Students’ voices concerning pedagogic praxis and curbing absenteeism – A case study of a university of technology in South Africa

Students’ voices concerning pedagogic praxis and curbing absenteeism – A case study of a university of technology in South Africa

Sello Martin Blasé Mohlaloka & Leetwane Anna Ntlhare

Issue: Vol. 7 No. 2 2026 Article 9 pp.137 – 150
DOI : https://doi.org/10.38159/jelt.2026729 Published online 10th March 2026.

22 Downloads

DOWNLOAD PDF

ABSTRACT

In this study, an argument is raised concerning students’ voices on pedagogic praxis and curbing absenteeism at a university of technology. In higher education, absenteeism is a recurring problem that is frequently associated with low student involvement, a perception that the course material is irrelevant, a lack of inclusive teaching methods, a lack of enthusiasm, an unsafe environment, and a strained relationship between students and lecturers. For this study, pedagogic praxis refers to the blending of theory and practice in the classroom, where lecturers evaluate their teaching strategies and how they benefit students. Consequently, teaching should balance the needs and interests of society. This paper is couched through Critical Emancipatory Research (CER). CER advocates for emancipation and transformation of pedagogic praxis. A qualitative research design was adopted in this study, and Participatory Action Research was used as a methodological approach to generate data. A qualitative focus group discussion was used with twenty (20) second-year students as a technique to initiate data generation. Data was analysed through thematic analysis. This paper responds to two questions: what are the students’ voices concerning pedagogic praxis, and how can pedagogic transformation curb absenteeism? The study found that students seem to be demotivated due to some of the pedagogic practices employed. Furthermore, the study suggests that there should be transformation and engaged pedagogy to enhance pedagogic praxis, quality of education, and curbing absenteeism. This study will contribute to how integrating students’ perspectives regarding pedagogic praxis can enhance student attendance.

Keywords: Pedagogic Praxis, Quality of Education, Absenteeism, Academic Performance, Pedagogic Transformation.

BIBLIOGRAPHY

Abulhul, Zeinab. “Teaching Strategies for Enhancing Student’s Learning.” Journal of Practical Studies in Education 2, no. 3 (2021): 1–4.

Ademi, D. “Digital Rights: A Critical Analysis of the Status of Online Freedom ofExpression in Kenya. Analysis of Chain Mediating Effect,” 2024.

Afzal, A, S Rafiq, and A Kanwal. “Relationship between Teacher and Student and Its Effect on Students’ Academic Achievement.” Gomal University Journal of Research 39, no. 1 (2023): 55–68.

Afzal, Ayesha, and Shahid Rafiq. “Impact of Teachers’ Instructional Techniques on Student Involvement in Class: A Case Study.” UMT Education Review 5, no. 2 (2022): 184–204.

Ahmad, Ashfaq, Muhammad Athar, Fazlul Ullah, Sami Ur Rehman, Sher Alam, Qiamuddin Khan, Muhammad Junid, and Abdul Aleem. “Assess Factors Affecting Absenteeism among Undergraduate Nursing Students in Private Institute Karachi: Factors Affecting Absenteeism among Undergraduate Nursing Students.” NURSEARCHER (Journal of Nursing & Midwifery Sciences), 2024, 8–11.

Ancheta, Ruel F, Deny Daniel, and Reshma Ahmad. “Effect of Class Attendance on Academic Performance.” European Journal of Education Studies 8, no. 9 (2021).

Andrabi, Tahir, Jishnu Das, Asim I Khwaja, Selcuk Ozyurt, and Niharika Singh. “Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools.” American Economic Review 110, no. 10 (2020): 3315–49.

Anggraini, Theresia, Masduki Ahmad, and Ivan Hanafi. “Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era.” Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 10, no. 02 (2024): 295–306.

Baker, James P, Alan K Goodboy, Nicholas D Bowman, and Alyssa A Wright. “Does Teaching with PowerPoint Increase Students’ Learning? A Meta-Analysis.” Computers & Education 126 (2018): 376–87.

Be, Borey. “International Student Perceptions of Teacher-Student Rela-Tionships Affecting Academic Motivation: A Case Study of One University.” Science, Education and Innovations in the Context of Modern Problems 8, no. 8 (2025): 575–83.

Berliana, Rahmadilla Putri, and Wahdan Najib Habiby. “Teacher Perceptions and Implementation of a Democratic Classroom Atmosphere in Elementary Schools.” Jurnal Cakrawala Pendas 10, no. 2 (2024): 318–35.

Bermejo, Sandra, Ramon Bragós, Eva Vidal, and Alba Pagès-Zamora. “Reducing Absenteeism in the Classroom: Two Case Examples.” Tsvetkova, A.; Morariu, A.-R.; Hellström, M, 2024, 293.

