Action Research: A Practice to Improve Academic Performance among Undergraduate Psychology Students at the South African University Campus

Abstract

In determining how best to improve learner-centeredness and academic performance of Psychology students at the University of Fort Hare (UFH), an Action Research (AR) was employed. Research indicates that overcrowding, lack of resource, poor command of English and poverty- stricken background impact adversely on the academic performance of most black South African students at tertiary institutions. The study was underpinned by Vygotsky’s theory which advocates scaffolding and ZPD for successful teaching and learning. The sample size consisted of 26 convenient undergraduate students in the Foundation or Extended Programme class, whose informed consent, integrity and privacy were safeguarded. In group form, students cited that collaboration and interaction with the lecturers could equip them with more knowledge and insight as they contribute to their self-esteem. Given this findings, the recommendations are: (1) Lecturers should introduce various forms of teaching such as participatory approach and (2) Educational resources be available for students to access computer centres.

DOI: 10.5901/mjss.2014.v5n27p1043