The Utilization of Instructional Processes in Higher Education Institutions of the Amhara Region, Ethiopia

Abstract

This study focused on re-visiting the instructional processes in Universities and Colleges of Teacher Education (CTEs) of the Amhara Region, Ethiopia. The research design was of descriptive survey type and data were obtained from 204 instructors, department heads and deans. Both University and CTE instructors’ practices of the instructional processes and their conceptions on effective teaching were examined. Results indicated that in order to bring learning into effect, the three interactive instructional processes (instructional planning, teaching and assessment) were not adequately implemented in an integrated manner. Significant differences were observed between Universities and CTEs in the application of instructional planning and various continuous assessment techniques. CTEs were in a good position than universities. However active learning strategies that enhance higher order thinking and assessment for learning were not adequately applied in both institutions. Attitudinal problems, lack of knowledge, work load and shortage of time were taken as factors affecting the instructional processes in Universities and CTEs.