Vol.

2, Issue 4, 2022 (October– December)

ISSN 2710-4532 (Online) ISSN 2710-4524 (Print) ISSN 2710-4540 (ISSN-L)
Journal of Educational Research & Social Sciences
Review (JERSSR)

Impact of Teaching Styles on Study Skills of University Students

1. Rehmana Khalid (Corresponding Author)
Department of Education, University of Sargodha, Sargodha.
Email: rehmanakhalid22@gmail.com
2. Sahibzada Shamim-ur-Rasul Department of Education, University of Sargodha, Sargodha.
Email: shamim.rasool@uos.edu.pk
3. Anila Ali Department of Education, University of Sargodha, Sargodha.
Email: anila.ali@uos.edu.pk

Abstract
During professional training and qualification, teachers get acquainted with a variety of teaching
approaches and styles. The strategies chosen by the teachers best represent their temperament and
delivery style by implementing these techniques in real-life classroom circumstances. Instructors must
use a wide range of teaching styles while educating various subjects. Teaching styles play a
significant role in the overall development of learners. They play important role in the development of
study skills which ultimately lead to academic performance. In this study we focused on six different
styles of teaching (authoritative teaching style, democratic teaching style, Facilitator teaching style,
Delegator teaching style, hybrid teaching style, laissez-faire teaching style). Objective of the study
was to find out the impact of teaching styles on study skills of university students. Furthermore
hypothesis was “there is no significant difference between male and female university teachers in
applying the teaching styles in class”. The convenience sampling technique was adopted owing to the
pandemic, the university was closed. Teachers were not easily available for data collection.
Researcher also created the online questionnaire for teachers and contacted the teachers of the
selected departments, and requested them very respectfully to fill the online questionnaires. Data was
examined using of statistical package for social science (SPSS). This study was done using descriptive
statistics. It was determined that teaching styles had strong negative relationship with the study skills
of the university students.
Keywords: Teaching style, Study Skills, University Students
Introduction
Teachers can alter their students' beliefs, opinions, and perceptions because they create their students'
worlds. The thoughts, processes, and practices of the instructor are represented by their teaching
methods, while their classroom behaviour is described by their teaching styles (Dash et al., 2020).
Different educational experts have been described and prioritized teaching styles in various ways, but
for this study, we focused on six specific teaching styles, that were authoritative teaching style,
democratic teaching style, Facilitator teaching style, Delegator teaching style, hybrid teaching style,
laissez-faire teaching style (Bohren, 2019).The authoritarian style is a teacher-centred approach in
which teachers are active in the classroom while students take a passive role, (Bohren, 2019).Due to
the democratic instructor's acceptance of the student's motivations and behaviours, the student's
behaviour is less likely to be observed (Kumar, 2020).Ahmed (2015) The Facilitator Style is a
student-centred, critical thinking-focused teaching approach. The major responsibility of the
facilitator is to coach, assist. In educational institutions, hybrid teaching and learning methods are
utilized, and they are successful. In a hybrid teaching method, students spend some days in class on
campus and the other half of the week in class at home. Laissez-faire implies a lot of trust and an
uninvolved attitude. This method of instruction involves teachers asking students to "DO YOUR
WORK"(Bohren, 2019).Delegator teachers aim to give their students a lot of autonomy and
responsibility for their learning (Dash et al., 2020). Arora (2016) Teaching styles make shape students'
study skills. Teaching styles are affected in student's study skills .Teachers that have adopted strict
styles in class, have adversely affected on study skills. Kamel et al. (2020) every student has a unique
way of reading books and creating a study schedule, and every student's study skills differ from

