Research related to access to higher education is often criticized for lacking a strong theoretical ground, arguing it is limited to seek information regarding the quality of infrastructure or teaching and learning. This study, however, seeks to draw a model for meaningful access to higher education regarding epistemic quality.  For this purpose, the relationship between factors influencing pedagogical access (Teacher Pedagogic Quality, Teaching Learning Environment, and Teacher-student Relationship) and factors leading to student success (student satisfaction and student engagement) is assessed. The researchers assume that meaningful and purposeful access is created for a diverse population entering higher education only by providing 'epistemological-pedagogical access,' ensuring student success. The study was quantitative, and correlational research design was used following the positivist paradigm. The researcher used a multi-stage sampling technique, to approach the target sample of 400 students studying in universities of Lahore (one public and one private). a close-ended questionnaire was self-constructed for the data collection, and advanced statistical techniques Pearson Correlations, and multiple regressions were applied using SPSS. The study concludes a model of epistemological-pedagogical access leading to success for the university students of Pakistan. Furthermore, this pilot study results also share the predictive value of pedagogical access to ensure student success.

Full Text

Published Version
Open DOI Link

Get access to 115M+ research papers

Discover from 40M+ Open access, 2M+ Pre-prints, 9.5M Topics and 32K+ Journals.

Sign Up Now! It's FREE

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call