http://repository.bothouniversity.ac.bw:8080/buir/handle/123456789/16 2026-04-13T11:45:47Z 2026-04-13T11:45:47Z Sakeus, Saima Kaunapawa http://repository.bothouniversity.ac.bw:8080/buir/handle/123456789/264 2024-10-11T15:48:20Z 2023-05-01T00:00:00Z

Factors Affecting the Academic Performance of First-Year Students at The University of Namibia (Hifikepunye Pohamba Campus, Ongwediva Sakeus, Saima Kaunapawa There has been debate among policy makers, educators, and academics concerning students’ poor performance in their first year of study. Furthermore, failure among first year students has been alarming over the years. This study sought to establish the factors that contributed to poor performance by first year students at the University of Namibia, Hifikepunye Pohamba (HP) Campus, Ongwediva specifically focusing on the effects of learning facilities, class attendance, student accommodation, and socio-economic status of learners on their academic performance. The data used in this study were collected from both primary and secondary sources. The primary data were collected through survey questionnaires distributed to targeted respondents who were first year students while the secondary data were collected through a review of related literature. Out of 150 questionnaires that were distributed, 104 were returned and valid for analysis. The returned questionnaires amounted to 69% response rate. Furthermore, the validity of the study was established through factor loading metrics which included the Kaiser-Meyer-Olkin (KMO) test, Bartlett test of sphericity (BTS), and Average Variance Extracted (AVE). The findings of the study revealed that the significance and impact of the factors (learning facilities, class attendance, campus accommodation and socio-economic status) on the academic performance of first year students. These factors contributed meaningfully towards improving the academic performance of first year students if they were appropriately managed. This study provides the Ministry of Higher Education and the Namibia government with first-hand information that will assist them in coming up with policy aimed at the improvement of learning in Namibian tertiary education institutions especially at the first-year level.

2023-05-01T00:00:00Z Mashaya, Patricia Buyisile http://repository.bothouniversity.ac.bw:8080/buir/handle/123456789/263 2024-10-11T15:20:42Z 2023-06-01T00:00:00Z

Investigating The Factors Affecting Compliance with The Higher Education Regulations by Private Higher Education Institutions In Eswatini Mashaya, Patricia Buyisile Higher education regulations have turned out to be multifaceted and strict in recent years, compelling Private Higher Education Institutions (PHEIs) to allocate substantial resources to ensure compliance with the regulations. Compliance with the regulations is a mandatory requirement for all higher education institutions in Eswatini whether private or public. Using the Octet Quality Theory, and the mixed research approach method, this study sought to establish the effects of higher education regulations on PHEIs compliance with the requirements in Eswatini. Data was collected through the questionnaire and face-to-face interviews. Interpretative analysis was used to process qualitative data while the Statistical Package for Social Sciences (SPSS) version 20 was used to analyse quantitative data. The findings of the study revealed that the PHEIs heeded to the call for registration even though they were confronted by several challenges in fulfilling the minimum requirements in respect of accreditation with the Eswatini Higher Education Council (ESHEC). The registration process was found to be cumbersome, which added to the staff workload and imposed a cost burden on the institutions. The study recommends a development of a higher education policy, review of fees and regulations. The study recommends the development of a higher edcuation policy as this document will guide ESEC on the implememntations of regulatory frame work in a manner that promotes compliance to the regulations by PHEIs. The study recommends relaxation (without compromising quality) of the regulations on infrastructure as this will help PHEIs channel more funds on teaching and learning thus increasing complaince to the regulations. Finally the study recommends that fees are reviewed as this will encourage complaince to the regulations by PHEIs.

2023-06-01T00:00:00Z Shingoya, Patrisia T.M. http://repository.bothouniversity.ac.bw:8080/buir/handle/123456789/262 2024-10-11T13:18:51Z 2024-06-01T00:00:00Z

Exploring the perceptions of technology usage amongst distance learners in African universities: A case of the University of Namibia Shingoya, Patrisia T.M. Understanding how distance learners in Africa interact with technology is crucial for improving educational practices and results as digital technologies continue to change the face of higher education worldwide. The study focused on the insights of technology use at the University of Namibia's distance learning programmes. The study employed a mixed-method approach, collecting data from a sample of University of Namibia distance learners using both quantitative and qualitative methods with an embedded mixed-method approach. The quantitative method was prioritized by means of a questionnaire survey, followed by the qualitative method using semi-structured interviews and online lesson observations. The research aimed to address several key questions: to find out the opinions of distance learners towards the use of technology in their own learning; to identify barriers to the effective use of technology by distance learners; to find out how technology can support distance learners' day-to-day academic activities; and to explore how better distance learners can be supported to use technology more effectively in their learning. According to the findings, distance learners at the University of Namibia have a positive attitude towards technology use, with the majority indicating that technology has improved their learning experience. The majority of distance learners reported that they use technology for various learning activities, such as accessing course materials, participating in online discussions, and submitting assignments. However, the study did identify several problems that distance learners encounter, such as limited access to technology, poor internet connectivity, and a lack of technical support. The Technology Acceptance Model guided the study, providing a structured approach to understanding the interactions between distance learners and technology. The study offers suggestions of how universities might improve technology to enhance the learning experience of distance learners. The findings have broader implications, highlighting the need for improved infrastructure and support systems to facilitate technology use

2024-06-01T00:00:00Z Khan, Nadia Bibi http://repository.bothouniversity.ac.bw:8080/buir/handle/123456789/231 2022-11-08T15:19:13Z 2022-11-07T00:00:00Z

An Exploration of the Virtual Learning Environment With Reference to the Perceived Preparedness of College Student in Gaborone Khan, Nadia Bibi Changes in technology have a significant impact on E-learning in the communication and information systems of the present day. Botswana, like any other country, had a paradigm shift in the teaching and learning process during the Covid phase. This study aimed to determine whether or not students at a few Botswana universities were prepared to utilize the virtual learning environment. This study also aims to observe the progress in using Virtual Learning Environments considering factors such as willingness, attitude, and accessibility, despite the challenges they had to face. It is critical to understand the readiness in several aspects to have seamless learning experiences. The study was conducted using an evaluation questionnaire completed by students. It is found that there is a strong positive correlation between Internet use and virtual learning environments, even though the demographics of the research sample were the same for all participants. The study identified that most students view Virtual Learning Environments as valuable resources despite lack of proficiency in using it.

2022-11-07T00:00:00Z