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Home > An Analytical Study of the Teacher Evaluation Practices in Higher Education Implications for Universities in Pakistan

An Analytical Study of the Teacher Evaluation Practices in Higher Education Implications for Universities in Pakistan

Thesis Info

Access Option

External Link

Author

Hakim Ali

Supervisor

Bashir Hussain

Department

Education

Program

PhD

Institute

Bahauddin Zakariya University

Institute Type

Public

City

Multan

Province

Punjab

Country

Pakistan

Degree Starting Year

2014

Degree End Year

2019

Viva Year

2019

Thesis Completing Year

2019

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13305/1/Hakim%20ali%20education%202019%20bzu%20prr.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724480100

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Universities have been placing an increasing emphasis on evaluating the quality of teaching for the last many decades across the globe. The two key motives for this growing interest in evaluation of teaching in universities are improvement and accountability. Driven by an unprecedented emphasis on these motives, universities focused attention on developing policies and procedures, along with more objective criteria, formalized, and systematic methods for evaluation of faculty teaching across the globe. Literature reveals that the most frequently used sources of information for evaluation of teaching in universities generally include: student evaluations of teaching [SETs], self-evaluations, administrator evaluation, peer evaluations, teaching portfolios and scholarship of teaching and learning [SOTL]. Considering the significant role of teaching evaluations in improving the quality of teaching and satisfying the demands of accountability in higher education at international level, the Higher Education Commission [HEC] of Pakistan also placed emphasis on the evaluation of teaching in universities. Consequently, HEC took a number of initiatives and provided general guidelines to HEIs for evaluating faculty teaching. Universities are, however, facing some challenges at policy and practice level in the development, designing and effective implementation of teaching evaluation system in the absence of clear-cut policies and detailed guidelines. The key rationale behind conducting this study was to address these challenges. To address the challenges regarding the evaluation of university teaching in Pakistan, this study specifically analyzed the existing teaching evaluation practices in Pakistani HEIs with the intention to develop a framework for evaluation of teaching. To be explicit, this study first examined the existence of teaching evaluation practices in universities of Pakistan at policy level. Secondly, this study analyzed the teaching evaluation processes and their components from holistic perspective at practice level. Subsequently, this study determined the desirability and likely applicability of a proposed potential framework for evaluation of teaching in universities of Pakistan. Finally, a comprehensive framework for evaluating teaching in universities of Pakistan was suggested. In pursuing the objectives of the study, initially a conceptual framework was developed after extensive review of literature. This conceptual framework provided methodological basis to this study. In alignment with research objectives, this study used multiphase series of studies mixed methods design which comprised a mix of quantitative and qualitative data gathering approaches, and involved three phases. In phase-1 (i.e., Analytical Phase), the concurrent triangulation approach was used to examine the existing teaching evaluation policies and practices in 130 Pakistani HEIs. This phase used qualitative and quantitative components concurrently to collect data. For the qualitative component (QUAL), policy documents related to evaluation of teaching were collected. These documents were publicly available at websites of HEC and universities in Pakistan. Analysis of these policy documents was done using the ‗summative approach to qualitative content analysis‘ which has both quantitative and qualitative aspects referred to as ‗manifest content analysis‘ and ‗latent content analysis‘ respectively. Analysis pointed out that there was absence of written policies, procedures and detailed guidelines necessary for effective implementation/execution of teaching evaluation practices/processes. To triangulate the results of content analysis of policy documents, a survey (QUAN) was used concurrently to explore the real practices of HEIs in relation to the use of six potential sources/processes of collecting data for evaluation of faculty teaching as perceived by teachers and administrators. Using a ‗census approach‘, all the faculty members and administrators accessible through email, were invited to complete a 67 item questionnaire in online format. A total of 617 questionnaires were received back from 507 teachers and 110 administrators (response rate 36 percent and 30 percent respectively). The collected data were analyzed by applying either descriptive statistics and/or inferential statistics. Analysis of policy documents and survey responses in Phase-I identified that most of the teaching evaluation practices are not actually used in Pakistani HEIs and those which are claimed to be employed, have implementation flaws during execution process, are not closing the feedback loop in actuality. This implies that there was a dire need to develop a comprehensive teaching evaluation framework to fill the gap between literature-supported ideal notions of teaching evaluations and current practice in universities of Pakistan. The phase-II (i.e., developmental phase) of the study was actually informed by inferences derived from Phase-I (i.e., the analytical phase). The purpose of phase-II of the study was to devise a ‗robust‘ framework for evaluation of teaching for HEIs in Pakistan. To achieve the objective, the explanatory sequential design was used in this phase. The researcher first administered a quantitative (QUAN) survey, followed by focus group discussions and individual interviews in this phase. The key purpose of the quantitative component in phase-II was to collect and analyze faculty members and academic administrators‘ suggestions/perceptions to determine the ‗desirability‘ and likely ‗applicability‘ of a proposed potential framework for evaluation of teaching. Purposefully selected 200 teachers and administrators were invited to participate in a survey questionnaire, comprising 92 items, and 126 finally responded. The collected data were analyzed by applying either descriptive statistics and/or inferential statistics. Results indicated that participants believe, with high consensus, that all the six teaching evaluation practices involved in proposed potential framework, are ‗highly desirable‘ for effective evaluation of faculty teaching. However, their ‗applicability‘ was comparatively low. This ‗high desirability‘ but likely ‗low applicability‘ suggested that respondents were in favor of all the six teaching evaluation practices but with some reservations. The second small component in Phase-II (i.e., developmental phase) was qualitative (QUAL), comprising focus group discussions and individual interviews with faculty members and administrators. The main objective of this component was to explore possible reasons for the discrepancies in participants‘ views regarding ‗desirability‘ and likely ‗applicability‘ and to seek suggestions for improving the comparatively ‗low applicability‘ of certain aspects of proposed potential framework for evaluation of teaching. Focus group discussions/individual interviews were conducted with 59 faculty members and administrators. Finally, the responses were analyzed using thematic analysis method to draw out key themes. The focus group participants stressed that there is a dire need to develop policies, procedures, detailed guidelines and some structural elements vital to enhance the applicability of teaching evaluation practices/processes, and for more effective teaching evaluation process. Analysis of policy documents, questionnaires‘ data and focus group responses provided strong basis for developing a framework for evaluation of teaching in universities of Pakistan. In phase-III (i.e., Integration Phase), results from the concurrent and sequential phases of the study were incorporated into a coherent framework developed for evaluation of teaching in Pakistani HEIs. Consequently, a framework for evaluation of teaching in universities of Pakistan was recommended for individual university faculty members, the university administrators, the units within institutions (departments, disciplines, schools and faculties), universities, and HEC of Pakistan.
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اشفاق احمد

