Factors Influencing Alignment Between Individual Assignments and Learning Objective

Abstract

This study investigated the factors influencing alignment between individual assignments and learning Objectives of accountancy modules at the Institute of Accountancy Arusha, Dar es Salaam Campus. Utilizing an explanatory sequential design, the study combined qualitative and quantitative methods to collect and analyze primary data from a sample of 100 respondents, including both teachers and students selected through random sampling. The analysis, conducted using descriptive statistics, revealed a moderate alignment with significant variability in perception. Key qualitative insights highlighted the need for clearer, more specific learning objectives, consistent assignment design, and detailed rubrics. The study emphasizes the importance of regular assessment and adjustments to enhance alignment and improve student learning outcomes. Recommendations include revising learning objectives to be concise and directly tied to course content, providing illustrative examples, establishing clear assignment guidelines and rubrics. Additionally, ongoing professional development for faculty is essential to raise awareness of alignment principles and effective assignment design. Emphasizing clarity, consistent design, faculty training, and balancing academic rigor with real-world relevance will significantly contribute to better alignment between individual assignments and learning objectives, ultimately bridging theory and practice.