Academic Achievement as a Correlate of Teaching Policy

Zusatztext

Teaching is a basic function of a university and in which all other functions are subsumed. This makes a teaching policy key in university education. The academic achievement at Amoud University declined drastically in 2010-2013 from 31.4% in 2010, to 45.1% in 2011, 46.2% in 2012, and to 51.8% in 2013, reflecting an increase of 4.75% each year. Yet the effect of teaching policy had not been isolated. The survey used a sample of 152 teachers and 760 students, in September to November, 2014. It established that teaching method (F [1, 111] = 11.230, p =.029); R =.794, R2 adj. =.596); students' evaluation (F [1, 111] = 28.200, p =.038); R =.569, R2 adj. =.309), and teacher qualification (F [1, 111] = 4.56, p =.001; R =.640, R2 adj. =.383) significantly affect academic achievement. But teaching materials (F [1, 111] =.150, p =.699) do not. The study concluded that teaching policy has a significant effect on academic achievement at Amoud University. It recommends that the University revises its teaching policy to emphasize discussion, eclectic and technology aided methodologies; and evaluation methods that encourage students' reflection, with the right blend of structure.

Autorenportrait

Abdisalan M. Osman, MEd: Studied Educational Policy and Planning at Amoud University, Somaliland. Associate Dean, Faculty of Education, Amoud University. Dr. Oso W. Yuko, PhD: Studied Educational Planning and Management at Makerere University, Uganda. Director, School of Research and Postgraduate Studies, Amoud University, Somaliland.

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