Lecturers' Pedagogical Dispositions and University Religious Studies Students' Academic Engagement: Intel from Students in the University of Cape Coast, Ghana

Abstract

This study investigated the perceived effect of lecturers' pedagogical dispositions (professionalism, patience, and caring attitudes) on academic engagement among Religious Studies (RS) students at the University of Cape Coast (UCC). The Socio-cultural theory underpinned this study. The explanatory sequential mixed methods design was employed. Through the census method, all 514 religion major students responded to the questionnaire (reliability coefficient of .971) while 10 were selected for the interview. Data from the questionnaire was analysed using descriptive (frequencies, percentages, means, and standard deviations) and inferential (multiple regression) statistics. The qualitative data from interviews were thematically analysed. Results showed that university RS lecturers possess high levels of professionalism, patience, and academic engagement. Students explained that the lecturers’ patience during RS lessons is top-notch as they aid students' understanding, clearly explain concepts, teach with multiple approaches, promote comfortable student participation, boost interest, and make learning easy. The lecturers were found to have a genuine concern for students' well-being, be approachable and willing to help students, take time to know students, support students' academic-personal challenges, show empathy and support, build personal relationships, be objective disciplinarians, provide extra support and willingness to accept student weaknesses. It was discovered that the predictor (lecturers’ professionalism, patience, and caring attitude) explained 55% of the variance in the outcome (university RS students’ academic engagement) F (3, 510) = 205.330, p=.000, R = .740a, R²=547. Lecturers' caring attitudes positively increase engagement and academic performance. The findings imply that, UCC RS lecturers are on top of their job and that for lecturers to be able to engage students academically; they need to be professional, patient and caring. It was recommended that UCC lecturers should incorporate interactive and relevant real-world applications of RS during the engagement. RS lecturers in UCC should enhance their student-oriented teaching strategies and cherish contemporary issues in RS that can deepen RS students’ interest so they connect with the subject to enhance engagement further.