Approaches to the Evaluation of Teaching and Learning Methods at a University: Evidence from South Africa

An increasing number of students drop out of university in South Africa and throughout the world. The South African Council for Higher Education has introduced strategies to deal with high dropout rates, which include the improvement of teaching and learning through the Quality Enhancement Program. I hereby document and evaluate my teaching and learning methods. The data collection for this research involved student informal evaluation, formal evaluation and peer evaluation. The formative evaluation data was grouped in 14 themes with numbers in brackets representing the number of counts of student expression of [their free form]: good lecturer (51); stop pointing (12); request for softcopy of lecture notes (7); speak with a loud voice (5); time to write notes (4); field work/practicals (2);; do not understand lecture notes (2); lecturer coming late (2); lots of lectures notes and case studies are long (2); update notes (1); no double class on Friday (1); timetables are clashing (1); require a small tests (1); revision of lecture (1). The concerns for summative evaluation were: I was a good lecturer; issues on hard copies of lecture notes and feedback on assignments. With regard to peer evaluation, a fellow academic attended one of my lectures to make observations and review the teaching and learning procedures. I was able to observe that I ended my lectures too abruptly. As a result, the suggested approach was that gradually end the lectures with a series of questions that invoke a critical response from students and ask any student to summarize the lecture in three sentences. I have since implemented the student concerns. Keywords— student feedback; summative and formative; higher education; student evaluation; university drop-out rates; improved quality teaching and learning methods.