Department of Higher Education and Lifelong learning

Permanent URI for this community

http://hdl.handle.net/11070/3504

Browse

Browsing Department of Higher Education and Lifelong learning by Advisor "Shaimemanya, Cornelia"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Lecturers’ and students’ perceptions of the barriers to effective evaluation of teaching and learning in two campuses of a Namibian public university
    (University of Namibia, 2025) Shemuketa, Havelinus Ndalundulula; Shaimemanya, Cornelia
    The evaluation of teaching and learning is recognised as one of the primary feedback mechanisms and contributes to quality assurance in universities worldwide. To obtain feedback on teaching and student learning experiences, a Namibian public university adopted an evaluation system. However, scholars criticised the effectiveness of this evaluation system, due to significant low response rates, failure to achieve intended objectives, questionable trustworthiness, and doubtful contribution to quality assurance. Therefore, the primary purpose of this study was three-fold, first, to explore the lecturers’ and students’ perceptions regarding the barriers to effective evaluation of teaching and learning, second, to generate recommendations for mitigating the perceived barriers, and third, to develop guidelines for effective evaluation of teaching and learning in two campuses of the Namibian public university. Underpinned by an interpretivist paradigm and framed within the Vroom’s expectancy theory, this single case study employed qualitative research methodology for data collection, analysis, and presentation of findings. In a population of nearly two thousand lecturers and thirty thousand students, a sample of thirty-five participants, comprising of fifteen lecturers and twenty students was purposefully selected from two campuses of the Namibian public university. Qualitative data were collected through semi-structured, key informant interviews. Applying systematic thematic analysis, aligned to the primary research questions, the study found several perceived barriers pertaining to ineffective survey design, lack of awareness, poor evaluation administration, survey fatigue, voluntary participation, limited access to internet. From the lecturers’ perspectives, participation was driven by personal interests in self-reflective practice, employment contract renewals, and academic promotions. In addition, the study uncovered the lecturer-perceived barriers, such as lack of responsibility among students, lack of iii accountability among lecturers, lack of effort by some lecturers and students, fear of consequences, lack of control measures, apathy, poor utilisation of student recommendations, potential misuse of evaluation reports, grading leniency and lowering of standards. From the students’ perspectives, participation was motivated by convenience, anonymity, incentives and fulfilled expectations for improved teaching and learning experiences. Furthermore, the study found that the student-perceived barriers include lack of awareness, apathy, lack of feedback literacy, fear of repercussions and the lecturers’ conduct towards students. Therefore, the study generated recommendations including improving internet connectivity, expanding engagement activities, simplifying administrative processes, and providing incentives. Lastly, the researcher applied a tripartite model to develop guidelines for effective evaluation of teaching and learning in two campuses of the Namibian public university