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Approaches to the Evaluation of Teaching and Learning Methods at a University: Evidence from South Africa

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dc.contributor.author Gumbo, Jabulani R.
dc.date.accessioned 2019-01-24T13:25:57Z
dc.date.available 2019-01-24T13:25:57Z
dc.date.issued 2017
dc.identifier.citation Gumbo, J. R. (2017) Approaches to the Evaluation of Teaching and Learning Methods at a University: Evidence from South Africa, University of Venda, Thohoyandou, South Africa, 9th Int' Conf. on Education, Business, Humanities & Social Sciences Studies (EBHSSS-17) Nov. 27-28. 2017 Parys, South Africa en_US
dc.identifier.uri http://hdl.handle.net/11602/1270
dc.identifier.uri https://doi.org/10.17758/EARES.EPH1117016
dc.description.abstract An increasing number of students drop out of university in South Africa and throughout the world. The South African Council for Higher Education has introduced strategies to deal with high dropout rates, which include the improvement of teaching and learning through the Quality Enhancement Program. I hereby document and evaluate my teaching and learning methods. The data collection for this research involved student informal evaluation, formal evaluation and peer evaluation. The formative evaluation data was grouped in 14 themes with numbers in brackets representing the number of counts of student expression of [their free form]: good lecturer (51); stop pointing (12); request for softcopy of lecture notes (7); speak with a loud voice (5); time to write notes (4); field work/practicals (2);; do not understand lecture notes (2); lecturer coming late (2); lots of lectures notes and case studies are long (2); update notes (1); no double class on Friday (1); timetables are clashing (1); require a small tests (1); revision of lecture (1). The concerns for summative evaluation were: I was a good lecturer; issues on hard copies of lecture notes and feedback on assignments. With regard to peer evaluation, a fellow academic attended one of my lectures to make observations and review the teaching and learning procedures. I was able to observe that I ended my lectures too abruptly. As a result, the suggested approach was that gradually end the lectures with a series of questions that invoke a critical response from students and ask any student to summarize the lecture in three sentences. I have since implemented the student concerns. en_US
dc.language.iso en en_US
dc.subject Student feedback en_US
dc.subject Summative and formative en_US
dc.subject Higher education en_US
dc.subject Student evaluation en_US
dc.subject University drop-out rates en_US
dc.subject Improved quality teaching and learning methods en_US
dc.subject Unrestricted
dc.title Approaches to the Evaluation of Teaching and Learning Methods at a University: Evidence from South Africa en_US
dc.type Article en_US


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