ISSN: 2225-8329
Open access
Quality teaching in colleges or universities hinges on both lecturer professionalism and the design of effective teaching and learning activities. This study utilizes data from the Student Feedback Online (SUFO) survey of the Financial Accounting and Reporting course for the semester of March 2025– August 2025 extracted from a public university in Malaysia, University A’s online feedback system to investigate students’ perceptions of these dimensions. Descriptive statistical analysis was employed to evaluate the responses. The findings show that overall, the students place a higher score on lecturer professionalism and lecturer’s teaching and learning activities, with satisfaction rating of 82.54% and 80.95% respectively. Professionalism, which is defined by approachability, accessibility, clear communication, and academic guidance, was highlighted as a key factor in building supportive learning environments. Similarly, students valued clear explanations, interactive participation, and prompt feedback, underlining the importance of active learning approaches in fostering engagement. The findings imply that professionalism and pedagogical strategies work in tandem to enhance the need for higher institutions to adopt student feedback mechanisms that can enhance teaching effectiveness. This paper concludes by discussing the implications of these findings, the limitations of the study, and directions for subsequent research.
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