Perception of lecturers on use of students evaluation as a performance improvement tool

Abstract

The study was designed to investigate into the perception of University of Education, Winneba lecturers on the use of Student Evaluation of Lecturers as a feedback tool to enhance their instructional practices. A twenty-item Likert-scale type self-administered questionnaire was adopted from Machingambi and Wadesango (2011) and were distributed to 170 respondents drawn from a population of 416 lecturers of University of Education, Winneba. The data was analysed using descriptive statistics,Chi-square and One-Way Analysis of Variance (ANOVA). The findings of the study showed that lecturers did not accept the idea of student evaluation. Furthermore, according to the results, the lecturersdid not agree to the formative function of student evaluation. In addition, the findings of the study showed that, student evaluation again, was also not accepted for summative functions. Again,the results showed that, lecturers use teaching strategies that they think would help students to learn but not teaching strategies that will make students rate them high.Finally, the results showed that, there is significant difference in Senior Lecturers group and Lecturer group on the acceptance of student evaluation to some extent whereas Associate Professors and Professors group do not. Based on the findings, the general conclusion was that, lecturers of University of Education, Winneba did not accept student evaluation to a large extent thus, though generally student evaluation may be beneficial, it is not fully embraced by lecturers of the University of Education, Winneba.