Research-based teaching strategies are the route to students’ higher learning and better teaching quality

Abstract

Research is believed essential in the development procedure of students in higher education institutions (HEI). This research aims to participate in a wider comprehension of the value and significance of research for teaching excellence and student learning. It is to examine the legitimacy of the proposition that research activity enhances teaching and improves students learning.

The current study measures a proposed conceptual research model, which is based on various existing literature opinions that provide a clearer vision that assist higher education institutes in raising students’ learning and teaching quality to be consistent with university research plans. This model was empirically tested to measure the hypotheses between six proposed independent variables: Student Critical Thinking, Student Problem Solving, Student Accomplishment Research, Teach with Enthusiasm, Teach with Trustworthiness, and Constructive Method Of Learning with the dependent variables: Enhance Student Learning and Enhance Teaching Quality.

The results of this research demonstrate how the adoption and improvement of the research-teaching connection provide a chance for students to obtain a wide-range of qualities. The syllabus program in which students learn is essential to the improvement of their reasoning, interest and acts.