Improving the effectives of instructional planning through struc- tural session plan framework: A Quasi-Experimental Action Research in Ethiopian Defence University

Abstract

This action research study looks at whether using a Structured Session Planning Framework (SSPF) can actually improve teaching quality in first-year mathematics courses at the College of Business and Social Sciences (CBSS) and the College of Health Sciences (CHS) in Bishoftu, Ethiopia. We noticed some real problems with how instructors were planning their lessons, which seemed to affect how well students learned, whether they stayed engaged, and how confident instructors felt about their teaching. So we decided to test a solution. The study used a quasi-experimental design with intact student groups from the two colleges. We worked with selected instructors to develop and use a structured planning framework, while instructors in the comparison group kept using their normal planning methods. We gathered quantitative data through pre-tests and post-tests, student surveys about their perceptions, instructor self-efficacy scales (TSES), and a rubric to rate lesson plan quality. We also got qualitative insights from focus group discussions after the intervention.The results were pretty striking. Students whose instructors used the SSPF scored significantly higher on their achievement tests compared to their peers. They also reported that their classes felt clearer and more engaging, and that sessions were more coherent. The instructors in the intervention group felt much more confident after using the framework and produced noticeably better quality lesson plans.What this tells us is that structured session planning really can enhance instructional effec- tiveness in Ethiopian higher education when it’s done in a way that makes sense for the context. We’re recommending that colleges make structured planning a standard practice, strengthen faculty development around planning, and expand this approach to more courses and departments. The find- ings offer practical evidence for improving teaching quality and contribute to national conversations about educational outcomes in universities with limited resources.