Students Perception on Lecturers Effectiveness at the University of Zambia

CONTENTS page
1.0 INTRODUCTION ……………………………………………………………………… 2 2.0 STATEMENT OF THE PROBLEM ………………………………………………… 3 2.1. PROBLEM IDENTIFICATION……………………………………………………… 3 2.2. PROBLEM DEFITION………………………………………………………………… 4 3.0. RESEARCH OBJECTIVES…………………………………………………………… 5 4.0. RESEARCH QUESTIONS…………………………………...…………………… 6
5.0. LITERATURE REVIEW …………………………………………………………. 7
5.1. EMPIRICAL RESEARCH…………………………………………………... 8
5.2. REVIEW OF THEORIES....………………………………………… 12
5.3. THEORATICAL FRAMEWORK…………………………………… 14
5.4. FACILITATION THEORY…………………………………………………. 14
5.5. SENSORY STIMULATION THEORY…………………..………………… 14
5.6. CONCEPTUAL FRAMEWORK……………………………………………. 15
6.0. IDENTIFICATION OF VARIABLES……………………………………… 16
7.0. HYPOTHESES ……………………………………………………….. 17
8.0. IDENTIFICATION AND MEASUREMENT OF VARIABLES…………. 18
9.0. METHODOLOGY AND RESEARCH DESIGN………………….…. 20
9.1. SAMPLE SIZE AND DESIGN……………………………………………………… 20
9.2. SAMPLE METHOD…...……………………………………………………………. 22
9.3. DATA COLLECTION….……………………………….………………………….... 22
9.4. DATA ANALYSIS ……………….…………………………………………………. 23
9.5. DATA ANALYSIS PROCEEDURE………………………………………………… 23
10. LIMITATIONS...……………………………………………………………………… 24
11. JUSTIFICATION...………………………………………………………………….... 25
12. BIBLIOGRAPHY………………………………………………………………… 26

1.0 INTRODUCTION
The University of Zambia (UNZA) is Zambia’s largest University. It was founded in 1966 and has its main campus along Great East Road about 7 kilometers from Lusaka City. It has two campuses; one along the Great East Road (which is the main one) and the Ridgeway Campus located at the University Teaching Hospital. It has a student population of more than 13000 students.
The University of Zambia is divided

Bibliography: 2.2. PROBLEM DEFINITION Despite the management noting that they are understaffed and that the facilities are not adequate, the student enrollment has been steadily increasing (7 558 in 2003, 10 102 in 2007 and 13 149 in 2010) 5.0. LITERATURE REVIEW In July 2011, Zambia’s economy was reclassified to a lower middle income country (World Bank Report, 2011) outcomes for students are made possible, where high quality student learning is promoted and where superficial approaches to learning are discouraged (Ramsden 1992) The effectiveness of teaching is affected by a number of factors. These include teacher, student and environmental factors (Leung and Wong 2005) Social constructivist theories confirm the importance of community and interactive forces to motivation which in turn links effective teaching with modes of delivery that promote engagement and classroom discussion (Cannon and Newble, 2000). SENSORY STIMULATION THEORY Traditional sensory stimulation theory has its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985) COGNITIVE-GESTALT APPROACH The emphasis in this theory is on the importance of experience, meaning, problem-solving and the development of insights (Burns, 1995: 112)