Exploring the Impact of Interactive Pedagogies on Self-Confidence and Tolerance among University Students
DOI:
https://doi.org/10.63062/trt/V24.014Keywords:
Self-confidence, (In)Tolerance, Classroom Activities, Higher Education Institutes (HEIs), Learner/Teacher-centred ApproachAbstract
The aim of the research is to determine how students' self-confidence and tolerance levels in teacher-centred learning environments relate to one another. By using both quantitative and qualitative data, the relationship between the variables was determined. The Concurrent Triangulation Method (CTM) was used in conjunction with the Mix Method Research (MMR) technique to conduct the investigation. Ten focus group conversations were used to gather qualitative data, while an existing interpersonal tolerance measure was used to obtain quantitative data. Student self-confidence has a Pearson chi-square value of 66.738 and a p-value of.004, whereas classroom activities have a Pearson chi-square value of 78.768 and a p-value of.005. Both the qualitative and quantitative statistics demonstrate that kids who are self-assured exhibit a high degree of tolerance. The majority of teachers are too preoccupied with lecturing the class to provide proper attention to the reading, discussion, Q&A period, and student presentations, all of which have a negative impact on the students' tolerance levels. Students find it difficult to comprehend the diverse behaviours of others in such situations. Students would be more tolerant the more questions they asked, and the teacher allowed them to ask.
References
Abdullah, M. N. L. Y., Osman, S. B., Shamsuddin, M. A., Yusoff, M. S. B. & Ismail, H. N. (2012). Student-Centered Learning (Scl) Approaches for Innovative Teaching. Centre for Development of Academic Excellence (CDAE), Universiti Sains Malaysia (USM).
Ali, R., Zaman, M. A., & Shoaib, M. (2024). Trends of Research Visualization of Gender Inequality, Equality, and Equity: A Bibliometric Analysis from 1981 to 2020. Pakistan Journal of Law, Analysis and Wisdom, 3(8), 237–252. https://pjlaw.com.pk/index.php/Journal/article/view/v3i8-237-252
Aliakbari, M., & Faraji, E. (2011). Basic Principles of Critical Pedagogy. International Proceedings of Economics Development and Research (IPEDR), 17(2011), 77-85
Anderlini, S.N., Cowick, D. & Holmes, M. (2017). Education, Identity and Rising Extremism From Preventing Violent Extremism to Promoting Peace, Resilience, Equal Rights and Pluralism (PREP). International Civil Society Action Network (ICAN). https://icanpeacework.org/2017/09/education-identity-rising-extremism/
Anwar, B., Shoaib, M., & Mustafa, R.-e.-. (2022). Factors Influencing Students’ Willingness to Use Academic Library after COVID-19 Lockdown. International Information & Library Review, 35(2), 136-142. http://dx.doi.org/10.1080/10572317.2022.2089528
Anwar, B., Shoaib, M., & Shahid, U. (2024). Academic Performance of the Students in Higher Education in Pakistan: The Role of Information and Communication Technology. Pakistan Social Sciences Review, 8(2), 472-482.
Anwar, B., Shoaib, M., & Zahra, N. (2021). English Language Learning Skill at Tertiary Level: The Role of Classroom Environment and Interactive Demonstration. Pakistan Journal of Language Studies, 5(1), 1-17. https://doi.org/10.35484/pssr.2024(8-II-S)41
Anwar, B., Shoaib, M., Zaman, M. A., & Arshad, H. K. (2024). English Language Learning Practices in Classroom Environment: A Systematic Review. Pakistan Journal of Law, Analysis and Wisdom, 3(7), 267–284. https://pjlaw.com.pk/index.php/Journal/article/view/v3i7-267-284
Arshad, H. K., Anwar, B., & Shoaib, M. (2024a). Nexus of Classroom Environment and English Language Learning Skills in Higher Education in Pakistan. Qlantic Journal of Social Sciences, 5(3), 58-67. http://dx.doi.org/10.55737/qjss.336091511
Arshad, H. K., Anwar, B., & Shoaib, M. (2024b). Teaching Spaces in Pakistan: A Case of English Language Learning Skills at Tertiary Level. Qlantic Journal of Social Sciences and Humanities, 5(3), 71-80. http://dx.doi.org/10.55737/qjssh.579341510
Giroux, H. A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling. A Critical Reader. West view Press.
