COMPARATIVE ANALYSIS OF SELF-REPORTED TEACHING METHODOLOGIES AND ASSESSMENT PRACTICES OF PERMANENT AND VISITING FACULTY IN HIGHER EDUCATION INSTITUTIONS

Abstract

The research sought to examine the teaching and assessment practices used by both permanent and visiting instructors at the university. To achieve this goal, a null hypothesis was developed. The study was carried out within the positivist framework and utilized a quantitative method utilizing a survey research design. The population included all universities located in Lahore District, whereas the target population focused on two public universities: the University of the Punjab and the University of Education. From chosen common departments within these institutions, an available population of 10,428 university students and 425 university instructors was recognized. Two surveys were created for gathering data: one for permanent and visiting faculty and another for students. Teaching methods were analyzed using three frameworks: motivation skills, communication skills, and classroom management skills. Assessment methods were assessed using three components: formative assessment abilities, efficacy of feedback, and creation of assessment criteria. Experts evaluated both questionnaires to determine content validity. The reliability coefficient of Cronbach's alpha was .95 for the questionnaire given to students and .786 for the one administered to teachers.
Data were examined using descriptive statistics, which comprised means and standard deviations, along with inferential statistics via the independent-samples t-test. The results showed statistically significant variations in communication skills, motivational abilities, and formative assessment practices based on teachers' perceptions. Nonetheless, no statistically significant variations were noted in the other constructs. Conversely, students' views showed statistically significant variations in the majority of teaching and assessment practice elements used by both permanent and visiting faculty.