The availability of accreditation and quality assurance standards in teaching performance of mathematics departments in Yemeni universities

Abstract

Abstract

This research aims to recognize the availability of accreditation and quality assurance standards in teaching performance of mathematics departments in Education Colleges of Yemeni Universities from the point of view of students ‘An analytical study’. It also aims to know whether there is a statistically significant difference in the estimation of the sample for the availability of those standards due to the variables of the university, study level, gender. The sample consisted of 314 students of both fourth and fifth levels in Mathematics Departments in (Sana’a, Hajja and Hodaida) which used Descriptive approach and designed research tool which consisted of two pivots:1-  Academic Accreditation Standards in (Personal characteristics, professional obligations ,dealing with students and mastery of scientific material) with the total of 27 indicators. 2- The focus of quality assurance standards in (Time management, planning and implementation ,Reinforcement and motivation, Evaluate students) with the total of 52 indicators. The questionnaire consisted of 79 indicators according to Likert Quintet Ladder. Sincerity and stability of the tool has been ensured. After collecting and analyzing data by (SPSS) by calculating the arithmetic mean and standard deviation and analyzing (ONE WAY ANOVA) we got the following results:

• The availability of accreditation and quality assurance standards in teaching performance of mathematics departments in Yemeni universities was moderate in all study tool standards. The general average of the tool was (3.2) and the percentage was (64%).

-The existence of semantics statistical difference sin students' responses in both Academic Accreditation Standards and The focus of quality assurance standards in teaching performance of university faculty member in Mathematics Departments due to University variables but there were no significant mean differences in students’ responses of research sample due to variables of level and gender.

In light of these  zeresultsit was concluded with a number ofer commendations and related suggestions.