Abstract
Students are seeking university education that may help them enter in the job markets and they are selecting universities which meet their own standards. The idea of economic self-sufficiency and commodification of higher education have also depicted students as fee paying customers and universities are switching from teacher-centered to student-centered approaches for attracting and retaining students. To explore the situation in local universities, the study investigated perceptions of students about frame factors and teaching process in terms of administrative frames, curriculum frames, teacher attributes, learning facilitation, and quality of feed-back as sub-scales. How students were viewing these factors; which factors were relatively stronger; which universities were performing better or otherwise; and what implications of these conditions educational leaders may face were the main questions answered in the study. A spectrum of 600 students taken 25 from each of the sample department of three public and two private universities of Lahore selected on 30% stratified random sampling technique constituted the sample. Data were collected through self-constructed survey scale which was found reliable at 0.9150 Cronbach's alpha. Principle Component Factor Analysis extracted five factors namely administrative frames, curriculum frames, teacher attributes, learning facilitation, and quality of feed-back. Mean scores and correlations were calculated for these sub-scales. One-Sample t-test, Independent samples t-test, and one-way ANOVA were employed for significance and variance analysis. The study concluded that students were not fully satisfied with the administrative frames, curriculum frames, teacher attributes, learning facilitation, and quality of feed-back available at sample universities. Teacher attributes were relatively stronger whereas quality of feed-back was at the lowest count. The situation in public universities was little better as compared with private sector universities. This situation reflects unsatisfactory performance of local universities in terms of administrative frames, curriculum frames, teacher attributes, learning facilitation, and quality of feed-back. Rigorous initiatives on the part of educational leaders to improve upon the situation included in the major recommendations.
Highlights
Education is a social process (Banks, 2010) and every society provides its individual with the tangible as well as intangible components of environment where the process of teaching and learning takes place
It can be assumed that the quality of students’ learning depends largely upon frame factors and teaching process and the current study investigated this impact
The findings of the study revealed that the state of affairs regarding administrative frames, curriculum frames, and teacher attributes, learning facilitation, and quality of feed-back was not good as the mean scores for all of them were below 04 which was the point of agreement at the rating sclae
Summary
Education is a social process (Banks, 2010) and every society provides its individual with the tangible as well as intangible components of environment where the process of teaching and learning takes place. Describing these components as frame factors, “the frame factor theory describes the process of formulation, transformation and realization of knowledge within educational settings” (Lundvall & Meckbach, 2008:347) that takes place as a consequence thereof as shown in figure 1. Frame factors and teaching process together set the level and type of students’ learning that reflect the knowledge, skills, and attitude the students do acquire (Imsen, 1999)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
