Investigating students self perceived effective learning during classroom interaction involvement at a South African iniversity.
Moroasi, Olter Matsimela Cekiso, Madoda P. Segabutla, M. H. Dieperink, Marius Olifant, Florence M.
Moroasi, Olter Matsimela
Cekiso, Madoda P.
Segabutla, M. H.
Dieperink, Marius
Olifant, Florence M.
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Abstract
Affective learning has been neglected in university curricula. Majority of students were perceptive to others’ behaviour and reactions during classroom interaction. Students reported being observant of others' reactions while speaking. Students felt confident and sure of what to say and do. Quantitative survey design and the Attribution theory.
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Date
2023-03-01
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Tshwane University of Technology
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Keywords
Effective learning, Student, CLassroom, Interaction, South African university