedagogical action as well, as a result, making the qualitative variation towards individual practice within academic situations, ultimately improving his practice or action. Furthermore, the dissertation demonstrates the ways a reflective exercise is conducted by a teacher at an institution of higher learning. The findings can illustrate important academical ideas which have reflection outside the self as well as can theme towards paths of study and growing in the larger academic field within a department of higher education and training.
Student overload at university: large class teaching challenges
(Higher Education of South Africa, 2015) Moodley, Padhma
The tireless efforts of lecturers to deal with the challenges of large classes at universities continue as they persevere to provide quality education to the masses of students. Many issues plague lecturers and students alike, which inadvertently impact on the teaching and learning experience. This article reports on a study that examined the challenges faced by lecturers with large classes at higher education institutions (HEIs) and the different approaches that are used to overcome these challenges. The contribution of this study is that it documents strategies that can be used within the current technological environment to enhance student participation in large classes. The study was conducted at two universities through the use of questionnaires and found that lecturers at both HEIs were faced with similar challenges in teaching/lecturing large classes. The current feasible solution to support the traditional form of lecturing is an integrative approach that incorporates the use of information communication technologies (ICTs) as well as various other teaching approaches, in reaching all students in large classes.

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