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(Applying) At the point of their abstracting information in the course, students’ are tested to find

out whether they can distinguish between the different parts of the information (Analyzing). The

students could then be assessed on the level of their justification of a stand or rather decision

(Evaluating) and finally they will be tested on their ability to create new products or point of

view based on the information they remembered

(Creating).

Based on these principles, Nigeria tertiary institutions should weigh its best practices such as (1)

the transmission of knowledge from the faculty to the students’, (2) the passive student participation in

class, (3) the role of the faculty as a leader or authority in the classroom, (4) the role of student assessment

outcome, (5) students learning correct answers, (6) the one-dimensional testing method and (7) an

existing academic culture that is competitive and individualistic. This mentioned practices which are

faculty centered should rather be leaning more towards learner-centered where students’ should construct

their own knowledge, become more active than passive participants, and be partners in their learning

(facilitators) process. There should also be multiple testing and examinations which allows students to

develop a much deeper understanding of the information. Faculty should rather allow a multidimensional

testing approach that would introduce a common collaborative than competitive culture in a learning

environment which will improve student learning outcomes.

In order to accomplish its objectives in the improvement of student learning outcomes, faculty

should endeavor to: (i) engage students in active learning experience, (ii) set high, meaningful

expectations/standards, (iii) provide, receive, and use regular, timely, and specific feedback, (iv) become

aware of values, beliefs, and preconceptions of students, (v) recognize and stretch student styles and

developmental levels, (vi) seek and present real-world applications, (vii) understand and value criteria and

methods for student assessment, (viii) create opportunities for student-faculty interactions, (ix) create

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