A model of effective teaching of economics in higher education: the integral role of classroom learning environment, instructional practices, and teacher characteristics
DOI:
https://doi.org/10.47408/jldhe.vi30.1024Keywords:
instructional practices, student feedback, conceptual model , classroom, economicsAbstract
Yidana and Darkwa explore university students’ perceptions of how the classroom learning environment and Economics teachers’ instructional practices promote learning in higher education. The researchers developed and empirically tested a framework that characterises quality Economics instruction. The outcomes of the study suggest that the conceptual framework is valid and reliable and can effectively be used to evaluate quality Economics instruction in higher education. The results indicate key areas that are beneficial concerning student perceptions of teacher effectiveness in promoting student learning. These include planning and preparation, scaffolding of instruction, classroom communication, classroom management, classroom learning environment, and teacher characteristics.
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