Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member’s (QUFM) perception...
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Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member’s (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of 75, using a quantitative approach. The methodology that was utilized took the form of five research questions were answered using a basic descriptive and inferential statistical approach. Results indicate that; 52% of QUFM consider the ET term is ambiguous that means 48% of QUFM population are not contributing in fulfilling the adapted strategy of education and learning excellency, which is based on achieving ET. Moreover, the data revealed that 57.14% of QUFM’s instructional knowledge is not at the acceptable rate. Finally, the results suggested that further training in implementing ET concepts is required for most academic staff.
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