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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person to person and location to location. Strategy is the most important thing in study skills. Until
students have strategy to do studies, they cannot perform well in academics. Studying is a competent
activity that calls for instruction and repetition of certain strategies that aid in the acquisition,
organisation, retention, and application of knowledge.
Objectives of the study
Objective of the study was to find out the impact of teaching styles on the study skills of university
students.
Hypothesis
H01: There is no significant difference between male and female university teachers in applying the
teaching styles in class.
Significance of the Study
When teaching different subjects, teachers must use a variety of diverse teaching styles. Teaching
styles are play an important role in the overall development of students and lifelong learning. They
play the dominant role in the development of study skills which ultimately lead to academic
performance. Study skills provide direction to students for significant achievement in every field of
life.
Literature Review
Dash et al. (2020) inside the classroom, teachers have a big role to play in the lives of their students.
In addition to teaching, their role includes establishing a positive learning environment in the
classrooms. Success for students is not merely determined by grades received, but also by how those
grades were obtained—whether the students showed interest in the material or simply learned it for its
own sake. A teacher's ability to sustain the enthusiasm that first drew students to the course is
essential for effective learning in the classroom.
Dash et al. (2020) Different values, needs, goals, and wants drive different students in
different ways. Some students are driven to succeed by receiving praise from others or by conquering
obstacles. Students who comprehend the lesson often display distinct traits, such as being drawn to
work, persevering in the task in the face of difficulties, and taking evident pleasure in completing it.
They also tend to be more involved in class. The best teaching methods for each student may be used
by the teacher to help pupils enhance their comprehension of key ideas. There are two sorts of
teaching approaches. Some educators embrace a teacher-centred strategy, while others shift to a
strategy that is student-centred (Munir, 2016).
In this study, we considered six distinct teaching styles. According to Cakir (2015), the
authoritative approach is highly rigorous, puts too much pressure on students, and interferes too much
with their studies, which results in poorer academic achievement, less capacities, and worse study
skills. Students gave the teacher their complete attention. The instructor is at the centre of this
strategy, and all students pay close attention to them. There is no peer cooperation, and each student
completes their task in solitude without talking to other students (Ahmed et al., 2021). In this
facilitator style, teachers adapt the curriculum to the needs and interests of the students, and the latter
successfully collaborate. The instructor effectively serves as a facilitator and guide for them (Ahmed
et al., 2021). Democratic teaching approach is defined as doing your own work while receiving some
assistance from the teacher. The democratic teacher is less likely to monitor their conduct since they
accept the students' ideas and actions. In the classroom, both the professors and the students are
animated. Every student in the class is treated equally, including the teachers. Students get subjects
based on their areas of interest. Teachers treat their students with kindness and good humour. With
student, teachers may share personal anecdotes and daily experiences (Kumar, 2020). The Facilitator
Style is a student-centred teaching strategy that promotes critical thinking, according to Ahmed
(2015), the primary duty of the facilitator is to support, encourage, and guide active learning by
fostering a balanced emotional and cognitive climate in the classroom. With hybrid teaching, classes
quickly transition from in-person instruction to online learning. In order to guarantee that all kids
return to school, communities, parents, and children are included in the hybrid teaching approach,
which is reliant on remote learning (Ali, 2020). Teachers do not become involved in their students'
problems, although they do offer some assistance when necessary. Teachers let students make
decisions and select the best course of action (Kumar, 2020). The teacher respects student autonomy,
expects independent work from students, and only provides help when requested. The delegator

