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


  • Muhmmad Mujtaba Haider Ph.D. Scholar, Institute of Education and Research, Faculty of Arts and Social Sciences, Gomal University, Dera Ismail Khan, KP, Pakistan.
  • Raham Zaid Assistant Professor, Department of Sociology, Abdul Wali Khan University, Mardan, KP, Pakistan.
  • Sultan Akbar Shah Ph.D. Scholar, Institute of Education and Research, Faculty of Arts and Social Sciences, Gomal University, Dera Ismail Khan, KP, Pakistan.




Autonomous-supportive Teaching Style, Controlling Teaching Style, Curiosity and Comprehension, Student Engagement


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.


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How to Cite

Haider, M. M., Zaid, R., & Shah, S. A. (2023). Effects of Teacher Teaching Approaches on Students Engagement and Comprehension at University Level. Journal of Social Sciences Review, 3(2), 1151–1161. https://doi.org/10.54183/jssr.v3i2.362