Practice-Theory Integration in Engineering Content Implementation Endeavors: The Cases of Three Public Universities of Ethiopia

Abstract

This study intended to examine the engagement of university engineering teachers in their practice theory integrative content deliveries. Exploring the variations of engineering teachers’ practice theory integrative content implementation endeavors as a function of their university teaching experiences and university generation type was another purpose of this study. By using a questionnaire, the study collected data from 310 engineering teachers selected by stratified random sampling. Academic officers, engineering students, and teachers selected purposively participated in the interview sessions. One sample t-test, ANOVA, Post Hoc test, Pearson correlation coefficient and multiple regressions were employed as quantitative data analysis techniques. Finally, the findings of the study revealed that unlike their practical and practice-theory integrative content implementation involvements, engineering teachers’ theoretical content implementation practice was in a better status. High and medium experienced teachers did better practice-theory integrative content implementations than low experienced teachers did. Likewise, teachers from First Generation University did best in implementing practice-theory integrative contents in comparison to second and third-generation universities which were on the same level. Both practical and theoretical content implementation practices of engineering teachers contributed 43.94% towards their practice-theory integrative content implementation endeavors in such a way that the former contributed 35.02% and the latter 8.92%. It was concluded that experience was a significant factor for realizing acceptable practice-theory integrative content implementations. It was also recommended that engineering academic institutions and their teachers need to emphasize the practice-focused teaching-learning experience by exposing their students to the practical scenario through industry visits, reflective reports and presentations for ensuring better practice-theory integrative content implementations