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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approach incorporates individual teaching and learning styles to help determine how teaching skills of
instructors and students may improve the learning experience. (Kumar, 2020)
Kamel et al. (2020) studying is much individualized and consists of a number of flexible and
intentional strategies, even though some pupils acquire study abilities on their own. Gersten asserts
that many students who struggle academically are unaware of study techniques utilized by students
who are academically proficient. In addition, pupils who perform poorly in school frequently have
poor study skills. They frequently take a passive approach to education and rely on others (such as
parents and instructors) to control their academic performance. These pupils might not be aware of the
reason they are learning, and they do not appear to be using any "fix-up" techniques to address
comprehension issues or looking back. Study skills are important for academic achievement, but the
way students study in the 21st century, in a society with more interactive gadgets and educational
techniques, is rarely discussed. There are several techniques to study, but not all of them may be
beneficial for learning.
Gurung (2005) categorized study techniques into four primary categories: procedural (such as
time management, organisation, and arranging study routines), cognitive (such as studying with a
buddy, group work), repetition-based (such as flashcards and mnemonics), and metacognitive (e.g.,
taking quizzes to test self-knowledge)
Kamel et al. (2020) Each student reads books in a different way, has different study
schedules, and has different study techniques depending on where they are in the world. In terms of
study skills, strategy is crucial. Students cannot succeed academically unless they have a strategy for
studying. Students' motivation serves as a catalyst or justification for their behaviour. Numerous
students struggle greatly with motivation. Many students struggle to study well due to a lack of drive
(Mason, 2017). Orr (2010) the ability to focus is important for academic success. We cannot
adequately do any task if we are not focused. Numerous issues make studying difficult for the learner.
Fred also offered the concentration enhancer formula of 15 x 4 approaches. Students can study for
about 15 minutes at a time using this method. Students that employ this strategy can keep their focus
and perseverance. In a student's life, time management is crucial. Many students struggle with time
management, which has made their academic lives stressful. To handle our task correctly, we need a
few skills (Mason, 2017). Orr (2010) in class, students ought to listen actively. In contrast to being
confused, a prepared mind listens considerably better. Some students only pay attention to the
professor during class or after a while, and as a result, they forget what they learned because they are
not interested in listening to the lecturer, are not paying attention to the speaker, or are not prepared
for listening to the lecturer. We should thus warm up before the professor so that our minds are ready
to concentrate on them.
Research Question of the Study
1. Is there any impact of teaching styles on the study skills of university students?
Research Methodology
The study was descriptive in nature. A descriptive survey method was adopted. All teachers of
Sargodha University were the main populations of the current study. After the extensive study, the
researcher herself developed the tool based on 30 items. Five items related to each style were
developed and the total number of items in the questionnaire was 30.Three faculties were selected as a
sample of the study which includes Faculty of Sciences, Faculty of Social Sciences, and Faculty of
Arts and Humanities. Following steps were taken to select the representative sample.
1. The Faculty of Sciences has a large number of departments. Therefore, three departments; 10
teachers from Department of Physics, 10 teachers from Department of Botany, and 10
teachers from Department of Computer Science were selected from this faculty.
2. 10 teachers from Department of Psychology were selected from Faculty of Social Sciences.
3. 10 teachers from Department of Islamic Studies and 10 teachers from Department of English
were selected from Faculty of Arts and Humanities.
4. Total 6 departments from 3 faculties were conveniently selected.
Faculty-wise division of departments is given in the table
Sr#no Faculties Departments Teachers
Department of Physics 10
1 Faculty of Science Department of Computer 10
Science
Department of Botany 10

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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2 Faculty of Social Department of Psychology 10
Sciences
3 Faculty of Arts and Department of Islamic 10
Humanities Studies
Department of English 10
Total 60
Data analysis and Findings
Identifying the teaching styles
Sr#no Teaching styles Frequency Percentage
1 Authoritative style 3 5%
2 Democratic style 2 3.3%
3 Facilitator style 5 8.3%
4 Hybrid style 8 13.3%
5 Laissez faire style 3 5%
6 Delegator 10 16.7%
7 Double style 19 31.7%
8 Triple style 10 16.7%
Table shows that majority of teachers (31.7%) use two styles in class i.e. hybrid and
facilitator style (10%), 5% (hybrid and laissez-faire), 5% (democratic and facilitator), 5% (democratic
and delegator), and 5% (Laissez-faire and delegator) whereas Minority of teachers used democratic
style (3.3%), Authoritative style (5%), Laissez-faire style (5%), facilitator style (8.3%), hybrid style
(13.3%), delegator style (16.7%) are used in class but (16.7%) teachers have used three styles in class
i.e. majority of teachers are used (7% facilitator, hybrid, laissez-faire), (5%) democratic, facilitator,
hybrid style in class and only (1.7%) teachers have used these styles (hybrid, laissez-faire, delegator)
(delegator, democratic, authoritative) (authoritative, democratic, laissez-faire) in the classroom.
Authoritative teaching style
Sr#no Statements Level Frequency Percentage Mean SD
1 I don’t allow the students to ask Never 14 23.3
questions during my lecture. Rarely 24 40.0
Sometimes 17 28.3 2.23 0.94
Frequently 4 6.7
Always 1 1.7
2 I make my students prepare notes Never 16 26.7
during class. Rarely 27 45
Sometimes 8 13.3 2.28 1.23
Frequently 2 3.3
Always 7 11.7
3 I always assign topics of my own Never 17 28.3
choice to my students. Rarely 20 33.3
Sometimes 11 18.3 2.40 1.27
Frequently 6 10
Always 6 10
4 I always ensure students provide Never 15 25
their assignments well in time Rarely 21 35
without considering their Sometimes 10 16.7 2.48 1.28
problems. Frequently 8 13.3
Always 6 10
5 The students with short attendance Never 10 16.7
are not allowed to sit in my class. Rarely 17 28.3
Sometimes 17 28.3 2.75 1.21
Frequently 10 16.7
Always 6 10
Table shows the following stats;
1. With a mean value 2.23 and SD 0.94, the majority of the teachers (63.3%) were not in favour
of allowing the students to ask questions during the lecture. 28.3% of teachers were
sometimes allowing their students to ask questions and the minority of the teachers (8.4%)
was in favour of allowing the students to ask questions during the lecture.