Justice, C., Rice, J., & Warry, W. (2008). Developing useful and transferable skills: Course design to prepare students for a life of learning. International Journal for Scholarship of Teaching and Learning, 3(2), 1-19. http://dx.doi.org/10.20429/ijsotl.2009.030209
Kausar, N., Manaf, A., & Shoaib, M. (2022). Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence. OMEGA - Journal of Death and Dying, 003022282211201. https://doi.org/10.1177/00302228221120123
Mariam, S., Anwar, B., & Shoaib, M. (2022). English for Specific Purposes: An Evaluation of 8Th Class Textbook of English. Jahan-e-Tahqeeq, 5(2), 112-119. https://jahan-e-tahqeeq.com/index.php/jahan-e-tahqeeq/article/view/631
Mariam, S., Anwar, B., Shoaib, M., & Rasool, S. (2021). Literacy and Numeracy Drive: An Evaluation of Class Three English Textbook of Punjab. Journal of Critical Reviews, 8(2), 938-946. http://dx.doi.org/10.31838/jcr.08.02.97
Marinko, I., Baužienė,Z., Daniels, N., Gołębiowski, A., Hughes, J., Kairienė, V., Knyviene, I., Maj, G.P., Marcinkiewicz-Marszałek, K. Marinko, J., Perkumienė, D., & Rees, A. (2016). Empowering teachers for a student-centered approach Mednarodna poslovna šola Ljubljana. Erasmus, European Union.
Mehta, U., & Pandya, S. (2017). Relevance of Educational Thoughts of Paulo Freire: Perceived Meaning and Essence in the Indian Context. International Journal of Advanced Research in Education & Technology (IJARET). 4(2), 78-86. https://www.ijrpr.com/uploads/V2ISSUE7/IJRPR602.pdf
Moate, R. M., & Cox, J. A. (2015). Learner-Centered Pedagogy: Considerations for Application in a Didactic Course. The Professional Counselor. 5(3), 379–389. http://dx.doi.org/10.15241/rmm.5.3.379
Mpho, O. M. (2018). Teacher centered dominated approaches: Their implications for today’s inclusive classrooms. International Journal of Psychology and Counselling, 10(2), 11-21. http://dx.doi.org/10.5897/IJPC2016.0393
Scharf, A. (2016). Critical Practices for Anti-Bias Education. Teaching Tolerance. A Project of the Southern Poverty Law Center. https://www.learningforjustice.org/sites/default/files/2019-04/TT-Critical-Practices-for-Anti-bias-Education.pdf
Shoaib, D. M., Anwar, D. B., & Rasool, D. S. (2022). Factors Affecting EFL Teaching Skills at Higher Education Institutions in Pakistan: An Analysis of Teachers’ Perspective . Pakistan Journal of Language Studies, 6(1), 1-15. https://pjls.gcuf.edu.pk/index.php/pjls/article/view/156
Shoaib, M. (2021). Sociological Analysis of Teachers Perspectives on Students Academic Performance in Higher Education in the Punjab. [PhD Thesis]. International Islamic University Islamabad, Central Library.
Shoaib, M. (2023a, September 22). Galvanising Bourdieu’s typology with Pakistani education and social class. The Nation.
Shoaib, M. (2023b, December 05). Gender Differences in Academic Performance. The Nation.
Shoaib, M. (2024a, January 09). Gender Disparity in Education. The Nation.
Shoaib, M. (2024b). Gender Diversity and Inclusion in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(1), 207-222. https://pjlaw.com.pk/index.php/Journal/article/view/v3i1-207-222
Shoaib, M. (2024c). Gendering Bourdieu’s Cultural Capital in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(2), 265-278. https://pjlaw.com.pk/index.php/Journal/article/view/v3i2-265-278
Shoaib, M., & Ullah, H. (2021a). Classroom Environment, Teacher, and Girl Students’ Learning Skills. Education and Urban Society, 53(9), 001312452110019. https://doi.org/10.1177/00131245211001908
Shoaib, M., & Ullah, H. (2021b). Teachers' perspectives on factors of female students' outperformance and male students' underperformance in higher education. International Journal of Educational Management, 35(3), 684-699. https://doi.org/10.1108/ijem-05-2020-0261
Shoaib, M., Abdullah, F., & Ali, N. (2021). A Research Visualization of Academic Learning Skills among Students in Higher Education Institutions: A Bibliometric Evidence from 1981 to 2020. Library Philosophy and Practice, 5579, 1-34. https://digitalcommons.unl.edu/libphilprac/5579/
Shoaib, M., Ahmad, A., Ali, N., & Abdullah, F. (2021). Trend of Research Visualization of Learning, Classroom, and Class Participation in Higher Education Institutions: A Bibliometric Analysis from 2001 to 2020. Library Philosophy and Practice, 5743, 1-26. https://digitalcommons.unl.edu/libphilprac/5743/
Shoaib, M., Ali, N., Anwar, B., & Abdullah, F. (2022). Library services and facilities in higher education institutions during coronavirus disease (COVID-19) in Pakistan. Journal of Information Science, 1-14. Shoaib, M., Ali, N., Anwar, B., & Abdullah, F. (2022). Library services and facilities in higher education institutions during coronavirus disease (COVID-19) in Pakistan. Journal of Information Science, 1-14. http://dx.doi.org/10.1177/01655515221141035
