Best Practices of Teaching in Higher Education in United States: A Case Study

Abstract

This study is an attempt to assess the level as well as factors associated with teaching practices among students and instructors in a higher learning institute in the United States. The sample population comprised 181 undergraduate and postgraduate students and 22 instructors from the School of Education. Questionnaires using a 6 point Likert-scale were administered to all 203 respondents whilst interviews were conducted with 5 undergraduates, postgraduates and instructors. In addition, document analysis was also conducted on the syllabus used for the 12 courses. Descriptive analysis indicated that most of the teaching practices (dimensions or overall) recorded above moderate level in higher education. Inferential statistical analysis indicated that many of the sub-variables seemed to have moderate influences on the dimensions of teaching practices. Results of independent-samples t-tests, indicated that gender did not have any influence on the perception of teaching practices. Generally, students' preference for feedback and active learning coincided with the concept of transformative learning. This should augur well especially in laying the foundations for more specific actions to further improve teaching practices in higher education in the United States as well as other universities which aspire to become research universities