在包括厄立特里亞在內(nèi)的許多發(fā)展中國家,解決教育質(zhì)量問題仍然是學生通常抱怨的主要挑戰(zhàn)。因此,本研究旨在探討厄立特里亞高等教育機構學生對教學質(zhì)量的看法。為此,本研究將六所學院的大三和大四學生納入研究對象,探討影響教學質(zhì)量的因素,即資源、講師、教學方法、課程評價和課程相關性。本課題是在建構主義理論、服務質(zhì)量理論和課程漸進性觀點的框架下進行探討的。本研究采用了混合方法,即定性和定量相結合的方法收集數(shù)據(jù)。研究對象為46個系的學生。采用問卷調(diào)查的方法,從調(diào)查對象中收集了476份回答,并進行了6次焦點小組討論,以獲得定性數(shù)據(jù)。然后,兩個數(shù)據(jù)同時分析,定量數(shù)據(jù)使用社會科學軟件包,定性數(shù)據(jù)使用自上而下的主題分析。量化數(shù)據(jù)的結果以表格和圖表的形式呈現(xiàn),表格和圖表顯示了問卷每一項的平均數(shù)、標準差、頻率和百分比,重點小組討論的結果以文本和直接引述的形式呈現(xiàn)。根據(jù)調(diào)查結果,大多數(shù)學生對講師的素質(zhì)、教學方法和課程相關性有適度的認同。然而,學生對資源質(zhì)量、公平性和反饋質(zhì)量的認同度較低。此外,t檢驗分析的結果顯示,大三和大四學生在資源質(zhì)量、講師、教學方法、課程評估和課程相關性方面沒有統(tǒng)計學上的顯著差異。然而,在公平性... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：197 頁

【學位級別】：博士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
Abstract
List of Abbreviations
CHAPTER ONE: INTRODUCTION
    1.1 Background of the Study
        1.1.1 Quality Assurance in Institutions of Higher Education in Eritrea
        1.1.2 Curriculum Preparation in IHE in Eritrea
        1.1.3 Students' Admission to IHE in Eritrea
        1.1.4 Background of the Colleges
    1.2 Statement of the Problem
    1.3 Significance of the Study
    1.4 Objectives of the Study
    1.5 Research Questions
        1.5.1 Main Question
        1.5.2 Sub Questions
    1.6 An Overview of the Research Design and Thesis outline
    1.7 Definition of Key Terms and Concepts
    1.8 Chapter Summary
CHAPTER TWO: LITERATURE REVIEW
    2.1 The Concept of Quality
    2.2 Curriculum in Institutions of Higher Education
    2.3 Lectures Factor
        2.3.1 Lecturers Personal and Caring Dispositions
        2.3.2 Lecturers Communication and Feedback Skills
        2.3.3 Lecturers Credibility and Reliability in Higher education
    2.4 Teaching Styles Factor
        2.4.1 Teacher-Centered Approach
        2.4.2 Student-Centered Approach
        2.4.3 Effective Teaching
    2.5 Educational Resources
    2.6 Course Evaluation
    2.7 Chapter Summary
CHAPTER THREE: THEORETICAL AND CONCEPTUAL FRAMEWORK
    3.1 Learning Theories
        3.1.1 Implications of Constructivism for Teaching and Learning
    3.2 Progressivism Perspectives of Curriculum
    3.3 Service Quality
        3.3.1 Service Quality in Institutions of Higher Education
        3.3.2 Importance of Perceptions in Service Quality
    3.4 Conceptual Framework
    3.5 Chapter Summary
CHAPTER FOUR: RESEARCH METHODOLOGY AND DESIGN
    4.1 Research Method
        4.1.1 The Research Paradigm
        4.1.2 Mixed Methods Research Strategy
    4.2 Study Area
    4.3 Population and Sample
        4.3.1 Population of the Study
        4.3.2 Sample Size
    4.4 Data Gathering Methods and Techniques
        4.4.1 Questionnaire
        4.4.2 Focus Group Discussions （FGDs）
    4.5 Piloting and Reviewing the Instruments
        4.5.1 Validity and Reliability of the Instruments
    4.6 Data Collection and Ethical Considerations
    4.7 Methods of Data-Analysis
        4.7.1 Quantitative data-analysis
        4.7.2 Qualitative Data-Analysis
    4.8 Chapter Summary
CHAPTER FIVE: DATA ANALYSIS AND DISCUSSIONS
    5.1 Demographic Characteristics of participants
    5.2 Reliability Coefficients for Service Quality Factors
    5.3 Students' Perceptions on the Quality of Resources
    5.4 Students' Perceptions on the Quality of Lecturers
        5.4.1 Lecturers' Personal Qualities
        5.4.2 Lecturers' Caring Disposition
        5.4.3 Lecturers' Communication Skills
        5.4.4 Lecturers' Reliability
        5.4.5 Lecturers' Credibility
    5.5 Students' Perceptions on Teaching Methodology
    5.6 Students' Perceptions on Course Evaluation
        5.6.1 Assessment Tools and Procedures
        5.6.2 Fairness and Feedback
    5.7 Students' Perceptions on Relevance and Design of the Content
        5.7.1 Quality of Course Relevance
        5.7.2 Quality of Course Design
    5.8 Year-wise comparison of Students' Perceptions
    5.9 Comparison of Students' Perceptions among the six colleges
    5.10 Relationship between the Construct Variables
        5.10.1 Quality of Lecturers and Teaching Methods
    5.11 Chapter Summary
CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS
    6.1 Conclusion
    6.2 Limitations and Delimitations of the Study
    6.3 Recommendotions
    6.4 Suggestions for Further Research
    6.5 Chapter Summary
References
Appendices
    Appendix A: Questionnaire for Students
    Appendix B: FGDs Guide
    Appendix C: Letter of Support approved by NHERI
    Appendix D: Research Permit
論文摘要



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