Lecturers’ and students’ perceptions of the barriers to effective evaluation of teaching and learning in two campuses of a Namibian public university
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
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
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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
Description
A Dissertation submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy in Education (Curriculum Instruction and Assessment Studies)
Keywords
Barriers, Evaluation, Teaching, Namibia, University, Tripartite, Guidelines, University of Namibia