Shoaib, M., Ali, N., Anwar, B., & Shaukat, B. (2021). Plotting the Literature on Learning Outcomes and Academic Performance in Higher Education from 2001 to 2020: A Scientometric Analysis. Library Philosophy and Practice, 5919, 1-24. https://digitalcommons.unl.edu/libphilprac/5919/
Shoaib, M., Ali, N., Anwar, B., Rasool, S., Mustafa, R.-e., & Zici, S. (2021). Research Visualization on Teaching, Language, Learning of English and Higher Education Institutions from 2011 to 2020: A Bibliometric Evidences Library Philosophy and Practice, 5677, 1-27. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=10464&context=libphilprac
Shoaib, M., Ali, R., & Akbar, A. (2021). Library Services and Facilities in Higher Education Institutions in Pakistan: Satisfaction of Patrons. Library Philosophy and Practice, 1-19. https://digitalcommons.unl.edu/libphilprac/6721/
Shoaib, M., Ali, S. R., & Abbas, Z. (2024). Self-Fulfilling Prophecy of Learning Skills Among Students in Higher Education. Pakistan Journal of Law, Analysis and Wisdom, 3(7), 164-177. https://pjlaw.com.pk/index.php/Journal/article/view/v3i7-164-177
Shoaib, M., Anwar, B., & Mustafa, R. (2022). Moral Literacy and Islamic Values among Students at Tertiary Level. Al-Āfāq Islamic Research Journal, 2(2), 1-11. http://alaafaqjournal.com/index.php/alaafaq/article/view/67
Shoaib, M., Fatima, U., & Jamil, R. (2021). Academic Library and Students' Learning at University Level: Nothing is Pleasanter than Exploring a Library. Library Philosophy and Practice, 1-19. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=13577&context=libphilprac
Shoaib, M., Iqbal, S., & Tahira, G. (2021). Digitalization of Academic Libraries in Higher Education Institutions during COVID-19 Pandemic. Library Philosophy and Practice, 1-15. https://digitalcommons.unl.edu/libphilprac/6376/
Shoaib, M., Mustafa, R.-E.-., & Hussain, K. G. (2022). Revisiting Classroom Environment and Academic Performance of the Students in Higher Education Institutions. Pakistan Journal of Social Research, 4(3), 969-986. http://dx.doi.org/10.52567/pjsr.v4i03.1279
Shoaib, M., Mustafa, R.-E.-., & Hussain, K. G. (2023). Citing the Empirical Shreds of Electronic Evidence on Pedagogical Skills Employing Bibliometric Analysis from 2001- 2020. Pakistan Journal of Social Research, 5(2), 1050-1062. http://dx.doi.org/10.52567/pjsr.v5i02.1217
Shoaib, M., Rasool, S., & Anwar, B. (2021). Evaluating Research Support Facilities to University Students during COVID-19. Library Philosophy and Practice, 4953(1), 1-18. https://digitalcommons.unl.edu/libphilprac/4953/
Shoaib, M., Rasool, S., Anwar, B., & Ali, R. (2023). Academic library resources and research support services to English teachers in higher education institutions. Journal of Electronic Resources Librarianship, 35(1), 17-27. http://dx.doi.org/10.1080/1941126X.2023.2165240
Shoaib, M., Shehzadi, K., & Abbas, Z. (2023). Contemporary Research on Learning Spaces and Teacher Effectiveness in Higher Education. Pakistan Journal of Law, Analysis and Wisdom, 2(03), 352–369. https://pjlaw.com.pk/index.php/Journal/article/view/v3i2352369
Shoaib, M., Shehzadi, K., & Abbas, Z. (2024a). Inclusivity and Teachers’ Aptitude in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(6), 219-237. https://pjlaw.com.pk/index.php/Journal/article/view/v3i6-219-237
Shoaib, M., Shehzadi, K., & Abbas, Z. (2024b). Inclusivity, Teacher Competency, and Learning Environment at Higher Education: Empirical Evidences. Pakistan Journal of Law, Analysis and Wisdom, 3(5), 244-261. https://pjlaw.com.pk/index.php/Journal/article/view/v3i5-244-261
Shoaib, M., Tariq, M., Shahzadi, S., & Ali, M. (2022). Role of Academic Libraries in Online Academic Activities during COVID-19 Outbreak at Tertiary Level: A Library is a Thought in Cold Storage. Library Philosophy and Practice, 1-19. https://digitalcommons.unl.edu/libphilprac/6998/
Shoaib, M., Usmani, F., & Abdullah, F. (2023). Plotting The Literature On Social Work Education From 1971-2020: A Scientometric Analysis. Pakistan Journal of Social Research, 5(2), 1347-1360. http://dx.doi.org/10.52567/pjsr.v5i02.1360
Ullah, H., Shoaib, M., Ali, N., & Ullah, R. (2022). Digital Research Support Services during COVID-19 Pandemic: An Analysis of the Higher Education Institutions. Journal of Electronic Resources Librarianship, 34(2), 121-134. http://dx.doi.org/10.1080/1941126X.2022.2064118
