Gender, Age and Faculty Differences in Learning Practices among Undergraduates at the National University of Lesotho: Way Forward to Improve Learning

Abstract

This quantitative study analysed gender, age and faculty differences in the le arn - ing practices and other pertinent factors as perceived by the undergraduate students at the National University of Lesotho (NUL). The quota sampling method was used to select 312 students (n = 312) from the seven faculties. Adopting the constructivism theory of learning, a validated and reliable questionnaire was constructed for data collection through a survey. The questionnaire had thirty seven items on the four categories of learning practices: classroom practices, studying practices, assessment practices and academic integrity practices. Fifteen items focused on the pertinent personal factors and the institutional factors. All the items were measured on a five point Likert’s Scale. Data was analysed through statistical tools of Independent t-test and Analysis of Variance. Students perceived all the four learning practices above the mean level . Classroom practices and studying practices were perceived to be the highest and lowest learning practices, respectively. Academic integrity practice had a gender difference in students’ perception while age difference was determined in studying practices. Neither age nor gender difference was determined in students’ perception towards either the personal or the institutional factors pertinent to learning. Students perceived three learning practi ces differently: assessment practices, studying practices and academic integrity practices. Studying practices and assessment practices were perceived the lowest by students in Science and Technology Faculty while academic integrity practices were at the lowest in the health sciences faculty. The study recommends that these faculties improve on these learning practices in order to improve learning among the undergraduates at the university.