اشفاق احمدرجحان ساز شخصیت
پیدائش:
معروف دانشور، ادیب، ڈرامہ نگار، تجزیہ نگار، سفر نامہ نگار اور براڈ کاسٹر جناب اشفاق احمد خان بھارت کے شہر ہوشیار پور کے ایک چھوٹے سے گاؤں خان پور میں ڈاکٹر محمد خان کے گھر 22 اگست 1925ء کو بروز پیر پیدا ہوئے۔
تعلیم:
اشفاق احمد کی پیدائش کے بعد اْن کے والد ڈاکٹر محمد خان کا تبادلہ خان پور سے فیروز پور ہو گیا۔ اشفاق احمد نے اپنی تعلیمی زندگی کا آغاز اسی گاؤں فیروز پورسے کیا۔ اور فیروز پور کے ایک قصبہ مکستر سے میٹرک کا امتحان پاس کیا۔اشفاق احمد نے ایف۔ اے کا امتحان بھی اسی قصبہ فیروز پور کے ایک کالج ‘‘رام سکھ داس ’’ سے پاس کیا۔ اس کے علاوہ بی۔اے کا امتحان امتیازی نمبروں کے ساتھ فیروز پور کے ‘‘آر، ایس،ڈی ‘‘RSDکالج سے پاس کپا۔
پاکستان ہجرت:
قیام پاکستان کے بعد اشفاق احمد اپنے خاندان کے ہمراہ فیروز پور (بھارت) سے ہجرت کر کے پاکستان آ گئے۔ پاکستان آنے کے بعد اشفاق احمد نے گورنمنٹ کالج لاہور کے ‘‘شعبہ اردو ’’ میں داخلہ لیا۔یہاں معروف اساتذہ سے علم حاصل کیا۔اْس زمانے میں بانو قدسیہ نے بھی ایم۔ اے اردو میں داخلہ لیا۔ یہ وہ دور تھا جب اورینٹل کالج پنجاب یونیورسٹی میں اردو کی کلاسیں ابھی شروع نہیں ہوئی تھیں۔
شادی:
جن دنوں اشفاق احمد گورنمنٹ کالج لاہور میں ایم۔ اے اردو کے طالب علم تھے۔ بانو قدسیہ ان کی ہم جماعت تھی۔ ذہنی ہم آہنگی دونوں کو اس قدر قریب لے آئی کہ دونوں نے شادی کا فیصلہ کیا۔ان کے والد ایک غیر پٹھان لڑکی کو بہو بنانے کے حق میں نہ تھے۔جس کی وجہ سے شادی کے بعد ان کو مجبوراً اپنا گھر چھوڑنا پڑا۔
تصانیف:
اشفاق احمد کی تصانیف میں افسانے، ناول، ٹی وی ڈرامے، ریڈیائی ڈرامے، فیچر اور سفر نامے شامل...

