Academic Achievement as a Correlate of Teaching Policy

Teaching is a basic function of a university and in which all other functions are subsumed. This makes a teaching policy key in university education. The academic achievement at Amoud University declined drastically in 2010-2013 from 31.4% in 2010 to 45.1% in 2011 46.2% in 2012 and to 51.8% in 2013 reflecting an increase of 4.75% each year. Yet the effect of teaching policy had not been isolated. The survey used a sample of 152 teachers and 760 students in September to November 2014. It established that teaching method (F [1 111] = 11.230 p = .029); R = .794 R2 adj. = .596); students'' evaluation (F [1 111] = 28.200 p = .038); R = .569 R2 adj. = .309) and teacher qualification (F [1 111] = 4.56 p = .001; R = .640 R2 adj. = .383) significantly affect academic achievement. But teaching materials (F [1 111] = .150 p = .699) do not. The study concluded that teaching policy has a significant effect on academic achievement at Amoud University. It recommends that the University revises its teaching policy to emphasize discussion eclectic and technology aided methodologies; and evaluation methods that encourage students'' reflection with the right blend of structure.