Quality higher education learning experiences can only be realized when lecturers vary the instructional strategies. The variation of instructional strategies enables productive learning for varied students with different learning abilities. The present study is descriptive in design and aimed at exploring instructional strategies used by the lecturers in teaching and learning at Kanye Seventh Day Adventist College of Nursing (KSDACON). An Instructional Strategies Questionnaire (ISQ) was administered to 143 nursing students who were chosen by purposive sampling technique. The research question was answered using frequency counts and percentages, and the data were analysed using the Statistical Package of the Social Science (SPSS) version 23. The findings of the study indicated that a majority of the respondents’ rated interactive lecture as the most frequently used instructional strategy in classroom activities. The findings for online and assignment activities revealed that self-directed learning and tutorials were commonly used respectively. The researchers recommended that a continuous training program for lecturers regarding active learning should be put in place. Future research is necessary to evaluate if the interactive lecture method is implemented correctly.
Keywords:
Instructional strategies, THERESIA SINANDANG, Kanye SDA College of Nursing students
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