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2. With mean value 2.28 and SD 1.23, the majority of teachers (71.7%) teachers were not in
favour of preparing notes in class, a minority of teachers (8%) were sometimes asked for
preparing notes whereas (15%) teachers were in favour for preparing notes.
3. With a mean value 2.40 and SD 1.27, the majority of teachers (61.6%) were not in favour of
assigning topics to students of his or her choice in class and a minority of teachers (18%)
were sometimes assigning topics to students according to his or her choice in the class
whereas (20%) teachers were in favour of assigning topics to students of his or her choice in
class.
4. With a mean value 2.48 and SD 1.28, the majority of teachers (60%) teachers were not in
favour of ensuring the students provide their assignments in time without considering their
problems and a minority of teachers (16.7%) were sometimes ensuring about students provide
their assignments well in time without considering their problems whereas (23.3%) teachers
were in favour of ensuring the students provide their assignment well in time without
considering their problems.
5. With a mean value 2.75 and SD 1.21, the majority of teachers (45%) were allowing students
to sit in class with short attendance, 28.3 % of teachers were sometimes allowing students to
sit in class with short attendance and minorities of teachers (26.7%) were not allowing
students to sit with short attendance in class.
Democratic teaching style
Sr#no Statements Level Frequency Percentage Mean SD
.
1 I always assign tasks to my students Never 8 13.3
keeping in view their ability and Rarely 10 16.7
physical requirements. Sometimes 24 40 2.98 1.17
Frequently 11 18.3
Always 7 11.7
2 I organize such activities in my class Never 10 16.7
in which students show their interest. Rarely 9 15
Sometimes 22 36.7 2.97 1.24
Frequently 11 18.3
Always 8 13.3
3 I facilitate my students personally in Never 11 18.3
their class activities and work. Rarely 10 16.7
Sometimes 18 30 2.97 1.31
Frequently 12 20
Always 9 15
4 I assign topics to my students after Never 6 10
discussing with them and after asking Rarely 12 20
about their choice. Sometimes 18 30 3.18 1.24
Frequently 13 21.7
Always 11 18.3
5 I provide them chances to find the Never 6 10
solutions to problems. Rarely 14 23.3
Sometimes 19 31.7 3.05 1.18
Frequently 13 21.7
Always 8 13.3
Table shows the following stats;
1. With mean value 2.98 and SD 1.17, the same percentage of teachers (30%) were in responded
and against assigning tasks to students keeping in view their ability and physical requirements
whereas the majority of teachers (40%) were sometimes assigning tasks to students keeping in
view their ability and physical requirements.
2. With a mean value 2.97 and SD 1.24, (31.7%) teachers were not in favour of organizing
activities in class in which students show their interest and the majority of teachers (36.7%)
were sometimes organizing activities in class in which students show their interest whereas a
minority of teachers (31.6%) were in favour of organizing activities in class which students
show their interest.
3. With a mean value 2.97 and SD 1.31, (35%) teachers were not in favour of facilitating the
students personally in-class activities and work, and a minority of teachers (30%) were

