Reflections from a Group of First-Year Students Studying Life Sciences at a University

Abstract

Background: This study investigates the experiences of first-year students attending Life Sciences lectures at a South African university. Grounded in Kolb’s Experiential Learning Theory, the research aims to enhance teaching practices by aligning them with experiential learning principles to better support student engagement and academic success.
Method: A quantitative research design was employed within a positivist paradigm to ensure objectivity and generalizability. Data were collected via a cross-sectional survey administered anonymously to a random sample of 16 students. A 4-point Likert scale questionnaire was developed, comprising 18 constructs reflecting key dimensions of experiential learning. Data were analyzed and presented using graphs and charts.
Findings: Students reported high satisfaction with concept clarity, technology integration, real-world relevance, and feedback. However, lower satisfaction was noted in areas such as lecture scheduling, teaching method variety, and classroom participation. These results highlight the need for more flexible and inclusive instructional approaches.
Contribution: The study offers practical recommendations for improving Life Sciences education, including blended learning models, varied assessments, and enhanced support systems. It advocates for reinforcing successful practices and implementing transparent communication and staff development to align teaching with student expectations and contemporary educational standards.