Thesis Title: Teaching Style, Student Motivation and Academic Engagement in University Students

 Student Name: Wajeeha Bashir

Supervisors: Waqas Hassan & Farah Malik, PhD

Degree: MSc

Year: 2016-2018

Department: Institute of Applied Psychology

University: Punjab University, Lahore, Pakistan

Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: chairperson@appsy.pu.edu.pk, Phone: 92-42-9231245

Abstract

The current study was conducted to investigate the relationship between teaching style, student motivation, and academic engagement in universities. It was hypothesized that there would be a relationship between teaching style, student motivation, and academic engagement in university students. Purposive sampling technique was used to collect data from 150 university students of MSc and BS, within the age range of 19 to 24 years (M = 21, SD = 1.44). The Questionnaire on Teachers Interaction (QTI; Wubbels & Leavy, 1993) and Engagement and Motivation Questionnaire (Pintrich & De Groot, 1990) were used. The results were analyzed using descriptive and inferential statistics. Pearson product moment correlation was conducted to assess the relationship between teaching styles, student motivation and academic engagement in universities. Multiple hierarchical regression was used for the prediction among the variables. Moreover, Independent sample t-test was conducted to evaluate the differences in teaching styles as related with student motivation and academic engagement among males and female  university students. The finding of current study showed that there was positive significant relationship between teaching styles, student motivation and academic engagement in university students. The results showed that teaching style and student motivation did not predict the academic engagement in university students. The results also showed that teaching style and student motivation did not predict cognitive level and personal skill in university students. Results shows no significant gender differences in teaching styles, student motivation, academic engagement and its sub-domain.

Keywords:    Teaching     style,    student    motivation,    academic engagement.