International Journal of Learning and Teaching
Yazarlar: Abatihun Alehegn Sewagegn
Konular:-
Anahtar Kelimeler:-
Özet: The purpose of the study was to investigate the practices and challenges of modular approach teaching learning in Debre Markos University. Descriptive survey design was used. The subjects of the study were 83 instructors and 280 students from five colleges. The instruments used for the study were questionnaires both closed and open-ended. The data collected were analyzed using content analysis, descriptive techniques and tested through chi-square, t-test and one-way ANOVA.The result suggested that significant difference in attitude was observed across different colleges about the modular system. Instructors and students from the college of social sciences and humanities and health sciences have favourable attitude than natural and computational sciences, business and economics and agriculture; and the variation was due to the nature of the courses. It also found that instructors teaching experience, educational status, pedagogical courses and in-service pedagogical training taken and trainings about modularization have no relation with their attitude about the modular system. Moreover, it is found that modular approach help students to concentrate on one subject at a time but do not give emphasis for practical skills, the theory and practice can’t go hand-in-hand, it does not make learning credible/realistic and because of the limited time given for one course, it is difficult to implement active learning. And the assessment process is also a difficult task. With its difficulty, instructors use various types of assessment techniques but the system helps students to get better grade without knowledge. Generally, shortage of time, large class size, lack of resources, high work load, weak academic background of students and the misuse of reassessment were the major challenges that face in the practice of modular approach teaching. Finally, instructors suggested their idea improve the quality of modular approach teaching in higher instructions. On the basis of the findings, conclusions were drawn.