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Teaching Quality of the Senior Faculty Members of Bangladesh Agricultural University

M.M. Ali
Professor
GTI , Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh

M.W. Rahman
Lecturer
Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh

Abstract/ Executive Summary:

One hundred senior faculty members of Bangladesh Agricultural University (BAU) were selected purposively and their teaching quality was determined by trained faculty members on the basis of 20 selected quality characters. The overall teaching quality score of the sample teachers ranged from 27 to 94, with a mean of 64. Among the teachers 17, 28, 17, 13 and 25 percent scored excellent, good, fair, poor and very poor respectively. The average score of the most favourite teachers of BAU was 83, while it was only 40 for the least favourite teachers, and for trainers of the ‘Teaching Methods and Techniques’ training course, it was 88. The 20 quality characters were divided in six competencies, and the highest grade-point was found in content competence (3.39), followed by ethical characters (3.34), lesson planning skill (3.27), use of teaching methods and aids (3.27), use of interactive teaching techniques (2.88), and student assessment (2.82). The GPA of each of these competency scores for TOT-trainers was above 4.1, whereas the same for the least favourite teachers was less than 2.4. All teachers need improvement of student assessment skills, and in using teaching methods and techniques. In order to improve the quality of teaching and educational environment, further study is needed and the BAU authority should take initiative in introducing faculty development training courses and workshops.

Keywords: Teaching quality, Senior teachers, Bangladesh Agricultural University

Location: GTI, BAU, Mymensingh

Start Date: 00-01-2006

End Date: 00-02-2006

Program Area: Knowledge Management

Commodity: Teaching

Objectives:

Therefore, the present study was undertaken to measure the quality of BAU faculty members to make them aware about their quality of teaching. The study was undertaken with the following objectives: • to determine the overall teaching quality of the faculty members • to determine their quality on the basis of selected teaching competencies • to make a comparison between the most and the least favourite teachers of BAU.

Methodology:

The study was conducted at GTI, BAU, Mymensingh in January-February 2006. The population of the study was all the Professors and Associate Professors of BAU. Twenty five participants of a training course on ‘Teaching Methods and Techniques (TOT)’ held at GTI during 22 January to 04 February, 2006 were the enumerators of the study. The study followed no conventional sampling technique. Rather, the participants were asked to identify their one most favourite teacher, one least favourite teacher, and three other teachers at random. Thus a purposive sample of 100 senior teachers was drawn from a population of 314 faculty members of the two senior strata. The enumerators were requested not to disclose the name and address of the sampled faculty members to the researchers for ethical reasons. To evaluate the overall teaching quality of a teacher, a 20-item evaluation form was developed by the researchers through reviewing related literatures and several workshops. Each item was assigned five-point grade from A to E, and scores given for these grades were 5, 4, 3, 2 and 1, respectively. Thus, the highest score of a faculty member could be 100 and the lowest could be 20. The 20-items of the evaluation-form included six major competencies a teacher needed to make his/her teaching effective. Thus, the competency-wise qualities of the teachers were also determined. Simple statistical methods were applied to analyze and interpret the data.

Source of Information: Bangladesh J. Train. and Dev. ISSN 1013-0306 Vol. 18(1&2), 2006:

Article Link (Online Journal):

Funding Source:

Budget:

Total Budget (Tk.) :

Achievement/Findings:

The first objective of the study was to determine the overall teaching quality of the faculty members and it was found that their quality score ranged between 27 to 94, which means that a high heterogeneity is existing among the teacher community. Among the faculty members only 17 and 28 percent scored excellent and good, while 13 and 25 percent scored poor and very poor respectively, which means that better teachers outnumber the poor and very poor. However, such a big proportion of poor quality teachers is not acceptable for sustaining sound academic environment.

The second objective of the study was to determine the quality of the faculty members on the basis of selected teaching competencies and it was found that among six competencies, the highest grade-point was in content competence (3.39), followed by ethical characters (3.34), lesson planning skill (3.27), use of teaching methods and aids (3.27), use of interactive teaching techniques (2.88), and student assessment (2.82). For a standard institution, these grade points should be above 4.0, but because of a big proportion of poor teachers in the population, these grade points have declined to an unacceptable level. Most particularly, the competencies in ‘using teaching methods and aids’ and ‘student assessment’ should be upgraded.

The last objective of the study was to make a comparison between the most and the least favourite teachers of BAU, and it was found that the score of the least favoured teachers (40) was less than half of the most favoured teachers (83). The GPA of the least favoured teachers were less than 2.2 for all six competencies, whereas for most favoured teachers it was more than 4.0 except for ‘use of teaching methods and aids’ and for ‘student assessment’. In order to improve the quality of teaching and educational environment of BAU, further study is needed on different aspects of educational development, and the university authority should take initiative in introducing faculty development training courses and workshops. All teachers need improvement on student assessment skills, and skills in using teaching methods and techniques.

Knowledge Management: Journal