Niyonzima, Eliezer Niyonzima
(2017)
Effects Of Teaching Methods On Students’ Learning Outcomes In Higher Learning Institutions
In Rwanda.
Other thesis, Education.
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Abstract
This research on effects of teaching methods on students’ learning outcomes was motivated by the problem of low quality education provided by higher learning institutions (HLIs) in Rwanda as expressed by various stakeholders. The purpose of the study was to assess the teaching methods used in higher learning institutions in Rwanda and to establish their effect on students’ learning outcomes. The research was conducted in 4 HLIs in Rwanda and involved 12 lecturers and 72 students. To collect data the researcher used a questionnaire, observation, documentary analysis, and interview. This research found that 10 out of 12 lecturers used only two teaching methods: transmittal lecture and questioning for recalling information, both known to bring about low quality learning outcomes. About assessment, 8 papers out of 12 tested low-order cognitive process. The analysis of students’ examination scripts revealed that 91.7 per cent of students who sat for papers judged to test low-order cognitive process adopted surface approach to learning. On the other hand, 79.2 per cent of students who sat for papers testing high-order cognitive process adopted deep approach to learning. Concerning the effect of English as a medium of instruction on the quality of teaching and learning, a lecturer made 25 mistakes of English during a lecture session of 1 hour while a student made 92 language mistakes in each paper and all this had negative effect on teaching and learning. To address these problems, HLIs together with the Higher Education Council (HEC) should ensure retraining of lecturers in teaching methods and in English and establish appropriate mechanisms of following up the teaching practices.
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