{"id":{"repo_id":"zulu","oai_identifier":"oai:uzspace.unizulu.ac.za:10530/2627"},"canonical_url":"https://search.dev.ndltd.org/etd/zulu/oai:uzspace.unizulu.ac.za:10530/2627","repository":{"repo_id":"zulu","name":"University of Zululand","base_url":"https://uzspace.unizulu.ac.za/server/oai/request"},"display":{"title":"Academic staff perceptions of the influence of first-year students’ classroom behaviour on teaching and learning practices at a university in Kwazulu-Natal","abstract":"This study investigated academic staff's perceptions of the impact of first-year students' classroom behaviour on teaching and learning practices at a university in KwaZulu-Natal. The transition from high school to university was often difficult for first-year students, whose actions had a significant impact on the classroom environment, teaching methodologies, and learning outcomes. Using a qualitative research design, in-depth interviews and surveys were conducted with academic staff from various faculties to gain insight into their experiences and perspectives. The findings revealed that disruptive behaviours, disengagement, and a lack of preparedness among first-year students impeded effective teaching. As a result, academic staff frequently modified their teaching strategies, such as improving classroom management, simplifying course content, or incorporating more interactive teaching techniques to engage students. The study emphasised the importance of targeted professional development for academic staff, institutional support for managing classroom behaviour, and interventions to help first-year students adjust to university life. Understanding these dynamics was considered","abstract_html":"This study investigated academic staff's perceptions of the impact of first-year students' classroom behaviour on teaching and learning practices at a university in KwaZulu-Natal. The transition from high school to university was often difficult for first-year students, whose actions had a significant impact on the classroom environment, teaching methodologies, and learning outcomes. Using a qualitative research design, in-depth interviews and surveys were conducted with academic staff from various faculties to gain insight into their experiences and perspectives. The findings revealed that disruptive behaviours, disengagement, and a lack of preparedness among first-year students impeded effective teaching. As a result, academic staff frequently modified their teaching strategies, such as improving classroom management, simplifying course content, or incorporating more interactive teaching techniques to engage students. The study emphasised the importance of targeted professional development for academic staff, institutional support for managing classroom behaviour, and interventions to help first-year students adjust to university life. Understanding these dynamics was considered","abstract_has_math":false,"creators":["Sikhosana, Nokwethemba Nosipho Andiswa"],"institution":"University of Zululand","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Nkwanyana, B. P.","Mngomezulu,T. 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