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Gender, age and faculty differences in learning practices among undergraduates at the National University of Lesotho

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dc.contributor.author Tlali, Violet Tebello
dc.contributor.author Baliyan, Som Pal
dc.date.accessioned 2024-07-18T12:11:48Z
dc.date.available 2024-07-18T12:11:48Z
dc.date.issued 2021-10-21
dc.identifier.issn 2151-4771
dc.identifier.issn 2151-4755
dc.identifier.uri https://hdl.handle.net/20.500.14155/1981
dc.description.abstract This quantitative study analysed gender, age and faculty differences in the learn- ing practices and other pertinent factors as perceived by the undergraduate students at the National University of Lesotho (NUL). The quota sampling method was used to select 312 students (n = 312) from the seven faculties. Adopting the constructivism theory of learning, a validated and reliable ques- tionnaire was constructed for data collection through a survey. The ques- tionnaire had thirty seven items on the four categories of learning practices: classroom practices, studying practices, assessment practices and academic in- tegrity practices. Fifteen items focused on the pertinent personal factors and the institutional factors. All the items were measured on a five point Likert’s Scale. Data was analysed through statistical tools of Independent t-test and Analysis of Variance. Students perceived all the four learning practices above the mean level. Classroom practices and studying practices were perceived to be the highest and lowest learning practices, respectively. Academic integrity practice had a gender difference in students’ perception while age difference was determined in studying practices. Neither age nor gender difference was determined in students’ perception towards either the personal or the institu- tional factors pertinent to learning. Students perceived three learning practices differently: assessment practices, studying practices and academic integrity prac- tices. Studying practices and assessment practices were perceived the lowest by students in Science and Technology Faculty while academic integrity prac- tices were at the lowest in the health sciences faculty. The study recommends that these faculties improve on these learning practices in order to improve learning among the undergraduates at the university. en
dc.description.sponsorship Self en
dc.language.iso en en
dc.publisher SRP en
dc.subject Learning Practices, Learning Improvement, Gender Difference, Students’ Perception, University Education en
dc.title Gender, age and faculty differences in learning practices among undergraduates at the National University of Lesotho en
dc.title.alternative Way forward to improve learning en
dc.type Article en


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