Investigating Students’ Self-Perceived Affective Learning During Classroom Interaction Involvement at a South African University (71909)

Session Information: Learning Experience, Student Learning & Learner Diversity
Session Chair: Marius Dieperink

Thursday, 21 September 2023 16:00
Session: Session 4
Room: Nova Icaria
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers’ efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. Research has shown that the affective domain develops well-rounded students with broad capabilities; many scholars advocate for the incorporation of the affective domain in university curricula. The aim of this paper was to understand the self-perceived affective learning of the university student, to match their emotions to the process of teaching and learning.
The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data, which was analysed with SPSS.
With regards to students’ self-perceived perceptiveness during classroom interaction involvement, the findings revealed that the majority of students were very perceptive to the meaning of others’ behaviour in relation to themselves and the situation. Concerning the students’ self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others’ reactions while speaking during classroom conversation. Finally, regarding students’ self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do.

Marius Dieperink, Tshwane University of Technology, South Africa

About the Presenter(s)
Dr Marius Dieperink is a communications lecturer, and Academic Manager at Tshwane University of Technology. His interests include CALT, Business English, Communication Skills, Social Media, Corporate Communication, Atlas.ti, qualitative research.

Connect on Linkedin

See this presentation on the full scheduleThursday Schedule

Conference Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00