Assessing Instructors’ Perceptions, Practices and Challenges Towards HDP in Higher Institutions: DMU Moderating Clusters in Focus

摘要

Improving the quality of education in this world should undoubtedly be a focus of attention. HDP is one of the most pressing of all the factors that affect quality of education in the Ethiopian educational institutions. This study investigated instructors’ perceptions, practices and challenges in Debre Markos University and its clusters. One hundred and twenty nine HDP graduate instructors of the 2010 E.C academic year were participated in the study. Classroom observation, interview, and questionnaire were used to gather information to the study. The results of the study revealed that most instructors did not practice appropriate active learning methods while teaching their lessons in all observed classrooms. Although instructors witnessed the relevance of HDP training in all phases of teaching and learning process, their actual practices showed that the reverse. In addition, lack of interest, the irrelevance content of the training manual with the classroom course and absence of well-organized follow-up support were the major challenges of instructors for implementing HDP while teaching various courses. The study wrapped up with some plausible recommendations that alleviate or minimizes the effect of barriers.