THE TEACHERS AND STUDENTS PERCEPTION ON ENGLISH TEXTBOOK WHEN ENGLISH RINGS THE BELL

Abstract The purpose of this study is to compare the student's and teacher’s perceptions about their current English textbook they used. This study categorized as a descriptive qualitative study. The population of VIII grade students (45 students) of junior high school was involved in this study and an English teacher of them too. The questionnaire and semi-structured interview were used as the instrument of this research. Besides, the guideline of the interview and questionnaire was from [1]Cunningsworth's (1995) theory which is explained about the book evaluation. The data were analyzed through Google form percentage presentation for the questionnaire while transcription, coding was used for the interview section. The result showed, 75% of students believed that the book they used has good quality. While the rest 25% felt it did not fulfill their expectation and need. Besides, the teachers’ perception supports it with some of the books’ part lacks organization and employed too many vocabularies. Whereas the students felt their current level was not suitable with the teachers’ beliefs, but the teacher believed that it was appropriate with the students’ level. So, there were few different perceptions between them.  However, the teacher believed that her role in helping students with textbook usage could help the main point of students’ need due to the teacher has lack of knowledge and awareness to do coursebook evaluation. Therefore, further research needs to be done to make this study more comprehensive.    

Evaluation of Biological Properties of A-Tocopherol Acetate Loaded Bi-Layered Membranes in Wound Healing Applications and Skin Regeneration

With an increase in the demand for skin regeneration products, there is a noticeable increase in developing such materials that have novel properties, ability to heal wounds and to regenerate skin. It has also been observed that antioxidants play an important role in anti-inflammatory reactions, cellular proliferation and remodeling phase of wound healing. Keeping under consideration all of these factors, a novel a-tocopherol acetate/vitamin E (VE) loaded bi-layered electrospun membrane, based on lower polycaprolactone (PCL) layer and upper polylactic acid (PLA) layer, was fabricated through electrospinning. Fourier-transform infrared spectroscopy (FTIR), scanning electron microscopy (SEM), in vitro degradation studies, swelling studies and VE release studies were performed to check out the structural, physical and in vitro behavior of membranes. Biological properties of membranes were evaluated through cell proliferation assay, cell adhesion studies, live/dead cell assay and wound healing assay. SEM images showed that the average diameter of nanofibers ranged from 1um-6um while addition of VE changed the diameter and morphology of fibers. Bi-layered membranes showed significant swelling behavior through water uptake and membranes loaded with 30% VE showed 8.7% and 6.8% degradation in lysozyme and H2O2 respectively. 20% and 30% VE loaded membranes followed Kosmeyer-Peppas and first order drug release kinetics followed by non-fickian drug release kinetics. Membranes showed non-toxic behavior and supported cell proliferation via alamar blue assay, cell adhesion via SEM, cell viability via live/dead assay and wound healing by scratch assay. Results showed that large surface area of nanofibers, porous structure and biocompatible nature will provide potential application of these bi-layered electrospun membranes in wound healing.