Impact of Teachers' Instructional Techniques on Student Involvement in Class: A Case Study

Abstract

The current research aimed to explore the relationship between university students' class involvement and teachers' instructional techniques. The major goal of this research was to identify the elements of university teachers' instructional techniques that are most important in ensuring that students participate in class to the maximum. Students from the University of Education, Lahore was the study's population. 300 students, chosen at random from the university's several faculties, made up the sample. To gather data, a standardized, structured questionnaire was utilized. The data was analyzed using SPSS 22nd, and multiple linear regression and correlation were used to determine the relationship between the variables. The findings showed that teachers' instructional strategies are critical in enhancing student involvement in class. In order to ensure that students participate in class, it was also discovered that different teachers use different instructional techniques. Teachers implement a variety of strategies to enhance student participation in class. The research indicates that supportive and concerned teachers are more successful than those who focus on content knowledge and challenging situation. Findings also showed that although students participate in class interactions, they make less attempts to start them. The study came to the additional conclusion that because teachers' instructional techniques positively impact students' class involvement, innovative instructional techniques learned by university teachers can optimize students' class involvement, which ultimately leads to excellent academic achievement for students.