Andragogy and pedagogy working together in shifting balance: An Evaluative Study of the Teaching-Learning Process in Samtse College of Education (SCE)

Abstract

Abstract This article informs about andragogy and pedagogy working together in shifting balance at SCE: the perceptions of students and lecturers on these methods of teaching-learning process, shifting balance of teaching styles of lecturers taking place in between these two methods, how students are learning in such shifting balance and preference of the students among these two methods. The same sets of self-administered survey questionnaire were executed by both the students and lecturers, classroom teachings scenarios of lecturers at variuos seniority levels were observed and interviews were conducted with these lecturers and two senior students. Data collected from the survey questionnaire were analyzed using MS Excel. The interviews data were analyzed using the process of emerging themes. The data from observations were used to to see if the information collected from survey questionnaires and interviews were valid. Study found out that most respondents were aware that both methods co-existed depending upon nature of the subject matters being dealt with, shifting balance of teaching between these methods in SCE was confirmed, students were found preferred andragogy more than the lecturers and most of the modules need to be taught by applying both methods. Study recommends that a module on andragogy could be offered in SCE. The lecturers of SCE may be trained in shifting balance between andragogy and pedagogy. The lecturers of SCE should apply more andragogic approaches in SCE.