The main purpose of this study was to assess methods of teaching and their implications for quality of studentrnlearning. In order to meet the objectives of the study, a descriptive survey design was employed. From therntotal population of 256 teachers and 2579 students, 128 teachers and 516 students were randomly selectedrnfor this study. Four faculty deans were also selected using availability sampling. Questionnaires andrninterview were used for collecting data. The questionnaires were piloted and checked for their reliability.rnDocuments were also analyzed to supplement the data. The data obtained through the questionnaires werernanalyzed using frequency, percentages, mean, standard deviations, t-tests, and rank correlation. Therninformation obtained through open-ended questionnaires and the interview were qualitatively analyzed tornq supplement the quantitative data.rnThe findings revealed that teachers were highly arranging consultation hours, using examples,rnillustrations and demonstrations to explain and clarify the lessons or contents they teach, andrninforming the lesson objectives. They were also giving summary at the end of the lesson and usingrnattention gaining activities, ideas, concepts, and devices while teaching. Furthermore, the studyrnrevealed that teachers used rewards and reinforcers to motivate students who were peliorming wellrnand creating situations in which appropriate learning was taking place. It was also noted thatrnteachers were not allowing their students to give constructive feedback on each others ' work.rnTeachers were also highly considering the age and maturity level of their students, their students'rnbackground knowledge and existing skills, the content of the subject matter or the instruction, andrnthe learning objectives or outcomes to be achieved, their teaching characteristics such as theirrnknowledge, competencies, skills and experiences, and the time, space/class size, facilities andrna resources for their students' learning before choosing teaching methods. With regard to teachingrnmethods, teachers ' creation of learners ' interest, enthusiasm and appreciation, encouragement ofrnstudents ' participation or involvement and success in their learning, provision of students withrndemonstrations which make them good observers, and enhancing critical thinking and skills ofrnscientific investigation, supporting their students to learn how to discover and organize things,rnusing textbooks, handouts and other printed materials to teach their students, providing or givingrnindividual assignments and projects to them, and encouragement of them to develop group learningrnskills were high. Teachers also encouraged students to interact with each other in the learningrnactivities and were not using mediated materials and multimedia. Lecture method was found to bernthe most commonly employed method of teaching followed by discussion, individualized andrndemonstration methods. Regarding quality indicators, teachers ' use of various teaching methods,rnthe existence of academic staff-to-student ratio and the relevance of the curricula to students'rnlearning were moderate. The existence of good leadership and management system that faCilitaternstudent learning and the integration of learning with the use of technologies were very low.rnTeachers were assessing the performances of their students using continuous and summativernassessment methods. This implies that there is good quality of student learning even though therernare some problems to be solved. Therefore, it is recommended that mediated materials andrnmultimedia, and various teaching methods should be used for the betterment o.l students' learning.rnLearning should also be integrated with the use of technologies. Students should be allowed thernchance of giving feedback on each others' work. Good system of leadership and management thatrnfacilitate student learning should also be adopted. Thus, all stakeholders of the teaching learningrnprocess (management bodies, teachers and students) should play their part as each of them has distinctivernroles