Students’ Perceptions of Quality Teaching: a Comparison of Teaching Approaches and Strategies from Malaysia and the UK

Choy, Siew Chee and Yim, Joanne Sau Ching and Tang, Mui Joo and Kee, Dearna June Chen Students’ Perceptions of Quality Teaching: a Comparison of Teaching Approaches and Strategies from Malaysia and the UK. Project Report. Tunku Abdul Rahman University College. (Unpublished)

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Abstract

The continuous stream of feedback from TAR UC students enrolled in the dual award programmes with UK partner universities has been complimentary of their UK teachers and they enjoyed learning more in the UK than in TAR UC. In order to obtain greater insights into the perceptions of these students a study on their perceptions of teacher behaviour was undertaken. The study used a sample of 260 students who had enrolled in the dual award programme. These students were invited to participate in the study by responding to a questionnaire that was sent to them using Google Forms. Student responses were analysed using SMART-PLS to derive a structural model of differences in teacher behaviour between TAR UC and UK teachers. Subsequently 10 students were randomly picked to be interviewed to obtain more details on the findings from the structural model. The results showed that students enjoyed the freedom of expression and interaction with their UK teachers but still preferred the way in which TAR UC teachers guided them in their coursework. They wanted assurance that they were doing the coursework correctly and did not like exploration of topics on their own. These students found independent learning slightly daunting and preferred a form of learning that is more guided yet allowed them to express their opinions freely. Students also highlighted that their UK teachers were more insightful and interesting when compared to TAR UC teachers. Hence it is recommended that the University College consider revising its teacher training workshops to introduce reflective teaching among TAR UC teachers. Reflective teaching has been found to enhance teaching methodology and strategies. This practice can bring about maturity in teaching practices and strategies. Suggestions are included in the report.