EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL

Lecturer : Rose mohammad alghanimi

Department of Enghlish

University of karbala

ABSTRACT

The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at graduate level. Two hundred and twenty undergraduate students studying in 5 departments of Faculty of  education for the humanities, University of Karbala , were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective , the students don’t have to rely on rote learning , and this methods develops creativity among students etc. Students’ perceptions and ratings about the interesting and effective teaching methods is a way to suggest improvements in the teaching/ learning process.

Introduction

 Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the course and their overall ratings of the teacher and the course. Those who learned more gave their teachers higher ratings (Cohen, 1981; Theall and Franklin, 2001). This same criterion was also put forth by Thomas Angelo, when he said; “teaching in the absence of learning is just talking.” Doyle.T. (n.d.). A teacher’s effectiveness is again about student learning .

TEACHING METHODS

Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the course and their overall ratings of the teacher and the course. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. 

Findings

 Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, it is time saving method; students listen lecture attentively and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. 

 Recommendations:

• To evaluate teaching effectiveness different methods can be used including: peer review, self-evaluation, teaching portfolios, student achievement and students’ ratings of teaching methods used by their teachers.
• Students must be assured that the information they are giving is welcomed by the 
• faculty and will be used to improve the teaching and learning in the course; otherwise they are unlikely to take the rating process seriously (Doyle.T. n.d.). • Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. 

References

• Cohen, P. A. (1981). Student Ratings of Instruction and Student Achievement: A Meta-Analysis of Multisection Validity Studies. Review of Educational Research. 51, 281-309.

• Doyle.T. (n.d.). Evaluating Teachers Effectiveness. Retrieved July 24, 2008, from ferris.edu/fctl/Teaching_and_Learning_Tips/…/EvalTeachEffec.htm.