UNDERSTANDING HOW TEACHER-CENTERED INSTRUCTIONAL METHODS SHAPE UNDERGRADUATE STUDENTS’ SOCIO-EMOTIONAL LEARNING COMPETENCE: EVIDENCE FROM HIGHER EDUCATION IN PAKISTAN

Abstract

The present study investigates the relationship between teacher-centered instructional methods and socio-emotional learning competence of undergraduate students in higher education institutions of Pakistan. The quantitative cross sectional survey design was used and data were collected from 494 undergraduate students of four public sector universities of Khyber Pakhtunkhwa. Teacher centered instructional methods and socio-emotional learning competence were measured using a structured questionnaire. Data analysis was done using descriptive statistics, Pearson correlation and simple linear regression. The results showed that there was a significant positive correlation between teacher-centered instructional methods and SEL competence. The regression analysis also showed that teacher-centered teaching methods had a significant predictive effect on students' socio-emotional competence, but the predictive effect was not very strong. The study emphasizes the importance of teacher scaffolding, classroom structure, and positive classroom practices in supporting students' social-emotional learning. Results contribute to the existing body of higher education literature by highlighting the importance of instructional practices in supporting outcomes other than academic.