Though interrogating our own practices is a useful start in enhancing our students’ learning experiences within the university context, we also need to consider contextual influences which might constrain or enable whether our students succeed or not. Research has shown that student agency is only one of many factors to achieve academic success[1].
An overview of student perceptions about the general classroom conditions at the institution has shown a myriad of concerns such as:
“Classrooms are very dirty”, “very hot and there is no ventilation”, “the chairs are broken [and] plugs are not working”, “sometimes there are not enough chairs and the class becomes overcrowded”
These comments signal why it is important to include questions in our student feedback questionnaire that would give us insight on students’ lived experiences within the classrooms and the wider university context. Much has been written on the benefits of learning which takes place in a supportive environment.
The majority of our students come from economically disadvantaged backgrounds and might not always be able to buy textbooks. Typical responses “I’m still waiting for my bursary to pay for my books”, “I don’t have money to buy a textbook” could mean that motivation to achieve success and the lecturer’s input may not be the only deciding factors in student success.
It is also useful to consider whether students have an enabling learning environment at home. Amongst others, this would include whether students have the required space and support to study, their social life, conditions surrounding their mode of transport to and from campus, and how their studies are funded. Statements such as “I have a designated area at home where I can study without being disturbed”, “I have enough time at home to study or do my academic work” and “I have enough resources (e.g. access to a laptop or computer, data for online work, etc.) at home to study or do my academic work” will help us identify constraining or enabling factors. If a holistic picture is required, then probing questions could follow.
Concerns about their safety and well-being might also hamper student success. Statements to gauge the impact of these factors could be “I worry about being robbed on my way to and from campus” and “I struggle to get to class on time”. Once again, probing questions could follow.
[1] See Motshoane, P. & McKenna, S. More than agency: The multiple mechanisms affecting postgraduate education. In Bitzer, E., Albertyn, R., Frick, L., Grant, B. Kelly, F. (Eds.) Pushing boundaries in postgraduate supervision. Stellenbosch: SUN MeDIA (2014): 185-202.