The Utilization of Instructional Processes in Higher Education Institutions of the Amhara Region, Ethiopia

This study focused on re-visiting the instructional processes in Universities and Colleges ofTeacher Education (CTEs) of the Amhara Region, Ethiopia. The research design was ofdescriptive survey type and data were obtained from 204 instructors, department heads anddeans. Both University and CTE instructors’ practices of the instructional processes and theirconceptions on effective teaching were examined. Results indicated that in order to bringlearning into effect, the three interactive instructional processes (instructional planning,teaching and assessment) were not adequately implemented in an integrated manner.Significant differences were observed between Universities and CTEs in the application ofinstructional planning and various continuous assessment techniques. CTEs were in a goodposition than universities. However active learning strategies that enhance higher orderthinking and assessment for learning were not adequately applied in both institutions.Attitudinal problems, lack of knowledge, work load and shortage of time were taken asfactors affecting the instructional processes in Universities and CTEs.