Title: | A Comparative Study on the Impact of Instructor-Student Relationships, in Private and Government Higher Education Institutions on Students’ Learning: The Cases of St. Mary’s University College & Addis Ababa University, College of Commerce |
Authors: | Mihret, Aderajew |
Keywords: | HEIs,Instructor-Student Relationships, Impact, Students’ Learning, St. Mary’s University College,College of Commerce |
Issue Date: | Aug-2007 |
Publisher: | ST. MARY’S UNIVERSITY |
Abstract: | Instructor-student relationship is an important element in the teaching-learning process.
An instructor not only teaches but also interacts with his/her students. Nor does a student
learn as though he/she were receiving his/her information from a teaching machine. Each
has feelings toward the other, and a significant number of studies show that positive
instructor-student relationships facilitate the learning process while negative ones
interfere in students’ learning. However, the impact of lack of relationships on learning do
not appear to have been periodically documented. This study was specifically designed to
examine the impact of Instructor-Student Relationships in Private and Government Higher
Learning Institutions, on Students’ Learning. The study examined the nature of
relationships that exist between instructors and students in St. Mary’s University College
(SMUC) and Addis Ababa University College of Commerce AAUCC and identified the
factors influencing such relationships. It also tried to assess the professional distance
maintained by the instructors in both institutions. To be able to examine and compare the
impact of Instructor-Student Relationships on Students’ Learning, in the chosen
institutions, in a questionnaire was administered to both prospective graduating students
and senior instructors found in SMUC and AAUCC. The survey summarized all activities
carried out the process followed? and recommends the most workable findings, which if
appropriately addressed are believed to maximize students’ participation in the teaching
learning practices. |
URI: | http://hdl.handle.net/123456789/2068 |
Appears in Collections: | Proceedings of the 5th National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia
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