Quality evaluation of teaching and learning in higher education in Nigeria
Διδακτορική διατριβή
Συγγραφέας
Peingurta, Nifarta Adrew
Ημερομηνία
2009Επιβλέπων
Κουλαϊδής, ΒασίλειοςΘεματική επικεφαλίδα
Εκπαιδευτική αξιολόγηση ; Εκπαίδευση, Ανώτατη -- ΝιγηρίαΛέξεις κλειδιά
Εκπαίδευση ; Ποιότητα ; Αξιολόγηση ; Τριτοβάθμια εκπαίδευση ; ΝιγηρίαΠερίληψη
lt has been argued that the ways students perceive and experience aspects of
their courses and learning environment exerts a long pull on their satisfaction
with their courses and the learning or skills that results, hence their evaluation
of quality of their experiences. It follows therefore that, if students must get
the best out of their courses, the quality of aspects of their courses and
learning environment vίz-a-vίz the quality of teaching and learning must be
evaluated regularly and consistently.
Similarly, Ιf students are to appreciate the quality of education they receive,
they must be allowed to evaluate the quality of their experiences since they
are the active recipients of teaching and learning.
Quality in higher education in Nigeria has been challenged both directly and
indirectly by individuals and bodies that are concerned with the employment
of graduates of higher institutions in the Nigerian labor market. It has also
been purpeted that the quality of student's experiences of aspect of their
courses and their learning environment is detororiating and is not the same all
over the Nigerian Higher Institutions (Alonge, 2005).
This research work therefore, focused mainly on carrying out an evidence
research- based quality evaluation of teaching and learning via student's
evaluation of the quality of aspects of theίr course experiences and learning
environments in the Nigerian higher institutions, especially the university
institutions; in order to substantiate and ascertain the above claims.
Students evaluated the quality of their course experiences and learning
environments based on a five point-scale measurement of the student's level
of agreement with some statements concerning the quality of their course
experiences and learning environment using the Student Course Experience
Questionnaire (SCEQ) which we developed according to the style of questions
found in Ramsden (1991).
The instrument is made up of a total of 61 items spread over nine (sub-scales):
Clear goals, Course level materials and facilities, good teaching, emphasis on
independence, appropriate workload, appropriate assessment, surface
learning strategy, deep learning strategy, generic skills and finally, overall
satisfaction with course. The sub-scales were further categorized in to three
major dimensions of intended curriculum, curriculum in action and learned
curriculum. Α total of 2,221 students (response rate of 65.3%) evaluated the
instrument from 17 universities selected at random all over the six geopolitical
zones of Nigeria; comprising of both federal, state and private
universities; representing 18.5% of total universities in Nigeria as at 2008.
Αριθμός σελίδων
304 σελ.Σχολή
Σχολή Κοινωνικών ΕπιστημώνΑκαδημαϊκό Τμήμα
Τμήμα Κοινωνικής και Εκπαιδευτικής ΠολιτικήςΓλώσσα
ΕλληνικάΠεριγραφή
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