Evaluation of the Effectiveness of Teaching and Learning in Public Higher Education Institutions of Ethiopia

Abstract

This study explores the state of delivery of education in public
universities of Ethiopia by investigating the existing teaching learning
practices, and identifying their strengths and limitations. Its intent is to gather
and analyze broad and context-based feedback on the effectiveness of the
teaching-learning process in higher education institutions that would
eventually lead to and help intervention. The studyfocuses on issues and
relevance of programs, courses, and the status of students and teachers in
the universities. The study adopted a descriptive survey method. Two
different sets of questionnaire were developed for students and instructors at
higher education institutions. The instruments for data collection consisted of
both open and closed ended items that would help to explore the overall state
of teaching and learning environment in higher education institutions. A total
of 575 students and 243 staff members were involved in the study. Results
indicated that effective teaching and effective learning are two sides of a coin
reciprocating in the overall process. Although effective teaching may not
necessarily yield effective learning, one cannot doubt that teachers' individual
behavioral attributes in and out of the classroom could playmajor role in
realizing expected outcomes in students' behavior. The involvement of
students in the teaching and learning process, the application of knowledge
and skills to solve life-related problems and the provision of resources and
materials to run the instructional processeseffectivelywere views repeatedly
suggested by respondents to improve students’ learning. The outcome of the
study proposes strategies for maintaining and improving educational services
for university students.