An embedded fuzzy analytic hierarchy process for evaluating lecturers’ conceptions of teaching and learning

This study evaluates the effects of Continuing Professional Development Programmes (CPDP) on the conceptions of lecturers in the teaching and learning processes in a higher education setting. An interpretive paradigm and mixed method of collecting and analysing data from participants was followed. Data for the study was gathered through survey among all the participants (N = 85) after which interviews were conducted among participants from the same population (n = 12). While interviews and observation served as the qualitative approach of gathering information from lecturers, Fuzzy Analytic Hierarchy Process (FAHP) was employed as a quantitative method to evaluate the impact of CPDP on conception changes in the teaching and learning processes of lecturers. The weights of the first four factors resulted in 73.16% rate (Buckley's method) and 67.33% (Chang's method). The results indicates that CPDP could be used to alter lecturers’ conceptions of teaching and learning and evaluated through an embedded FAHP.