Maintaining High Teaching Evaluation (TE) Scores by Innovative Methods of Pedagogy: Inquiry-Based Learning (IBL)

This paper explores student's perceptions and satisfaction on teaching system analysis and design, database, and database design including DITP2213, DITP1333, BITP1323, and BITP2313 courses in both diploma and bachelor’s degree program respectively. Data used in this study were obtained from the official “Student Evaluation of Teaching” module in “Sistem Maklumat Pelajar (SMP)” of Universiti Teknikal Malaysia Melaka (UTeM) which consist of a total 22 semesters for years 2014 until year 2025 (Semester 1 Session, 2014/2015 to Semester 2 Session, 2024/2025) for one lecturer whereas the data were gathered circulated only from Faculty of Information and Communication Technology (FTMK), UTeM. Usually, at the end of each semester (semester 1, semester 2, and special semesters), during pre-registration of courses for next semester, all students are asked to assign teaching evaluation scores in SMP to all courses they have registered for (the scores being related to five main parts: “Knowledge & Teaching Skills”, “Teaching Preparations”, “Teaching Methods”, “Learning Assessment Method”, and “Guidance & Supervision”). Analysis of the average marks obtained from Semester 1, Session 2014/2015 until Semester 2, Session 2024/2025 indicates a constant improvement with an average grade above than 4.50 since Semester 1, Session 2020/2021 and the upward trend could be related to the lecturer adopting a reflective approach and student-centred method using Inquiry-Based Learning (IBL) that fosters active involvement, critical thinking, and continuous feedback in-class experience (both during lecture session as well as laboratory/tutorial sessions). Based on descriptive statistics, and trend analysis, this study examines patterns and relationships among the evaluation scopes or components, and our findings suggest that ongoing pedagogical innovation is a significant factor regarding teaching effectiveness over time and has implications for lecturers who are interested in maintaining and advancing teaching quality.

lecturers’ performance, teaching quality

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