Effects of Teacher Teaching Approaches on Students Engagement and Comprehension at University Level

Abstract

Teachers influence academic engagement and lifelong achievement. However, little is known about whether instructional styles explain these associations or whether they differ across academic and "non-cognitive" outcomes. In classrooms, teacher-student interaction helps pupils learn. In this cross-sectional study of 229 university students, perceived teaching style and student engagement, curiosity, and comprehension are examined. Student Engagement Instrument and Curiosity and Comprehension Inventory were employed. Students perceived both Autonomous-supportive and controlling teaching approaches. However, students' ratings of teachers' support and control differed significantly (t (229)=3.942 and 4.774, respectively). Perceived autonomy support teaching style was moderately correlated with student engagement (r=.463), curiosity, and comprehension (r=.318). The findings explain how teaching style affects students' interest and classroom engagement.