Evaluating constructive alignment: An analysis of learning outcomes, learning experiences, and assessment techniques at a public university

Abstract

This study examines the implementation of constructive alignment in academic programs at a public university in Zimbabwe, a critical approach aligning intended learning outcomes, teaching activities, and assessments to enhance student learning. Despite its proven benefits, limited research has explored its application in Zimbabwean higher education, leaving a gap in understanding its effectiveness and challenges within this context. Using an explanatory sequential mixed methods design, the study analyzed 28 module outlines selected through random sampling and conducted structured interviews with 20 purposively selected respondents. Quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to qualitative data. The findings show that constructive alignment facilitated more coherent and integrated learning experiences by enabling instructors to define learning outcomes and align teaching and assessments effectively, fostering deeper student understanding. However, challenges such as insufficient institutional support, limited professional development, and the need for continuous curriculum refinement were identified. The study highlights the importance of addressing these challenges to optimize constructive alignment’s benefits. Recommendations are provided for improving alignment strategies to enhance academic performance and student engagement. These findings contribute to broader discussions on improving the quality and effectiveness of higher education in Zimbabwe and similar contexts.

Keywords:  constructive alignment, approach, teaching/learning; outcome-based; quality enhancement.