Clarke, Victoria, Virginia Braun, N Hayfield, and J A Smith. “Qualitative Psychology.” A Practical Guide to Research Methods 222 (2015): 248.

Cornish, Flora, Nancy Breton, Ulises Moreno-Tabarez, Jenna Delgado, Mohi Rua, Ama de-Graft Aikins, and Darrin Hodgetts. “Participatory Action Research.” Nature Reviews Methods Primers 3, no. 1 (2023): 34.

Demirdağ, Seyithan. “Student Absenteeism in Turkish Universities: Factors, Effects, and Interventions.” Teaching in Higher Education 30, no. 7 (2025): 1819–39.

Dewey, John. The Middle Works of John Dewey, Volume 13, 1899-1924: Journal Articles, Essays, and Miscellany Published in the 1921-1922 Period. Vol. 13. SIU press, 2008.

Dube, Bekithemba. “Religious Education as a Pedagogy of Care in the Context of Violence: Re-Imaging Working and Thinking Together.” E-Journal of Religious and Theological Studies 9, no. 8 (2023): 408–16.

Espinosa, Ken Paul M. “Implementing school disciplinary program through participatory action research approach.” Araneta Research Journal (Indagatio) 43.1 (2021): 1-1.

Field, Laurie. “Habermas, Interests and Organizational Learning: A Critical Perspective.” The Learning Organization 26, no. 3 (2019): 252–63.

Garcia-Gracia, Maribel, and Ona Valls. “School Absenteeism, Emotional Engagement and School Organisation: An International Comparative Approach.” International Journal of Inclusive Education 29, no. 8 (2025): 1323–37.

Gilani-Williams, Fawzia. “Islamic Critical Theory: A Tool for Emancipatory Education.” International Journal of Islamic Thought 5 (2014).

Guillena, Junge B, and Monaida Guindo. “Factors Associated with Absenteeism Among High School Students.” Psychology and Education:A Multidisciplinary Journal 20,no.4(2024): 1.

Gurley, D Keith, Linda Anast-May, Marcia O’Neal, and Randy Dozier. “Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions.” International Journal of Educational Leadership Preparation 11, no. 1 (2016): n1.

Kamran, Farrukh, Ayesha Kanwal, Ayesha Afzal, and Shahid Rafiq. “Impact of Interactive Teaching Methods on Students Learning Outcomes at University Level.” Journal of Positive School Psychology 7, no. 7 (2023): 89–105.

Kemmis, Stephen, Christine Edwards-Groves, Rachel Jakhelln, Sarojni Choy, Gun-Britt Wärvik, Lisbeth Gyllander Torkildsen, and Charlotte Arkenback-Sundström. “Teaching as Pedagogical Praxis.” In Pedagogy, Education, and Praxis in Critical Times, 85–116. Springer, 2020.

Khan, Asad, Samreen Mehmood, and Abdul Ghaffar. “A Comparative Study of Teacher-Student Relationships in Urban and Rural Elementary Schools of Khyber Pakhtunkhwa, Pakistan.” Social Science Review Archives 3, no. 2 (2025): 853–85.

König, Johannes, Sigrid Blömeke, Armin Jentsch, Lena Schlesinger, Caroline Felske née Nehls, Frank Musekamp, and Gabriele Kaiser. “The Links between Pedagogical Competence, Instructional Quality, and Mathematics Achievement in the Lower Secondary Classroom.” Educational Studies in Mathematics 107, no. 1 (2021): 189–212.

Laelasari, Desy, Qowaid Qowaid, and Efrita Norman. “Pengaruh Tingkat Pendidikan, Pelatihan, Dan Pengalaman Mengajar Terhadap Profesionalisme Guru Sekolah Dasar Negeri Cemplang Kecamatan Cibungbulang Kabupaten Bogor.” Jurnal Dirosah Islamiyah 2, no. 2 (2020): 200–220.

León, Samuel P, and Inmaculada García-Martínez. “Impact of the Provision of PowerPoint Slides on Learning.” Computers & Education 173 (2021): 104283.

Li, W., C. Qi, and Z. Zhang. “The Perception of Climate and Learning Burnout,” 2022.

Mahajan, Rajiv, and Kapil Gupta. “Periodically Modified Regulatory Reforms for Implementation of Competency-Driven Undergraduate Medical Curriculum in India: A Comparative Analysis.” International Journal of Applied and Basic Medical Research. Medknow, 2024.

Mansyur, Abdul Rahim. “Wawasan Kepemimpinan Guru (Teacher Leadership) Dan Konsep Guru Penggerak.” Education and Learning Journal 2, no. 2 (July 31, 2021): 101. https://doi.org/10.33096/eljour.v2i2.113.

Naeem, Muhammad, Wilson Ozuem, Kerry Howell, and Silvia Ranfagni. “A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research.” International Journal of Qualitative Methods 22 (2023): 16094069231205789.

