Abstract
This research is conducted to examine what is currently evaluated with respect to teaching in Nigerian publicuniversities and to produce instruments that would be useful for examining the course and teaching effectiveness ofcourse lecturers. Telephone interview of ten (10) professors in ten public Nigerian Universities is used to elicitinformation on the current state of evaluation of teaching while a document analysis reveals the concerns ofNational Universities Commission with lecturers during programme accreditation. Finding indicates that teachingeffectiveness is grossly ignored in the lecturer appraisal process. An 18 item questionnaire and another 15 itemquestionnaire measuring teaching and course effectiveness respectively is constructed. After a test retest procedureusing four lecturers and four courses, the instruments yielded a reliability coefficient ranging from -0.568 to 0.591for lecturers and 0.548 to 0.944 for the courses. The correlation coefficient values clearly reveal that the courseevaluation and lecturers’ evaluation forms were adequate to generate information on the course and lecturereffectiveness. It is therefore recommended, among other things that the National Universities Commission (NUC) asa regulatory body should make the evaluation of teaching a mandatory policy for all universities.
Highlights
Nations of the World have come to rely on the three-fold function of the university – teaching, research and community service as a means to advancement in knowledge, production of qualified workforce and social and economic transformation
This involved asking a structured question through telephone interview of professors in 10 Nigerian public universities namely- University of Lagos (UNILAG), University of Ilorin (UNIILORIN), University of Calabar (UNICAL), Abubakar Tafawa Belewa University (ATBU), University of Uyo (UNIUYO), University of Ibadan (UI), Cross River University of Technology (CRUTECH), Imo State University (IMSU), Abia State Univeristy (ABSU) and Lagos State University (LASU)
This study reveals that teaching effectiveness is currently not assessed and does not form part of the conditions for promotion of academic staff in many Nigerian public universities
Summary
Nations of the World have come to rely on the three-fold function of the university – teaching, research and community service as a means to advancement in knowledge, production of qualified workforce and social and economic transformation. The close link between students’ achievement and effective teaching has made its assurance a dominant concern in both developed and developing nations. This concern has brought much pressure on tertiary educational institutions. This in turn has led many institutions to lay a greater emphasis on teaching and the need for specific and measurable evaluation of teaching (Frost and Fukami, 1997). Several strategies to measure teaching effectiveness such as student ratings, peer evaluation, self evaluation etc have been used by tertiary educational institutions. Use of student ratings has generated more interest than any other teaching effectiveness evaluation strategy
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.
