Abstract
M.A.
Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks that were made against teaching in institutes of higher education is that that the traditional methods of direct instruction are ineffective in developing learners’ critical thinking powers and problem-solving abilities. Alternative methods of teaching, learning and assessment should be taken into consideration, rather than teaching.
The question that arises is whether the Dâr ’al ‘Ulûm, which is also an institute of higher education, are aware of these arguments and whether it strives to implement effective teaching, learning and assessment strategies.
In this study the researcher concentrates on the development of criteria for effective teaching, learning and assessment. These criteria are developed by firstly conducting a literature review and then by evaluating the strategies of teaching and assessment in a Dâr ’al ‘Ulûm, to these criteria.
The research methodology of this study consist of a qualitative component and it includes observations of the teaching methods in the classroom, document analysis and interviews with the teachers. The aim of the different data gathering methods is to determine the trustworthiness of the data. The same results were achieved each time the data provided was analysed. Furthermore, the consistency of interpreting and analysing the data was also addressed by returning the findings of this study to an external decoder.
The empirical research results indicated that this Dâr ’al ‘Ulûm did not meet the criteria that was developed, and that this Dâr ’al ‘Ulûm relies heavily on the traditional method of direct instruction.
The Dâr ’al ‘Ulûm is an institute that develops the minds, the values and the attitudes of ‘Ulamâ’. Knowledge, values and attitudes are shaped in this institute.
Appropriate teaching and learning strategies are vital for quality education. Research has pointed out that an outcomes-based approach is more effective than the traditional direct instruction approach. It remains the responsibility of the Diyâr ‘al ’Ulûm to ensure that the teachers are trained in teaching skills that will promote effective learning.