Afghan Undergraduate Students’ Perceptions towards Effective Teaching
Authors:
Faridullah Farid(1),
Mirza Khan Nikzoy(1),
Wali Khan Monib(2)
Pashto Department, Faculty of Languages and Literature, Shaikh Zayed University, Khost, Afghanistan(1),
English Department, Faculty of Languages and Literature, Shaikh Zayed University, Khost, Afghanistan(2)
*Email: walikhan.af@gamil.com
Doi: doi.org/10.52132/Ajrsp.e.2021.307
The aim of this article is to explore Afghan undergraduate students’ perceptions
towards effective teaching at a public university. Data were collected based on a
Likert scale questionnaire containing 32 items from 47 respondents. The results show
that although the ability of teachers to teach and help students are vital, their
attitudes towards students are considered crucial for judging their effectiveness.
Most of the students perceived that a teacher who has excellent knowledge of the subject,
well prepared, value students’ opinions and contribution, start sessions on time,
provide both group activities and assessment briefs considered very effective.
The article concludes by suggesting that notions of effectiveness are predicated
less on university teachers having high academic expectations and more on the
provision of a supportive environment in which teachers scaffold learning effectively
and promote effective interaction with their students.
Afghan Undergraduate Students, Perception, Effective Teaching
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