Evaluating the Quality of Teaching and Learning at Lincoln University from the Student Viewpoint

Abstract

This study aims to examine the quality of teaching at Lincoln University based on student perception. This research is a replica study of Abdul Hamid and Pihie (2004). The primary data collected from a questionnaire with 45 statements were organized into two categories: lecturer characteristics and lecturer competence. The result of the Cronbach’s alpha reliability test was 0.97, and both descriptive and inferential statistics showed heartening findings. Respondents generally agreed and were satisfied with the quality of teaching, with no significant difference as a whole based on gender (F= 0.69, p < 0.26). The author offers the following solutions: lecturers should take more responsibility in improving the quality of teaching; the school’s management should put lecturers under continuous development programs; and greater emphasis should be placed on student perception by examining their expectations about the quality of education. This research focuses on one private school, Lincoln University, which limits its generalizability. For future research, the author suggests utilizing text-based responses to gather rich data and narrative from the students’ point of view, as well as assessing lecturers’ academic degrees and contributions to the academic world, such as professorships and research.