A framework to improve the quality of teaching-learning process - A case study

Abstract

In India, around 1.5 million engineers graduate every year from various colleges and universities but 80 percent of them do not have the skills required to get employed. If they do, only 3% of them have the skills. Some of the reasons for this are student's attitude towards learning and teacher's attitude towards teaching. This leads to problems such as lack of student's attendance, lack of student's attention in the classroom, high failure rates, marks conflict between teacher and students, students unable to excel in the placement interviews, etc. However, it is the responsibility of the colleges/institutions to provide necessary tools/trainings to the teacher and the students so that the above problems could be solved without compromising the quality of the education. Therefore, the main objective of this paper is to develop a teaching-learning framework which addresses the above problems. In the teaching-learning framework, several teaching pedagogies are introduced. In this paper, 16 different teaching pedagogies are used in various classrooms of undergraduate and graduate programs. The teacher should use different teaching-learning methodology (not same methodology) in a classroom to enable the maximum learning. Based on the past seven years (2011-2018) of handling undergraduate (2135 students) and graduate (340 students) in a total of 60 courses data, five teaching-learning methodologies are proposed. Some of the outcomes of this study are: (a) improved the classroom attendance by 14%; (b) reduced the course failure rate to 2.02%; (c) improved the industry-academia relationship by getting more student projects (90%); (d) twelve journal papers published along with students, etc.