Exploring Teachers’ Perceptions of Students’ Academic Achievement under the Semester and Annual Systems: A Qualitative Study at the University of Zawia

Abstract

This qualitative study explores teachers’ perceptions of students’ academic achievement under the semester and annual academic systems at the University of Zawia, Libya. It examines how teachers perceive both systems regarding students’ achievement, understanding and retention of course content, motivation, examination preparation, support for struggling students, and their respective advantages and disadvantages. Data were collected through semi-structured interviews with six university teachers from the Department of English at the University of Zawia. The data were analyzed thematically to identify recurring patterns and differences across participants’ responses. Findings indicate that teachers generally perceived the annual system as more supportive of deep learning, long-term retention, revision, course coverage, and sustained support for struggling students. However, participants noted disadvantages, including postponement of studying, reduced motivation, forgetting course content, and the accumulation of material before final examinations. In contrast, the semester system was viewed as beneficial for continuous assessment, frequent feedback, regular study habits, early identification of learning difficulties, and monitoring students’ progress. Nevertheless, its shorter timeframe was associated with teaching pressure, increased workload, limited opportunities for in-depth explanation and revision, and concerns about long-term retention. Overall, neither system was considered universally superior. The findings highlight the importance of balancing sufficient instructional time with continuous assessment when evaluating academic-system structures.