IMPACT OF TEACHERS’ INSTRUCTIONAL PRACTICES ON STUDENTS’ ENGAGEMENT AND ACADEMIC SELF-EFFICACY: A COMPARATIVE ANALYSIS OF ONLINE VS ON-CAMPUS LEARNING PROCESS

Authors

  • Syeda Um E Laila Naqvi Department of Education, University of Management and Technology, Lahore, Pakistan, 
  • Sana Saleem Agha Beaconhouse LMA 72-L Model Town, Lahore Pakistan.
  • Mahnoor Naveed Beacon House Newlands, Lahore Pakistan.

DOI:

https://doi.org/10.52567/pjsr.v4i04.1272

Abstract

The purpose of this study was to investigate the impact of teachers’ instructional practices on students’ engagement and academic self-efficacy in online versus on-campus classes at the university level. This study used a quantitative survey design. The target population for this study was students of higher education enrolled in universities in the year 2020-2022, meaning that these students have experienced both online and on-campus learning. Convenience sampling was adopted in this study. 285 higher education students took part in this study. The research instruments in this study included three scales: a self-developed questionnaire titled the Teachers’ Instructional Practices Scale, Student Engagement Scale, and the National Survey of Student Engagement and Academic Self-efficacy Scale. Validity was established through expert opinion, while pilot testing was conducted to establish the reliability of the instruments, which was found to be (.92). The results indicate a significant relationship between teachers’ instructional practices and student engagement and academic self-efficacy. The study also concluded that there was a significant difference between teachers’ instructional practices during online and on-campus learning. The study recommends that future research be conducted on a large scale to highlight the importance of blended learning in Pakistan.

Keywords: Instructional Practices, Student Engagement, Academic Self-efficacy, Higher Education, Online Education, On-campus Education.

Author Biographies

  • Syeda Um E Laila Naqvi, Department of Education, University of Management and Technology, Lahore, Pakistan, 

    M.Phil. Scholar

  • Sana Saleem Agha, Beaconhouse LMA 72-L Model Town, Lahore Pakistan.

    Head of School

     

  • Mahnoor Naveed, Beacon House Newlands, Lahore Pakistan.

    Teacher

Additional Files

Published

2022-03-31

Issue

Vol. 4 No. 04 (2022): Pakistan Journal of Social Research PJSR

Section

Research Article

License

Copyright (c) 2022 Syeda Um E Laila Naqvi, Sana Saleem Agha, Mahnoor Naveed

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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How to Cite

[1]
“IMPACT OF TEACHERS’ INSTRUCTIONAL PRACTICES ON STUDENTS’ ENGAGEMENT AND ACADEMIC SELF-EFFICACY: A COMPARATIVE ANALYSIS OF ONLINE VS ON-CAMPUS LEARNING PROCESS”, Pak. J, Soc. Sci., vol. 4, no. 04, pp. 1117–1126, Mar. 2022, doi: 10.52567/pjsr.v4i04.1272.