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• W364169740 abstract "In recent years, researchers in higher education have been exerting considerable efforts to minimize the existing tension between external accountability and internally driven efforts to improve the quality. Part of the challenge is that a focus on accountability undermines the influence of context, the quality of measures, and the complexity of educational outcomes. Also, such a focus overlooks the insufficiency of current understandings about the factors associated with the quality. This doctoral dissertation uses both primary and secondary sources to explore the quality of teaching and learning in the Ethiopian higher education; and question whether or not quality improvement has received acceptance at the national and institutional levels, and whether or not, it has resulted in widespread qualitative change in classroom practice.The study participants were predominantly from the College of Natural Sciences and the College of Social Sciences and Law at a large, public university. Design-based research portraying iterative cycles and incorporating a variety of research methods and approaches informed the research project. Also, a mixed methods approach that included analysis of questionnaire, qualitative interview, and focus group discussion was used. The iterative cycles started with a critical analysis of quality assurance as a policy domain. Followed by, an in-depth exploration of the quality of teaching and learning based on diverse stakeholders’ perspectives. This is backed up with a quantitative study designed to examine the learning experience of the students across a range of dimensions using a survey largely adapted from the Australasian Survey of Student Engagement (AUSSE). Then, based on the patterns of the quality problems emerged and documented, the researcher conducted a series of cooperative learning (CL) pedagogic interventions, and assessed their implementation processes and the resulting outcomes.Findings indicated that quality assurance does not seem to be able to provide institutions the best from which their classroom practices and students learning experience could get nurtured. Also, there are a number of quality gaps, more pronounced to aspects of implementation, engagement, and learning. Findings in one of the intervention studies showed that an inter-correlated four pedagogical variables significantly predicted scores on learning satisfaction and gains, .27 ≤ β ≥ .61, accounting for, 69% and 52% of the variance, respectively. Moreover, results in the other two subsequent studies revealed that students in the CL classroom condition scored significantly higher than did students in the traditional lecture classroom condition (Cohen’s d = .21 - .42). Also, participation in the CL significantly predicted scores on five of the six constructs differentially, .12 ≤ β ≥ .21,  accounting for 1% to 5% of the variance. These results, in conjunction with, the corresponding benefits of CL reported in the qualitative data, appear to suggest that CL pedagogies substantially impacted classroom practices and engagement and learning in students. In tandem, results confirm that impacting on teaching appears to pertain also to learning.Based on the findings, this doctoral thesis argues that a focus on quality assurance conceals more fundamental aspects of quality improvement. This doctoral thesis illuminates some light on the quality debate in higher education context, claiming a shift in focus from the macro, institutional aspects to the micro, individual aspects of the quality issues. Through shifting the analysis and concern of the quality from the macro level to the micro level, the key facets of effective educational practices, and the students learning experiences become more crucial, with a possibility of addressing the different facets of quality improvement in practice.This doctoral dissertation is divided into a series of draft journal articles written to support one another for a powerful evidence-base regarding the quality in Ethiopian higher education academe, multi-validation of the quality measures, further expanding on the practical implications on the CL intervention processes and outcomes. Although each chapter is written as a self-contained, journal article standing independently, they collectively describe the building blocks of quality improvement in higher education classroom setting, its iterative cycles, and dynamic nature." @default.
• W364169740 created "2016-06-24" @default.
• W364169740 creator A5063494393 @default.
• W364169740 date "2015-01-14" @default.
• W364169740 modified "2023-09-27" @default.
• W364169740 title "Improving quality in higher education through cooperative learning pedagogies: An Ethiopian example" @default.
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• W364169740 doi "https://doi.org/10.14264/uql.2015.120" @default.
• W364169740 hasPublicationYear "2015" @default.
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