FROM DATA TO ACTION: ENHANCING INSTRUCTIONAL QUALITY AT KENYA ASSEMBLIES OF GOD EAST UNIVERSITY THROUGH EVIDENCE-BASED PRACTICES

Abstract

This action research examines the landscape of instruction at Kenya Assemblies of God EAST University (EAST) in a bid to improve the quality of teaching and learning by using evidence-based strategies. Grounded in the principles of continuous improvement and informed decision-making, the study, through mixed methods surveys assessed the current instructional practices, barriers to quality education, professional development needs of faculty, and the role of technology on pedagogical transformation. The study analyzed a sample of 67 participants comprising 19 faculty members, 27 students, 13 administrators and 8 others. The most telling indicator of instructional inadequacy was the use of lectures as the predominant way of teaching (83.1%) and the rare use of advanced tools such VR/AR (18.5%). Though barriers to quality education were a number, the most notable were inadequate full time lecturers (27%) and moderate professional development indicated by 33.9% of the participants. Over 50% of the study respondents strongly expressed the importance of adequate professional development programs for faculty. The role of technology in pedagogical transformation drew a Mean of 3.5 out of a rating of 5; with the greatest barrier to integration being lack of faculty confidence in the use of technology. Findings showed gaps in faculty preparedness, inadequate use and compounding of instructional technologies, and need for structured support systems. The research provides another rationale for the importance of data use to reflect on instructional policies and practices. The results of the current study offer practical recommendations specific to the distinct context of EAST, which highlight the central importance of faculty professional development, technology integration and learner-centred pedagogies to achieve high quality instruction at EAST.