{'fraction_non_alphanumeric': 0.01264367816091954, 'fraction_numerical': 0.0, 'mean_word_length': 6.319327731092437, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Literature Review on the Factors Affecting Teaching Effectiveness of Undergraduate Engineering Programmes

A great deal has been written, over the past three decades, on what constitutes effective teaching in higher education. Teaching effectiveness has been a key concern for universities since it pertains to the achievements of skills required for the competitive job market. The current practice of teaching the engineering fundamental non-culminating courses in undergraduate engineering programmes is through traditional teaching methods. This literature review aims to identify the factors that influence teaching effectiveness of undergraduate engineering programmes. The literature reviewed indicates that researchers have identified lecturers’ ability, course characteristics and teaching methods & material as pertinent measurements of Teaching Effectiveness.