Towards Improved Teaching Effectiveness in Nigerian Public Universities: Instrument Design and ValidationReport as inadecuate

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Higher Education Studies, v1 n2 p78-91 Dec 2011

This research is conducted to examine what is currently evaluated with respect to teaching in Nigerian public universities and to produce instruments that would be useful for examining the course and teaching effectiveness of course lecturers. Telephone interview of ten (10) professors in ten public Nigerian Universities is used to elicit information on the current state of evaluation of teaching while a document analysis reveals the concerns of National Universities Commission with lecturers during programme accreditation. Finding indicates that teaching effectiveness is grossly ignored in the lecturer appraisal process. An 18 item questionnaire and another 15 item questionnaire measuring teaching and course effectiveness respectively is constructed. After a test retest procedure using four lecturers and four courses, the instruments yielded a reliability coefficient ranging from -0.568 to 0.591 for lecturers and 0.548 to 0.944 for the courses. The correlation coefficient values clearly reveal that the course evaluation and lecturers' evaluation forms were adequate to generate information on the course and lecturer effectiveness. It is therefore recommended, among other things that the National Universities Commission (NUC) as a regulatory body should make the evaluation of teaching a mandatory policy for all universities.

Descriptors: Foreign Countries, Public Colleges, Teacher Effectiveness, Teacher Evaluation, Telephone Surveys, Interviews, Test Construction, Program Validation, Course Evaluation, Questionnaires, Evaluation Criteria, Accreditation (Institutions), Teacher Surveys, College Faculty, Likert Scales

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Author: Archibong, Ijeoma Aniedi; Nja, Mbe Egom


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