Nahuddin, Yusuf Eko, and Riski Febria Nurita. “Freedom of Speech in the Context of Constitutional Law: Maintaining the Balance Between Freedom and Public Order.” International Journal of Sustainable Law 2, no. 1 (2025): 7–11.

Narayankar, Shilpa L, Suraj T Jadhavar, Saurabh S Patil, Nikhil R Gode, Megha S Kinake, Mansi S Thokal, and Sayli S Dhande. “Students Perspective on Absenteeism: A Cross-Sectional Study among Students at Government Medical Colleges of Western Maharashtra,” 2024.

Nieuwenhuis, Jan. “Qualitative Research Designs and Data Gathering Techniques.” First Steps in Research 7 (2007): 70–97.

Nwadiuto, Nwokonko Roberta. “Availability of Digital Resources and Lecturers’ Job Effectiveness in Universities,” 2025.

Nyimbili, Friday, and Leah Nyimbili. “Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies.” British Journal of Multidisciplinary and Advanced Studies 5, no. 1 (February 16, 2024): 90–99. https://doi.org/10.37745/bjmas.2022.0419.

O’Neill, Geraldine, and Angela Short. “Relevant, Practical and Connected to the Real World: What Higher Education Students Say Engages Them in the Curriculum.” Irish Educational Studies 44, no. 1 (2025): 23–40.

Rahman, Md Mizanur, and Md Habibullah Bahar. “Student Absenteeism in Tertiary Education in Bangladesh: Causes and Effects.” Available at SSRN 4838924, 2024.

Şahin, M. Kapsayıcı Eğitim ve Sosyal Medya Ilişkisi [Inclusive Educationa and Social Media Relations], Kapsayıcı Eğitim Içinde. Edited by Muhammed Baş. Ankara: Anı Yayıncılık, 2022.

Sajjad, Shahida. “Effective Teaching Methods at Higher Education Level.” Pakistan Journal of Special Education 11 (2010): 29–43.

Sirotová, Mariana. “Pedagogical Praxis as a Process of Developing Professional Competencies in University Education of Future Teachers.” Procedia-Social and Behavioral Sciences 228 (2016): 529–34.

Smith, J. Introduction to Research Methods. Cambridge: Cambridge University Press, 2015.

Spiteri, Marthese, and Shu-Nu Chang Rundgren. “Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology.” Technology, Knowledge and Learning 25, no. 1 (2020): 115–28.

Surahmi, Yossy Dipoyanti, Ely Fitriani, Avi Andinini Pradita, Sylvia Alfaeni Ummah, and Ani Nur Aeni. “Kompetensi Pedagogik Guru Sekolah Dasar Dalam Mengelola Pembelajaran Terpadu Pada Kurikulum 2013.” Jurnal Cakrawala Pendas 8, no. 1 (2022): 135–46.

Wang, Viktor. Critical Theory and Transformative Learning. IGI Global, 2018.

Wulandari, Hayani, and Isa Nurhaliza. “Mengembangkan Potensi Guru Yang Profesional Dalam Proses Belajar Mengajar.” Didaktik: Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (2023): 2487–2509.

Xolisile, Ndaba, and Dube Bekithemba. “Critical Emancipatory Research Approach to Enhance Performance Among Progressed Learners in Life Sciences.” Mediterranean Journal of Social Sciences 12, no. 4 (July 8, 2021): 53. https://doi.org/10.36941/mjss-2021-0027.

AUTHOR(S)

Mr. Sello Martin Blasé Mohlaloka presently works for the Central University of Technology (CUT) in Bloemfontein, Free State Province (South Africa) as a lecturer for the Humanities faculty. He holds a BSc. Ed degree from the University of the North (Qwa-qwa campus) and an ACE (Technology) from the University of Kwa-Zulu-Natal. In addition, he holds a B. Honors, PGDE and M.Ed from the University of Free State (UFS). He worked for the Department of of basic Education from 1996 till 2017. Then worked for the University of the Free State (South Campus) as Curriculum Developer and Researcher. His goal is to complete his PhD, publish more articles and supervise students.

Dr L.Ntlhare currently serves as a lecturer for the Humanities faculty at Central University of Technology (CUT) in Bloemfontein, Free State Province, South Africa. She obtained her ACE (Psychology in Education) at the University of the Free State, then completed her M.Ed. at Central University of Technology. Then completed her PhD at the University of the Free State. Her objective is to publish more articles until she becomes a full professor.

TO CITE ARTICLE

Mohlaloka, Sello Martin Blasé , and Leetwane Anna Ntlhare. “Students’ voices concerning pedagogic praxis and curbing absenteeism – A case study of a university of technology in South Africa,” Journal of Education and Learning Technology 7, no.2 (2026): 137 – 150. https://doi.org/10.38159/jelt.2026729