Student Profiling and Key Dimensions- Enhancing Higher Education Learning and Teaching in Namibia

Abstract

The study reports findings that profiled students at the University of Namibia and discusses major dimensions enabling or hindering learning and teaching in higher education. The study further assesses the various teaching strategies preferred by students. Information ranging from gender, marital status, ethnicity, age, educational background and funding was analysed. To collect data, an online questionnaire survey link was distributed to 99 third year nursing students using their student emails. Simple random sampling method was quantitatively used to select 30 participants email addresses. About 21 students completed online survey questionnaires. Captured data was analysed descriptively through google documents to describe the study features. A five point Likert scale was used to measure participation, motivation, support, performance and inclusion, which remain crucial in enabling or hindering learning in higher education. Findings show that there was diversity in the classroom in terms of ethnicity, age, home languages. The student population dominantly comprised of northern tribes of Namibia. There were also students with disability, requiring special educational needs. The study revealed that students participated in the classroom through asking questions and get motivated by teacher feedback, and aspirations of having a brighter future. Students agreed that studying hard and attending classes will improve their academic performance, despite time and financial challenges. The study recommends that the university should re-assess student admission into programmes to ensure ethnic diversity. Further, the School of Nursing should hold career fairs to mobilise prospective students on the nursing career, especially with the aim to attract male candidates.