Studies in Humanities and Education

Assessing the Effectiveness of Professors’ Teaching Methodologies at Moulay Ismail University: Insights from Postgraduate Students

Abdelaziz OUCHAIB — Sun, 23 Mar 2025 00:00:00 +0000

This study investigates the effectiveness of the teaching methodologies employed by professors at the open-access institutions of Moulay Ismail University (UMI), namely the School of Arts and Humanities (FLSH), the School of Sciences (FS), the School of Law, Economics and Social Sciences (FSJES), and the Polydisciplinary School of Errachidia (FP). Utilizing an embedded research design, a questionnaire was administered to 742 postgraduate students, and semi-structured focus group interviews were conducted with 28 doctoral students. The findings revealed a significant level of dissatisfaction among the students regarding their professors' teaching practices, which are predominantly characterized by traditional methods of lecturing and dictating. Students also expressed concerns about the lack of interactive and student-centred approaches in the classroom. Based on these insights, the study proposes several implications aimed at enhancing classroom practices and fostering the development of professors' instructional performance. The recommendations emphasize the need for a shift towards more engaging, participatory teaching methods that better address the learning needs and preferences of students. These findings contribute to the ongoing discourse on pedagogical improvement within higher education, particularly in the context of the open-access institutions of the UMI.

Imagery and Divine Discourse: A Critical Reading of Qur'anic Imagery through Bakhtin's Theories

Amal Gouda Abdel Aziz — Sun, 23 Mar 2025 00:00:00 +0000

This paper seeks to outline an interdisciplinary reading of imagery in Qur’an by applying Bakhtin’s theories of heteroglossia and dialogism. Utilizing the modalities of literary theory, religious studies and cultural critique, it reveals how the Qur’an’s polyphonic language calls the reader into an active debate with facts of divinity. It also reconsiders the religious narrative and universal themes of spirituality in seventh century Arabia. Using Bakhtinian theory to read the Holy Book, the research sheds light on the ways in which the Qur’an can be read simultaneously through time and space and proposes some new paths for interdisciplinary dialogue between the fields of literature, theology and cultural studies.

Classroom-Based Assessment Purposes from the Lens of Moroccan EFL High School Teachers

Mohamed El zerk — Sun, 23 Mar 2025 00:00:00 +0000

In EFL educational contexts, Classroom-Based Assessment (CBA) provides valuable information that serves a variety of purposes, whether formative, summative, or a blend of both. This broad spectrum of purposes encompasses student-centered, instruction-based, and administration-based purposes. The Moroccan EFL context is marked by the extensive reliance on summative assessment techniques, such as written tests focusing on traditional items (e.g., gap-filling). However, it remains unclear how EFL teachers utilize CBA. Accordingly, this study aims to investigate the purposes of using CBA. A quantitative approach utilizing an online self-report questionnaire was employed to collect survey data from 260 teacher participants. The results of this study revealed that EFL teachers use CBA for a variety of purposes, primarily serving student-centered purposes. These include motivating students to excel, providing constructive feedback, and guiding them in setting learning goals. It also fulfils instruction-based purposes, such as identifying strengths and areas for improvement in teaching practices, as well as administrative purposes, such as formally documenting student achievements. Additionally, only some students are aware of the purposes of CBA. In light of this, the study concludes with significant implications for CBA policies, training, and research, highlighting the need for a more balanced approach that integrates both formative and summative assessment practices. It also emphasizes the importance of systematically analyzing CBA and promoting greater student involvement in assessment processes.

Collaboration Literacy for Inclusive Education: The Sociometric Paradigm

Olubunmi Adebola Olanipekun — Thu, 03 Apr 2025 00:00:00 +0000

Inclusive education, as defined by UNESCO, aims to address the diverse needs of individuals by promoting participation in learning and reducing educational exclusion. Adults, often marginalized in educational pursuits due to age, benefit significantly from collaborative literacy, which supports academic and social development. Collaborative literacy, an essential 21st-century skill, involves the integration of various reading strategies within a group setting, fostering critical thinking and comprehension. Unlike traditional education, adult education prioritizes experiential and problem-solving approaches, making collaborative literacy particularly effective for adult learners. This method not only enhances individual comprehension and critical thinking but also cultivates a collaborative environment conducive to lifelong learning. The concept of collaboration literacy encompasses a comprehensive approach that includes partnership, planning, process, and product, ensuring a cohesive learning experience. It is based on the transactional theory of reading, emphasizing the social context of learning. This approach involves multiple strategies, such as Readers Theatre and Book Club Discussions, to engage learners actively and foster meaningful dialogues. The socio-metric paradigm further refines this concept by considering multi-modal interactions and power dynamics within collaborative groups. Collaboration literacy offers numerous benefits, including improved comprehension, increased student participation, enhanced responsibility, and motivation. It also supports the development of oral proficiency and writing skills. The role of teachers and parents is crucial in creating a supportive environment that encourages active learning and critical thinking. Ultimately, collaborative literacy equips learners with the skills necessary for effective communication and problem-solving in diverse contexts