Determining Factors on Quality of Teaching and Learning in Higher Education Institutions: Insights from Educators

Abstract

Teacher dispositional factors such as enthusiasm, professional esteem and learning motivation often emerge as the most significant variables affecting student learning and achievement from the primary grades through higher education (Shao and Tamashiro, 2013). Bransford, et. al. (2000) conclude that learning involves multiple dimensions and variables including students’ or learners’ prior knowledge and experience and engagement in the process, as well as teachers’ sensitivity to individual learner needs and their ability to guide students through the learning process. In order to investigate how educators improve quality of teaching and learning, ten course instructors were interviewed on how they ensure quality is practised. Data were coded and results showed that the emerging factor in ensuring quality in teaching and learning was doing plenty of research. Hence, R&D seemed to help instructors achieve quality in teaching and learning activities.