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Abstract
The students’ outcome in terms of quality of graduates as regard teaching and learning determines whether the existing methods should be reviewed or not. In the recent world ranking of Universities, only University of Ibadan came among the first hundred despite the number of Universities in Nigeria. This calls for general repositioning of the education sector in Nigeria. This paper examines the teaching and learning of engineering in Nigerian Universities and suggests ways of improving engineering education in Nigerian Universities.Keywords: Engineering Education, students’ outcome, Tertiary Education and Learning and Teaching methodology
Highlights
The need to enhance learning, which is quality teaching is urgently needed in Nigerian Universities
This paper examines the teaching and learning of engineering in Nigerian Universities and suggests ways of improving engineering education in Nigerian Universities
Teaching in Nigerian Universities, especially engineering education system should go beyond the normal classroom as it builds the students to realise their dreams
Summary
The need to enhance learning, which is quality teaching is urgently needed in Nigerian Universities. The setback of traditional methods of teaching are: information transmission is one way, little or no response and feedback; materials are limited to notes and textbooks; less practical aspects or real life time situations but ‘plug and play’ approach; fate of the subject is determined by the handwriting of lecture; inadequate interactions in classroom; emphases on marks instead of result oriented and learning not for understanding but from memorization. The need to improve the present quality of learning and teaching methodologies in Nigerian Higher Institutions cannot be overemphasised because the effect can be seen from the quality of graduates Some of these skills can be adopted from developed countries of higher education standard such as the UK and the US. Teaching in Nigerian Universities, especially engineering education system should go beyond the normal classroom as it builds the students to realise their dreams Some of these areas that should be critically analysed include:. According to [Marton, et al, 1997 and Boud, 1995] ‘students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition, if they want to graduate) escape the effects of poor assessment.’ Due to a large number of students in Nigerian Universities, there is little or no assessment and feedback especially in the area of feedback
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