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Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence
Thesis (PhD)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613645617233920 |
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| access_status_str | Open Access |
| author2 | Evans, Rinelle |
| author_browse | Evans, Rinelle |
| author_facet | Evans, Rinelle |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/45937 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:26.678Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/45937 Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence Evans, Rinelle Segabutla, Madikwa Hendrietta UCTD Academic performance Academic success Instructional communication Instructional dissonance Perceptions Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2015. Concerns continue to be raised in South African higher education circles that students are not performing academically as they can and should, resulting in low through-put and poor retention rates (Hersh & Merrow, 2005; Pandor, 2007; DoE, 2008; EDUCATOR’S VOICE; MacGregor, 2009) . This mixed methods case study, using the General Model of Instructional Communication (McCroskey, Valencic, & Richmond, 2004), is an investigation of the lecturers’ and their students’ perceptions of lecturers’ instructional communication (IC), with specific focus on lecturer immediacy, clarity and credibility. These perceptions were further analysed to establish the extent to which they reflect lecturers’ instructional competence. Triangulation of data sets was conducted after seven lecturers had been interviewed and observed (eCOVE software and video) and questionnaires were administered to 252 first year students, enrolled for a communications course. Data were stored and analysed through the Dictate Express software, WEFT QDAS (text) and the Statistical Programme for the Social Sciences (SPSS) (numeric). The use of multiple data sources and analytic methods helped to improve the reliability and validity of the study. Analysis of the perceptions revealed that although the lecturers were perceived to be verbally and nonverbally immediate, they were also perceived to be unclear in their presentation, although credible in the eyes of their students. These negative behaviours have the potential to affect students’ learning adversely, and so potentially reduce students’ academic success. The lecturers were also found to be inconsistently competent, pedagogically and professionally. Recommendations at practical and policy levels, aimed at ameliorating lecturers’ communication and instructional skills during instruction, have been made while further research could review existing instruments, interventions and assess student performance. tm2015 mi2026 Humanities Education PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2015-07-02T11:06:06Z 2015-07-02T11:06:06Z 2015/04/29 2015 Thesis Segabutla, MH 2015, Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/45937> A2015 http://hdl.handle.net/2263/45937 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Academic performance Academic success Instructional communication Instructional dissonance Perceptions Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title | Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title_full | Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title_fullStr | Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title_full_unstemmed | Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title_short | Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence |
| title_sort | exploring perceptions of lecturers instructional communication as a reflection of instructional competence |
| topic | UCTD Academic performance Academic success Instructional communication Instructional dissonance Perceptions Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/45937 |