Students' perception of the teaching-learning practice at a University in Ethiopia

Abstract

The study examined students' perception of the teaching-learning practice at Debre Markos University, Ethiopia. Both quantitative and qualitative methods were employed, and 343 students (from first to final year) who were selected using a simple random sampling technique participated in the study. A questionnaire, focus group discussion, and document review wereused to collect data for the study. Data were analyzed using quantitative (frequency, percentage, mean, and one-sample t-test) and qualitative methods (narration). Investigators found variations observed between and within colleges in the university in executing essential elements of instruction. Students perceived that teachers use their instructional time effectively, apply continuous assessment, and provide timely feedback and advisory services but still lack proper implementation of these essential elements. The study advocates that communicating with students regarding the teaching-learning process and receiving comments will improve the observed gaps. Therefore, teachers should play their role (i.e., use appropriate teaching and assessment methods, provide timely feedback and advisory services). Finally, it is recommended that students should give due attention to what is expected of them in the teaching-learning process.