The ASEAN Journal of Education ASEAN Journal of Education

University Faculty Members’ Perception of Instructional Strategy


Minh-Quang Duong,


Abstract

Abstract This study explored the faculty members’ perception of their instructional strategy at the University of Social Sciences and Humanities – Vietnam National University of Ho Chi Minh City (USSH-VNUHCM), and the relationship that teaching resources, organizational culture, and administrative support factors affect faculty instructional strategy were examined. A survey questionnaire measuring four factors of instructional strategy was distributed to 124 faculty members working full-time at the USSH-VNUHCM. The results indicate that most faculty members measured strongly towards their instructional strategy. In addition, the results also indicate that the different regression models had different explanation for faculty instructional strategy across different factors. Generally, factors of teaching resources, organizational culture and administrative support yielded significantly difference that affect faculty members’ instructional strategy. The study’s implications for university management are discussed. Keywords: faculty member, instructional strategy, higher education, Vietnam

Abstract
This study explored the faculty members’ perception of their instructional strategy at the University of Social Sciences and Humanities – Vietnam National University of Ho Chi Minh City (USSH-VNUHCM), and the relationship that teaching resources, organizational culture, and administrative support factors affect faculty instructional strategy were examined. A survey questionnaire measuring four factors of instructional strategy was distributed to 124 faculty members working full-time at the USSH-VNUHCM. The results indicate that most faculty members measured strongly towards their instructional strategy. In addition, the results also indicate that the different regression models had different explanation for faculty instructional strategy across different factors. Generally, factors of teaching resources, organizational culture and administrative support yielded significantly difference that affect faculty members’ instructional strategy. The study’s implications for university management are discussed.
Keywords: faculty member, instructional strategy, higher education, Vietnam
1.Introduction
Instructional strategies view the ways and approaches to achieve the fundamental aims of teaching (Akdeniz, 2016). Instructional strategies can be understood as systematic guidance for learning, utilization of teaching tools and resources to help students to achieve highly in academic settings (Clarck & Starr, 1968; Moore, 2000).
strategies yield that instructional goals are heterogeneous and captious, hence, academic members are supposed to have a variety of approaches to the educational needs of students from different socio-cultural environments and to help students to have the best effective learning environment. Furthermore, Williams (2004) concurs that academic members should invest among diverse instructional strategies to help students achieve active learning experiences in cognitive, affective and kinetic fields. The research of Marzano (2003) and Lim (2002) find that effective academic members choose from a variety of instructional strategies in order for students to have successful learning experience cognitively and behaviorally.
Akdeniz (2016) also notes that instructional strategies had four categories based on the following criteria: traditional taxonomies, popular taxonomies, cross-disciplinary taxonomies, activity based taxonomies. Previous studies showed that instructional strategies include activities that help create the classroom environment for good-quality learning to occur. Instructional strategies are especially effective in the education program namely: cooperative learning, group discussion, independent study, portfolio development, journals and learning logs, issue-based inquiry, etc.
Instructional strategies are mostly accustomed to apply learning theories in a useful way and to hold the learning outcomes. Instructional strategies can motivate students and help them focus attention, organize information for understanding and remembering and monitor and assess learning (Alberta Learning, 2002). The research of Akdeniz (2016) indicates that modern understandings regarding instructional
Marzano (2003) states that instructional strategies influence students’ achievement and let faculty members diversify the instructional applications; target learning, instructional activities, instructional methods and techniques (Baker & Dwyer, 2005). In this study, we found the significant influence on faculty instructional strategy in Vietnamese higher education by teaching resources, organizational culture, and administrative support factors.
This study identifies and discusses factors at a Vietnamese university among faculty members’ instructional strategy that contributes to students learning achievement and improves the quality training programs of the university. This study uses the framework of Chang, McKeaschie and Lin (2010) as the key foundation and focuses on the instructional environment factors (including teaching resources, organizational culture, and administrative support) that affect the perception of faculty members towards their instructional strategies. The main purpose of this study is to examine the university faculty perception of their instructional strategy. The following study objectives are: 1) To describe faculty members perception of instructional strategy at USSH-VNUHCM, 2) To examine the significant influence of the teaching resources, organizational culture, and administrative support factors on the faculty’s instructional strategy. This study, thus, specifically addresses the following two questions: 1) What is the general perception of the faculty members towards the instructional strategy at USSH-VNUHCM? and 2) How is the faculty instructional strategy affected by the teaching resources, organizational culture, and administrative support factors?

Key words: faculty member, instructional strategy, higher education, Vietnam
     
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