Students’ experiences on how ubuntu -facilitated group oral presentations enhance their learning

Dados Bibliográficos

ID6030458
AutoresMzuyabonga Gumede (0009-0007-3266-9699, Mangosuthu University of Technology, autor correspondente)
Ano2025
Páginas1-18
Data de publicação2025-05-07
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAfrican Identities (JOURNAL)
Identificadores do periódicoISSN: 1472-5843 • E-ISSN: 1472-5851
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14725843.2025.2488374
OpenAlexW4410139324
IdiomaEN
Referências citadas28

To orally present a learning experience before an audience is a persistent challenge among many higher education students. Such challenge is exacerbated by the anxiety that obscures the students from effectively delivering oral presentations. This paper reports the findings of a study that investigated the students’ experiences of delivering academic oral presentations, including the benefits of group oral presentations that are premised on the African philosophy of ubuntu or humanism. The study took the direction of a qualitative research approach and was conducted in a South African university of technology using a sample of 20 first-year Surveying students who were face-to-face interviewed. The findings of the study pointed out that ubuntu-facilitated group oral presentations play a salient role in the enhancement of the students’ learning and the practices of ubuntu, such as caring, interdependence, commitment, trust, tolerance, compassion, love, and collective confidence, which help mitigate the stage fright during speech delivery. This study, therefore, contributes to a myriad of student-centered teaching approaches that the teachers can employ to develop their students to be active agents and leaders of their learning. As agents of their learning, the students can innovatively and cooperatively solve any problems that impede their effective learning

Mathematics education · Pedagogy · Physics · Political science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology