| Abstract: | The most accepted criterion for measuring effective teaching is the amount of student learning that occurs. Effective teaching is an art and no easy endeavour. However, despite the efforts of many researchers over more than a century, a direct link between perceptions of effective teaching practices and instructors’ characteristics at universities less discovered. Hence, this study explored perceptions of effective teaching practices and instructors’ characteristics. A mixed-method approach using a descriptive survey design was used. The four experienced universities were selected and samples for the study were selected by systematic and random sampling technique. Data gathered from two groups (students & instructors) through interviews and Liker scale questionnaires by a sample of 69 students and 64 instructors were analyse. The study found that effective instructors were regarded as respectful, makes classes interesting, cares about students’ success, friendly shows a love for their subject, encourages questions and discussion, fair in their marking, well prepared and organized, and makes difficult subjects easy to learn. The study also found that ineffective instructors did not plan for their lectures, came late for lectures, were not knowledgeable, were not contributing to students’ presentations, were intimidating students, were not involving students, were boasting about their qualifications and family and were biased in their marking. It emerged that ineffective instructors’
marking did not highlight strengths and weaknesses of students. Recommendations were made to improve on the effectiveness of university instructors. |
