Abstract:
The study was designed to investigate into the perception of University of Education,
Winneba lecturers on the use of Student Evaluation of Lecturers as a feedback tool to
enhance their instructional practices. A twenty-item Likert-scale type self-administered
questionnaire was adopted from Machingambi and Wadesango (2011) and were
distributed to 170 respondents drawn from a population of 416 lecturers of University
of Education, Winneba. The data was analysed using descriptive statistics,Chi-square
and One-Way Analysis of Variance (ANOVA). The findings of the study showed that
lecturers did not accept the idea of student evaluation. Furthermore, according to the
results, the lecturersdid not agree to the formative function of student evaluation. In
addition, the findings of the study showed that, student evaluation again, was also not
accepted for summative functions. Again,the results showed that, lecturers use teaching
strategies that they think would help students to learn but not teaching strategies that
will make students rate them high.Finally, the results showed that, there is significant
difference in Senior Lecturers group and Lecturer group on the acceptance of student
evaluation to some extent whereas Associate Professors and Professors group do not.
Based on the findings, the general conclusion was that, lecturers of University of
Education, Winneba did not accept student evaluation to a large extent thus, though
generally student evaluation may be beneficial, it is not fully embraced by lecturers of
the University of Education, Winneba.
Description:
A dissertation in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the school of Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for award of Master of
Philosophy in Educational Leadership Degree.