Perceptions and Measures to Improve Teaching Quality at a University in Urban Nigeria
DOI:
https://doi.org/10.32674/mjh4aq08Keywords:
teaching quality, classroom management, student engagement, student/teacher relationship, educational management, educational policyAbstract
This quantitative survey study investigated the perceptions and measures to improve teaching quality in a department of educational management and policy in urban Nigeria. The study comprised a total of 105 respondents including 78 lecturers and 96 final-year students in the 2021/2022 academic year. A researcher-developed instrument entitled Teaching Quality Questionnaire (TQQ) was used for data collection. The instrument was validated by three experts in the field of educational research. The reliability index of the instrument was determined using the Cronbach alpha technique, and a reliability coefficient of 0.86 was obtained. Data collected were analyzed using mean ratings while the hypotheses were tested using a t-test at a significance level of 0.05. Findings indicated high perceptions of the teaching quality of lecturers. In addition, measures for the improvement of teaching quality were identified as knowledge of subject content, effective feedback mechanism, high student assessment, and safe learning environment among others. Based on the findings, recommendations include encouraging lecturers to engage in one-to-one interaction with students, providing staff development opportunities on effective classroom management, and organizing student engagement activities under the supervision of the department head.
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