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All Journal Eureka: Journal of Educational Research
Muchemwa, Stella
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Education Social Sciences

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Efficacy of periodic students’ instructor evaluation to enhance lecturer’s performance: A content analysis Muchemwa, Stella; Dhiwayo, Alice
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.72

Abstract

Systematic collection and analysis of data from students on lecturer’s endeavours in the instruction process is one of the crucial ways of getting feedback on lecturer’s performance. This study underscores the critical aspect of utilizing student feedback as a valuable tool for improving instructional practices and enhancing higher education pedagogical experiences for both educators and students. It focuses on the effectiveness of Periodic Students’ Instructor Evaluation (PSIE) at university level aiming at identifying common themes and areas for improvement. Using the content analysis methodology, the study utilized relevant secondary data sourced from Google web search engine for the period 2018 to 2024. Findings showed that PSIE insights are influential assessment of lecturer’s teaching effectiveness and is an important source of information to the lecturers and the administrators and it enhances quality and programme improvement. Furthermore, PSIE encourages the students’ voice and active participation in university affairs through confidential participation, thereby ensuring that the students’ experiences are fore grounded at the university learning and teaching interface. This meaningful input from students can be critical in the success of such teaching evaluation systems. The researchers also realized that PSIE should be coupled with discussions and consultations of the feedback receivers in order to maximise its utility. Researchers concluded that PSIE is not a witch-hunting exercise but, when properly done, it becomes an important tool with positive impact. This study recommends feedback survey tools that can be tailored to the specific pedagogical approaches and university learning outcomes.
Integrity of university online assessment: Towards developing a function model Muchemwa, Stella
Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (144.717 KB) | DOI: 10.56773/ejer.v1i2.8

Abstract

This world is changing and the old education operation system is no longer compatible with these vicissitudes. Online assessment, that has been enforced by the COVID 19 pandemic and has become a norm in many universities world-wide, is failing to embrace all leaners, thus the need to address it. This content analysis study examined the integrity of online university assessments based on 2020 and 2021 online studies purposively selected from the internet. The researcher used Motivation Theory, Technology Acceptance Model and Self-efficacy Theory whose concepts are key in the changes that this study calls for. Findings revealed two basic operational types of online university assessments: the digitally proctored examinations and the open-access assessment. While affluent nations have smoother transitions and more benefits, developing nations are challenged by students online cheating and resource unavailability. The study concluded that some universities are hesitant to adopt online assessment systems due to lack of awareness, resistant to change and fear of losing examination integrity. The study therefore recommends universities to hold online assessment workshops to equip both the lecturers and the learners. Detecting cheating software can be used to detect students cheating and expenses can be averted by using free online examination software. They can also use Chromebooks for student assessment which can be setup to disable access to browse the web and the external storage during an examination. Above all, a reliable, authentic and cost-effective online assessment model with minimal disruptions, which ensures that no student is left behind, is a necessity.
Co-Authors Dhiwayo, Alice