Institutional Repository

Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities

Show simple item record

dc.contributor.advisor Kaino, Luckson M. Adinew Tadesse Degago 2015-05-07T12:07:04Z 2015-05-07T12:07:04Z 2015-04
dc.identifier.citation Adinew Tadesse Degago (2015) Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities, University of South Africa, Pretoria, <> en
dc.description.abstract The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. en
dc.format.extent 1 online resource (xiii, 201 leaves) : illustrations (some color)
dc.language.iso en en
dc.subject Conceptions of teaching en
dc.subject Teaching practices en
dc.subject Student-centred instruction en
dc.subject Teacher-centred instruction en
dc.subject Approaches to teaching en
dc.subject Student-centred approach to teaching en
dc.subject Teacher-centred approach to teaching en
dc.subject Approaches to learning en
dc.subject Constructivism en
dc.subject Higher education en
dc.subject.ddc 378.1250963
dc.subject.lcsh Student-centered learning -- Ethiopia -- Case studies
dc.subject.lcsh College teaching -- Ethiopia -- Case studies
dc.subject.lcsh College teachers -- Ethiopia -- Attitudes -- Case studies
dc.title Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Curriculum Studies)

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


My Account