Quality and Sustainability of Engineering Education: The Role of Teacher and Student Performance Evaluation Review

Abstract

This study which is an investigative survey carried out in an Engineering department in South East Nigeria was aimed at evaluating the performances of students and teachers in order to ensure quality and review of the intrinsic variables within an educational system. The unique characteristics of teachers were compared with the average performances of students in the final year, to identify the possible cause of poor quality and low Final Cumulative Grade Point Average (FCGPA) by students of that department.  The summary results for five consecutive academic sessions were used to determine the performances of students in varied courses taught by their lecturers, while the Pearson Correlation Coefficient was applied to review the students’ performances with unique features of gender, qualification and years of experience among lecturers involved in the teaching, research, and service delivery of the final year courses. The results showed 79.76, 53.37, 61.16, 73.33, 59.13, 72.73, 66.12, 79.60, 83.49, 76.85, 87.50, 71.96, 84.00, 88.91, 75.86, 76.48, 72.41, 80.90, 71.93 percentage-teacher-performances respectively, in descending order of codes assigned to lecturers. The application of Mintab software revealed correlation coefficients of 0.28, 0.01 and -0.51 for inherent peculiarities, while the p-values of 0.233, 0.956 and 0.025 were equally obtained. These results will assist the university’s management in its administrative function and decisions making regarding students and teachers’ quality at intakes and recruitments, by ensuring that requisite standards for engineering education study, growth, development and sustainability efforts are effectively achieved in line with its project 200 vision, thereby enabling the lecturers to optimize the quality of their teaching, research, and service delivery.