Teaching and learning challenges of disadvantaged students in the context of access and equity in South African higher education : a case study of the Durban University of Technology

Abstract

During the apartheid era, the higher education system was segregated according to ‘race’ and ethnicity. In this context, the legitimate concern of Historically Black Institutions (HBIs) was that, in the absence of strategies for institutional redress and institutional development, there would be a continuance of the historical patterns of disadvantaging HBIs and the advantaging of Historically White Institutions. Transformation was therefore necessary to ensure a better fit between an institution and the distinctive requirements of the rapidly changing environment. One of the major challenges facing transformation, is the issue of access, equity and quality. The increasing number of students accessing higher education in SA did not necessarily indicate an increased output. This study will determine which challenges disadvantaged students are faced with in higher education, where teaching and learning are concerned, and it will also investigate the experiences of staff, in respect of measures implemented to address these challenges and promote student success. In an effort to redress inequalities of the past, access to higher education was necessary, which led to an increased number of students participating in higher education. Although higher education has made significant progress regarding the improvement of access, challenges still needed to be overcome in order to increase student success, as measured by graduation rates. The aim of this study is to investigate the teaching and learning challenges faced by disadvantaged students that inhibit the achievement of access and equity of outcomes, and the experiences of staff in respect of measures implemented to address these challenges, to promote student success at the Durban University of Technology A quantitative research design was used to conduct this study. Variables were tested using surveys in the form of questionnaires which were distributed to both staff and students to obtain data. A non-probability sample was used for questionnaires. A convenience sampling method was used for both the student survey and staff survey due to easy accessibility and geographical proximity of the respondents. Data was analysed using the Statistical Package for Social Sciences (SPSS) software package and presented using graphs and tables. The results were interpreted. Arising from the student survey, it is concluded that the respondents did not experience significant teaching and learning challenges. However, some of the respondents did indicate certain challenges facing disadvantaged students such as teaching challenges which were found to be related to large class size, e-learning, English language proficiency and student readiness for higher education, learning challenges were shown to include large class size, elearning; English language proficiency and student readiness, as well as classroom participation. Other learning challenges include challenges relating to group work, increased workload and underprepared lecturers. The staff survey revealed a different result. Staff indicated that the students of higher education experienced significant challenges. Higher education institutions cannot therefore ignore that the disadvantaged student requires additional support as compared to those that are not disadvantaged. Therefore, added interventions to improve the performance of the student must be considered. Intervention strategies that were used to improve teaching and learning, included tutorials; writing centres; online tutorials; at risk measures; and SI. The study also found that challenges were experienced, in respect of the intervention measures. The study confirms that social justice and equity of access is not only about giving access to the disadvantaged student, it is about achieving equity of outcomes. Teaching and learning of higher education students cannot therefore be taught in a general context. A student’s disadvantage must be considered and analysed so as to provide a teaching and learning classroom that is conducive to all students.