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Raising the Bar: Institutional Self-Assessment of Teaching and Learning Quality in Universities

Wanjiru Kinuva, Kyle J. Chalko
DOI: http://dx.doi.org/10.21013/jems.v21.n3.p3
Abstract
This article is part of an Action Research conducted in the Kenya Assemblies of God EAST (EAST) with the aim of establishing the impediments of teaching and learning. The end game of the Action Research was to raise the quality of teaching and learning in the University. This cannot be effectively done without self-assessment by EAST. Self-assessment is a pivotal component in enhancing the quality of teaching and learning within higher education institutions. The self-assessment of the current status of teaching and learning at EAST is essential for maintaining academic quality, promoting continuous improvement, and aligning institutional practices with educational goals. The study adopted a descriptive research design with both qualitative and quantitative approaches. A total sample of 75 was found sufficient considering that the study tool was one questionnaire for all the categories of respondents; 20 faculty members, 30 students, 13 administrators and 12 alumni were expected to participate in the study. However, 19 faculty members, 27 students, 13 administrators and 8 others including alumni and those who did not indicate their roles at EAST. Convenience sampling, also known as availability or accidental sampling was employed in the selection of study participants. The researcher found out that on the overall, EAST exhibits a solid foundation in some aspects of teaching and learning. However, focused efforts are needed to enhance pedagogical practices, improve infrastructure, and strengthen academic support services to create a more engaging and effective learning environment.
Keywords
Action Research, EAST, Kenya Assemblies of God University, Teaching and Learning
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