http://hdl.handle.net/10386/3288 APORTAL Sat, 11 Apr 2026 11:36:36 GMT 2026-04-11T11:36:36Z http://hdl.handle.net/10386/5445 Usage of data analytics to track university students’ performance in Africa : a scoping review Yakobi, Khulekani Using data analytics to analyse university student performance in Africa is an attractive potential, given that the continent's institutions face unique problems such as enormous student populations, various educational backgrounds, and varying levels of funding. However, using data analytics can dramatically increase academic performance and institutional effectiveness. The increasing availability of educational data, as well as advancements in data analytics, have opened up new prospects to optimise academic performance tracking in Higher Education Institutions (HEIs). This scoping re-view paper investigates the use of data analytics to track and enhance university student performance across African institutions. The study synthesises findings from peer-reviewed studies published between 2010 and 2025, with an emphasis on techniques, tools, implementation contexts, and results. The paper emphasises the widespread use of Machine Learning (ML) models, predictive analytics, and Learning Management Systems (LMSs) for identifying at-risk students, understanding learning behaviours, and informing institutional decisions. It also uncovers challenges specific to the African context, including data quality, technological infrastructure, and policy limitations. The findings highlight the potential of data-driven approaches to support student success but emphasise the need for localised strategies and capacity building. This review contributes to a growing body of knowledge on educational data analytics and provides a foundation for future research and practice in African HEIs. The future research should focus more on expanding the research depth, real-world applications, interdisciplinary integration, and addressing contextual challenges related to the use of data analytics to track African university students. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5445 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5444 Martial arts and physical education in higher education : fostering discipline, motivation, and student success Mathunjwa, M. L.; Shaw, I.; Shaw, B.; Pooe, O. J. This study investigates combat sports and physical education (PE) as powerful tools to boost student engagement, address academic underperformance, and alleviate mental health issues in higher education. Grounded in self-determination theory (SDT) and embodied learning (EL), the research explores how physically intensive activities such as judo and boxing can holistically foster motivation, discipline, and persistence. SDT provides the framework for how physical activity satisfies the psychological needs for autonomy, competence, and relatedness, which are essential for sustained engagement. EL frames the body as central to cognition and identity, recognising that structured movement is a site of knowledge construction. Combat sports, often misrepresented, are shown to instil crucial non-cognitive values paralleling academic success: discipline, resilience, goal-setting, and emotional regulation. Routine physical training reflects the persistence needed for academic achievement. Purposeful PE further supports cognitive development, improving concentration and self-regulated learning. Informal combat sport sessions have particularly aided first-year students with academic adjustment, stress coping, and time management. The findings advocate for integrating these structured physical activities into higher education curricula and student support strategies. Doing so promotes physical health while significantly enhancing students' academic attitudes and outcomes. This study calls for adaptive programming to ensure accessibility and gender inclusivity, ultimately repositioning combat sports and PE as transformative, EL practices crucial for holistic student development in global, and especially South African, higher education. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5444 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5443 Enhancing student engagement in civil engineering education through innovative self-regulation practices in remote laboratories : a systematic literature review Mbugua, Rose; Mandlevu, Lulama; Ntibonti, Athule The proliferation of technology and the shift towards remote learning have significantly transformed the landscape of engineering education. This evolution has been driven by various factors, including changing student demographics, rapid technological advancements, and global disruptions such as the COVID-19 pandemic. Considering these developments, this systematic review synthesises evidence regarding the application of innovative self-regulation strategies that are facilitated by technology-enhanced remote learning environments. The focus was on enhancing student engagement, specifically within virtual laboratories in engineering education. To conduct this review, a meticulous systematic search was performed across prominent electronic databases, including IEEE Xplore, ERIC, and Web of Science. The findings highlight that integrating self-regulation practices with cutting-edge technologies such as artificial intelligence (AI), virtual reality (VR), and machine learning has a positive impact on student engagement and participation rates. Moreover, it correlates with improved learning satisfaction in remote environments. High levels of student engagement are manifested through effective time management strategies, consistent interaction with learning content, and sustained motivation throughout the learning process. However, the review also identified persistent challenges that educators and students face in a remote learning context. These challenges include feelings of social isolation and disconnection among students, inequalities regarding access to essential technology, and a general lack of preparedness among faculty in terms of the necessary infrastructure and resources for effective online teaching. This review offers valuable insights into how technology-enhanced self-regulation practices can boost engagement in remote engineering education, informing strategies to improve student experiences in virtual settings. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5443 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5442 Potential benefits of integrating teaching and learning technologies into higher education pedagogies : a scoping review Thabane, Lerato The integration of digital technologies into higher education has gained momentum due to global shifts in pedagogy and learning environments. Understanding the benefits of this integration is essential for informing institutional strategies and enhancing teaching practices. This scoping review aims to identify and synthesise the potential benefits of teaching and learning technologies within higher education contexts. Guided by Arksey and O’Malley’s (2005) framework, a systematic search of literature published between 2018 and 2023 was conducted across ten peer-reviewed journals. Thematic analysis, following Braun and Clarke’s (2006) approach, was employed to extract and categorise key findings. Nineteen studies met the predefined inclusion criteria. Five key benefits were identified: (1) unrestricted access to educational materials; (2) increased student engagement and promotion of active learning; (3) enhanced student learning and improved academic success; (4) improved communication through collaborative learning; and (5) enhanced quality of teaching and learning. The review highlights the significant potential impact of digital technologies in higher education, while also emphasising the need for a more comprehensive theoretical engagement and broader literature coverage. Noted limitations include the scope of journal selection and reporting focus. These findings offer valuable insights for informing future pedagogical strategies and guiding further research. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5442 2025-01-01T00:00:00Z