Students’ Perceptions of Teachers’ Teaching Styles and Their Perceived Relationships with Confidence and Classroom Engagement in Higher Education

Abstract

The role of teaching style in shaping students’ learning experience in higher education institutions is significant, particularly regarding students' confidence and engagement. This qualitative study was designed to explore the perceptions of university students about the instructional approach of their teachers and their perceptions about the instructional approach and its perceived relationship to their confidence and engagement within the classroom. The sample consisted of 21 undergraduate students from the BBA, English, and Education departments of the University of Swat, who were purposively selected. The main data collection method was semi-structured interviews lasting approximately 40 – 60 minutes, and complemented by two focus group discussions with 6 – 8 students in each group. The data were analyzed thematically, organized with the six phases of analysis as described by Braun and Clarke (2006). Facilitative, student-centered, and interactive teaching strategies were frequently reported to foster students’ confidence, motivation, participation, and cognitive involvement. In contrast, Authoritarian, rigid, lecture-heavy, and monotonous teaching approaches were often linked to reluctance, passivity, and diminished participation. Practices that were seen as particularly valuable included collaborative learning, role-playing, concrete demonstrations, constructive feedback, and teacher empathy. The results indicate that students' interpretations of instructional practices are crucial for understanding how these practices are experienced in terms of their confidence and participation in the classroom. The findings emphasize the importance of responsive, participatory, and supportive pedagogy in higher education and underscore that the qualitative design does not establish cause and effect.