The purpose of this study was to assess the implementation of modularization in Ethiopian higher education institutions with particular reference to the instructional process (active learning and continuous assessment). Mixed research design was employed. Three universities were focus of the study. Three hundred and eight undergraduate students and 144 instructors were selected using stratified and simple random sampling. Data were collected using questionnaire and semi-structured interview. The study found out that the instructional process in the modularized program is below the expectation. The teaching–learning process was found to be predominately teacher-centered and limited to PowerPoint presentations. Students were still found as an outsider in the process of knowledge construction playing a recipient role. It was also found that continuous assessment has continued to be perceived and practiced as continuous testing in which students sat for tests and quizzes frequently with no written and/or oral feedback. Large class size and shortage of time (i.e., nature of block teaching approach) have been found to be challenges for making the instructional process effective in helping the students achieve the objectives stipulated in the curriculums. Alternative teaching strategies that fit to large class size and further staff development activities that address misconceptions on active learning and continuous assessment were suggested. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
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