EVALUATING ACADEMIC PERFORMANCE AND CURRICULUM RELEVANCE IN A NATURE CONSERVATION SCIENCE QUALIFICATION: A CROSS-SECTIONAL QUANTITATIVE STUDY.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i6.1595

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i6.1595

Keywords:

Academic Performance, Curriculum Relevance, Practical Competence, Nature Conservation, Student Evaluation, Curriculum Development, Educational Strategies

Abstract

Introduction

Ensuring alignment between academic performance and curriculum relevance is vital in Nature Conservation education, especially in preparing graduates for the demands of the industry. This study evaluates the Animal Studies 3 module within the Bachelor of Applied Science in Nature Conservation at Mangosuthu University of Technology (MUT), focusing on performance trends and curriculum alignment with industry expectations.

Methods

A cross-sectional quantitative research design was used. Academic records from 150 students (2019–2023) were analyzed to assess performance trends. Additionally, a survey involving 200 participants, students, lecturers, and industry professionals was conducted to evaluate perceptions of curriculum relevance. Descriptive and inferential statistical methods were employed to analyze both academic outcomes and stakeholder feedback.

Results

Pass rates improved from 75% in 2019 to 82% in 2023, with a dip in 2022 attributed to curriculum changes. Despite this improvement, stakeholder feedback highlighted a gap between theoretical knowledge and fieldwork competence. Only 40% of industry professionals deemed the curriculum highly relevant, and 20% recommended updates. Students reported difficulties applying theoretical concepts in practical contexts, while lecturers noted insufficient field-based training.

Conclusion

Although academic performance has improved, a disconnect remains between classroom learning and real-world conservation skills. The current curriculum does not fully equip students for field application.

Recommendation

To enhance the relevance and impact of the Animal Studies 3 module, the curriculum should incorporate more practical, hands-on learning experiences that allow students to apply theoretical concepts in field-based settings. Regular curriculum reviews involving both academic staff and industry stakeholders are essential to ensure alignment with evolving conservation demands. Furthermore, targeted academic support should be provided to lower-performing students to improve outcomes, and strategic partnerships with conservation agencies should be strengthened to facilitate real-world exposure and graduate preparedness.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

Dr. Sibonelo Thanda Mbanjwa is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

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