Students' perception of university teaching behaviours

Ali, Akhtar; Tariq, Riaz H.; Topping, Keith J.

doi:10.1080/13562510903315159

Cited by 17 publications

(12 citation statements)

References 18 publications

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“…In higher education, lectures are the predominant mode of instruction, and interactions between teachers and students are limited by the large size of the classes (typically around 300 students). Ali, Tariq, and Topping (2009) confirmed the teacher-centred nature of the environment in a survey of 350 students at six public universities in Pakistan: they perceived their teachers to be concerned mainly with preparing them for their examinations through the rote repetition of information rather than with the practical application of knowledge learned in the classroom.…”

Section: Medical Education In Pakistanmentioning

confidence: 74%

“…As Ullah et al (2011) commented, the clarity of goals and standards and the role of independence and choice do not seem to be salient dimensions on which Pakistani students assess learning environments. Indeed, students in Pakistan are not encouraged to participate actively in the teaching-learning process but are expected to be the passive recipients of information (Ali et al 2009;Siddiqui 2007). This is true in particular of medical students (Huda, 2004;Jaleel et al, 2001;Mahmud & Hyder, 2012;Naqvi, 1997).…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Ullah

Richardson

Malik

et al. 2016

Studies in Educational Evaluation

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Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students' perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.

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Section: Medical Education In Pakistanmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Ullah

Richardson

Malik

et al. 2016

Studies in Educational Evaluation

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“…Assessment drives university teaching in Pakistan. During the teaching learning process, the orientation of both the teacher and students remains towards assessment (Ali et al, 2009). The grading system is based only on achievement scores.…”

Section: Assessment Of English Speaking Skillsmentioning

confidence: 99%

“…Learning a language needs to learn these four basic skills. Learning in Pakistani universities is assessment driven (Ali et al 2009). Instead of assessing four basic skills only writing skills are assessed in the public sector educational institutions including universities in Pakistan (Alam, 2012;Coleman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program

Sarwar

Alam

Hussain

et al. 2014

Language Testing in Asia

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The development of Spoken English in Pakistani teachers training institutions working in public sector has never been assessed. This study explores the extent of improvement in English speaking skills among prospective teachers of one year teacher education program at three public sector universities in Punjab, Pakistan, where English is the medium of instruction, like all other public sector universities in Pakistan. The sample for this study consisted of 206 prospective teachers (131 entry and 75 graduation level). The unequal number of prospective teachers at entry and graduation level was due to difference in intake. The prospective teachers were called one by one and were assessed using the Fairfax County Rating Scale. The data were analyzed quantitatively. It was concluded that no significant improvement occurs in the English speaking skills of the prospective teachers during the teacher education program offered in departments of Education working in the public sector universities.

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“…Research shows that old-fashioned system of assessment hinders active learning (L. Kane, 2004;Schwartz & Webb, 2002). Assessment drives university teaching in Pakistan (Ali, Tariq, & Topping, 2009;Davis, Kumtepe, & Aydeniz, 2007). In peer assessment learning is enhanced by students' feedback (Vickerman, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Prospective Teachers’ Perception of Engagement in Active Learning Through Peer Teaching and Peer Assessment

Sarwar¹,

Hussain²,

Shah³

2017

Pak. j. educ.

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The study intends to investigate the perceptions of higher education students about their engagement in active learning through peer-teaching and peer-assessment. A group of 22 students comprising nine female and thirteen males participated in the study. The researchers taught the course within six weeks, and then divided it amongst students through assignments. The students prepared it, discussed with researchers, shared and taught the assigned part of the course to their peers in the classroom in the presence of one of the researchers. The peers assessed the quality of presentation and mastery of the content and teaching skills of their peers against a given rubric. Three instruments namely: questionnaire, interviews and focussed group discussion were used to investigate students’ perceptions. The analysis of data revealed that students felt actively engaged in their studies through peer teaching and peer-assessment. Moreover correlation between peer assessment and teacher assessment was also calculated. Peer teaching and peer assessment can be confidently used in higher education in Pakistan on condition that teacher as a supervisor is highly vigilant.

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Students' perception of university teaching behaviours

Cited by 17 publications

References 18 publications

Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program

Prospective Teachers’ Perception of Engagement in Active Learning Through Peer Teaching and Peer Assessment

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