An Exploratory Study of Learning Outcomes Literacy Regarding University Teachers: A Case Study of University of Education

Maimoona Naeem, Fariha Gul, Javaid Iqbal, Mubashir Shahzad


Learning Outcome Literacy (LOL) is not only an imperative skill but a prime need to acquire competency in teaching. To make teaching effective and make its flow in the correct direction, LOs competency is indispensable as the whole teaching-learning process is dependent on LOs. The aim of this single “qualitative case study” was to investigate the ambiguity regarding LOs in the “institutions of higher education” and the “University of Education” was selected as a single case for the exploration. Objectives of the study were: to find out the perception of university teachers regarding their knowledge about learning outcomes and to find out the perception of university teachers regarding their understanding of learning outcomes to enable students to attain these LOs. The sample of the study comprised of content teachers of the University of Education, Township Campus, Lahore. Through a purposive sampling method, 12 teachers were carefully chosen. The data of the study was collected through “semi-structured interviews”. The thematic analysis technique was used to analyze the qualitative data. The findings of the study revealed that the University of Education Content Teachers had insufficient knowledge of Learning Outcomes (LO) and were misapprehending Learning Outcomes to enable learners to attain these LOs. In light of the study results, it was concluded that content teachers of the University of Education did not possess the Learning Outcomes Literacy (LOL). Both objectives were interconnected in a way that if someone didn’t have knowledge of LOs he/she could not have an understanding of LOs for students’ attainment. So, the case study concluded that the teachers were not sufficiently literate about LOs.

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