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.