Relationship Between Facilitator And Personal Model Teaching Styles And Students' Learning Achievement, At The University Level In Islamabad

Abstract

The training of imparting information and abilities, commonly in the primary, elementary, or tertiary level, is known as teaching. Several studies have revealed that instructors’ teaching approach affects learners' learning and ability to grasp actual problems. This current study aimed to analyze the relationship between facilitator and personal model teaching style and students' learning achievement. The objective of this study was to find out the relationship between teaching style and students' learning achievement at the university level. The descriptive research design and quantitative method were used in the current study. The study population contained 1,300 undergraduate students and 15 faculty members from the education departments of two universities in Islamabad. The sample of the study was taken through a simple random sampling technique, and the sample size was determined using Morgan's table to determine sample size from a given population; that is, 297 students and 15 faculty members were selected using a purposive sampling technique. for the sake of data collection researcher used two self-made questionnaires. The study data was analyzed through SPSS software, and used inferential statistics for testing the study hypothesis. Chi-square test was applied to obtain accurate outcomes. The findings of the study revealed that there is a positive and significant relationship between personal model teaching style and learning achievement, and no relationship was found between facilitator teaching style and students learning achievement.