Teachers and educational institutions are working to improve the quality of teaching and learning. With easy access to information through technology, students often explore syllabus content in advance and form opinions about their teachers before formal instruction begins. There is limited research on student evaluation of teaching in Nepalese higher education. The objective of this study was to evaluate how students perceive various aspects of teaching effectiveness and to compare students' perceptions of teaching effectiveness between annual and semester-based academic systems in Gupteshwor Mahadev Multiple Campus, Pokhara, Nepal. The nature of the data was quantitative, and the source of data was primary, collected directly from students through a structured questionnaire. The study found that the students viewed their teachers effective, especially in subject knowledge, classroom management, and confidence. However, it also highlighted the need for improvement in the use of teaching materials and innovative instructional methods. Teachers from the Management faculty showed slightly better use of teaching materials, while those teaching in the semester-based system were rated significantly higher in time management. These findings suggest that academic structure may influence students' perceptions, highlighting the need to improve teaching aids and adopt more innovative methods to enhance overall teaching quality at the campus. The study has recommended for adopting student-centered teaching approaches, enhancing faculty development, and fostering an inclusive learning environment. Implementing these measures will not only improve teaching excellence but also promote greater student engagement and educational equity.
Subedi et al. (Fri,) studied this question.
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