An Assessment of Modular Learning in Higher Education: A Case of a University in Zimbabwe

Abstract

The aim of the study was to assess the implementation of the modular learning approach in an institution of higher learning from the student’s perspective. The study was a case of a mathematical sciences department at a university in Zimbabwe. One hundred and twenty-three students registered to study for degree programmes in mathematical sciences participated in the study. The participants were selected using stratified sampling. The results of the study revealed that the students felt that the approach was student sensitive in that it allowed them to balance school, work and family. However, the students felt that they were not getting enough learning assistance. They complained of shortage of learning materials. They also felt that they were not actively involved in curriculum design. The researchers recommended that the department ensure that the students receive regular, timeous, constructive and motivating feedback. Self and peer assessment was necessary. Field trips and practical learning activities could help to give the students first-hand learning experience.

Keywords: continuous assessment, modular learning, outcome-based, student-centred.

DOI: 10.7176/JEP/16-3-02

Publication date: March 30^th 2025