The Impact Of Teaching Styles On Student Academic Performance: A Case Study At The University Of Peshawar, Pakistan

Abstract

Education is essential for both individual and societal development, enhancing knowledge, skills, and overall well-being. Teachers play a pivotal role in this process, utilizing various teaching styles to influence student learning outcomes. This study examines the impact of five teaching styles demonstrator, facilitator, delegator, formal authority, and expert on the academic performance of students at Peshawar University. Through the use of questionnaires and statistical tools such as descriptive statistics, multiple linear regression, independent sample t-tests, and ANOVA, the study evaluates how these styles affect student achievement. The findings show that facilitator and delegator teaching styles, which emphasize active, student-centered learning, significantly improve academic performance, while more authoritative styles have a comparatively lower[1] impact. Additionally, the study reveals differences based on gender and location, with urban students and males performing better under participatory teaching methods. The significance of the relationship between teaching styles and academic performance is confirmed by the t-test, with a P-value of 0.05, showing that male and female students perceive teaching styles differently. The explanatory variables accounted for 57% of the variation in the dependent variable, student academic performance. These findings provide valuable insights for educators and policymakers, highlighting the importance of adopting interactive teaching methods and region-specific strategies to enhance student outcomes and promote equitable education.