ABSTRACT
This research project aims to examine the impact of students’ assessment of business teacher education lecturers on instructional delivery practices in Edo and Delta States, Nigeria. Students’ assessment of lecturers is an essential component of quality assurance in higher education and provides valuable feedback for instructional improvement. This study seeks to assess the influence of students’ assessment on the instructional delivery practices of business teacher education lecturers in these two states. Additionally, the research aims to explore the perceptions and experiences of both students and lecturers regarding the assessment process and propose recommendations for enhancing its effectiveness.
A mixed-methods research design will be employed, utilizing surveys, interviews, and classroom observations to collect data from business teacher education students, lecturers, and relevant stakeholders in selected tertiary institutions in Edo and Delta States. The research objectives include assessing the impact of students’ assessment on instructional delivery practices, exploring students’ and lecturers’ perceptions and experiences with the assessment process, identifying the factors influencing the effectiveness of assessment, and proposing recommendations for improving the assessment system.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the impact of students’ assessment on instructional delivery practices in business teacher education. The research will assess how students’ assessment results are utilized by lecturers to enhance their instructional practices, such as teaching methods, classroom management, use of technology, and student engagement. It will explore the perceptions and experiences of students and lecturers regarding the assessment process, including their attitudes towards assessment, the effectiveness of assessment instruments, and the feedback mechanisms in place. Additionally, the study will identify the factors that influence the effectiveness of students’ assessment, such as the clarity of assessment criteria, the credibility of the assessment process, the timeliness of feedback, and the support provided for instructional improvement. Furthermore, the research will propose recommendations for enhancing the effectiveness of the assessment system, including faculty development programs, the use of multiple assessment methods, student involvement in the assessment process, and the establishment of a feedback loop between students and lecturers.
The implications of this research extend to business teacher education students, lecturers, administrators, policymakers, and educational stakeholders. The findings will provide students and lecturers with insights into the impact of students’ assessment on instructional delivery practices, enabling them to understand the value of assessment and make informed decisions regarding teaching and learning approaches. Administrators and policymakers can utilize the research findings to inform policies and initiatives that promote effective assessment practices in business teacher education. Educational stakeholders, including accreditation bodies, can benefit from the research findings by gaining an understanding of the specific challenges and recommendations for improving the assessment system.
THE IMPACT OF STUDENTS ASSESSMENT OF BUSINESS TEACHER EDUCATION LECTURERS ON INSTRUCTIONAL DELIVERY PRACTICES IN EDO AND DELTA STATES, GET MORE  PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.