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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sometimes facilitated the students personally in-class activities and work whereas (35%)
teachers were in favour of facilitating the students personally in-class activities and work.
4. With mean value 3.18 and SD 1.24, an equal percentage of teachers (30%) were in responded
and against assigning topics to students after discussing with them and after asking about
their choice whereas the majority of teachers (40%) were in favour of assigning topics to
students after discussing with them and after asking about their choice.
5. With a mean value 3.05 and SD 1.18, (33.3%) teachers were not in favour of providing them
chances to find a solution to problem and a minority of teachers (31.7%) were sometimes
providing them chances to find the solution to problem whereas the majority of teachers
(35%) were in favour of providing them chances to find the solution to problem.
Facilitator teaching style
Sr#no. Statements Level Frequency Percentage Mean SD
1 If my students come across some Never 6 10
problem, I guide them. Rarely 13 21.7
Sometimes 15 25 3.18 1.24
Frequently 16 26.7
Always 10 16.7
2 I teach and guide my students in a Never 9 15
friendly manner. Rarely 12 20
Sometimes 14 23.3 3.08 1.31
Frequently 15 25
Always 10 16.7
3 I listen to the problems of my Never 7 11.7
students and also help them to Rarely 14 23.3
solve the problems. Sometimes 12 20 3.13 1.26
Frequently 18 30
Always 9 15
4 I provide new information to my Never 6 10
students by keeping into Rarely 12 20
consideration their already Sometimes 15 25 3.18 1.20
obtained information. Frequently 19 31.7
Always 8 13.3
5 I provide counselling to my Never 10 16.7
students. Rarely 12 20
Sometimes 9 15 3.15 1.40
Frequently 17 28.3
Always 12 20
Table shows the following stats;
1. With a mean value 3.18 and SD 1.24, (31.7%) teachers were not in favour of guiding the
students when they come across the problem and minority of teachers (25%) were sometimes
guiding the students when they come across the problem whereas the majority of teachers
(43.4%) were in favour of guiding the students when they come across the problem.
2. With a mean value 3.08 and SD 1.31, (35%) teachers were not in favour of teaching and
guiding students in a friendly manner and minorities of teachers (23.3%) were sometimes
teaching and guiding students in a friendly manner whereas the majority of teachers (41.7%)
were favour of teaching and guiding students in a friendly manner.
3. With mean value 3.31 and SD 1.26, (34%) teachers were not in favour of listening to the
problems of students and help them to solve the problems and minority of teachers (20%)
were sometimes listening to the problems of students and help them to solve the problems
whereas the majority of teachers (45%) were in favour of listening to the problems of students
and help them to solve the problems.
4. With mean value 3.18 and SD 1.20, (30%) teachers were not in favour of providing new
information to my students by keeping into consideration their already obtained information
and a minority of teachers (25%) were sometimes providing new information to my students
by keeping into consideration their already obtained information whereas the majority of
teachers (45%) were in favour of providing new information to my students by keeping into
consideration their already obtained information.

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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5. With a mean value 3.15 and SD 1.40, (36.7%) teachers were not in favour of providing
counselling to students and a minority of teachers (15%) was sometimes providing
counselling to students whereas the majority of teachers (48.3%) were in favour of providing
counselling to students.
Hybrid Teaching Style
Sr.no Statements Level Frequency Percentage Mean SD
1 I develop a strong bond with my Never 10 16.7
students so that they feel pleasant in Rarely 9 15
the class. Sometimes 10 16.7 3.25 1.39
Frequently 18 30
Always 13 21.7
2 I try to ensure that my students Never 8 13.3
prepare notes in the class. Rarely 11 18.3
Sometimes 10 16.7 3.28 1.35
Frequently 18 30
Always 13 21.7
3 By the demand of the situation, I Never 8 13.3
prefer both physical and online Rarely 13 21.7
learning methods. Sometimes 7 11.7 3.28 1.39
Frequently 18 30
Always 14 23.3
4 Through online lectures, I am not Never 8 13.3
able to share sufficient information Rarely 13 21.7
with my students. Sometimes 9 15 3.23 1.37
Frequently 17 28.3
Always 13 21.7
5 I like physical lectures. Never 8 13.3
Rarely 10 16.7
Sometimes 11 18.3 3.28 1.32
Frequently 19 31.7
Always 12 20
Table shows the following stats;
1. With a mean value 3.25 and SD 1.39, (31.7%) teachers were not in favor of developing a
strong bond with my students so that they feel pleasant in the class and the minority of
teachers (16.7%) were sometimes developing a strong bond with my students so that they feel
pleasant in the class whereas the majority of teachers (51.7%) were in favour of developing a
strong bond with my students so that they feel pleasant in the class.
2. With a mean value 3.28 and SD 1.35, (31.6%) teachers were not in favour of preparing notes
in the class and minorities of teachers (16.7%) were sometimes in favour of preparing notes in
the class whereas the majority of teachers (51.7 %) were in favour of preparing notes in class.
3. With a mean value 3.28 and SD 1.39, (35%) teachers were not in favour of preferring both
physical and online learning methods according to the demand of situation and minority of
teachers (11.7%) were sometimes teachers are sometimes preferring both physical and online
learning methods according to with the demand of situation whereas the majority of teachers
(53.3%) were on favour of preferring both physical and online learning methods according to
with the demand of the situation.
4. With mean value 3.23 and SD 1.37, (35%) teachers were in favour of sharing sufficient
information with students through online learning and minorities of teachers (15%) were
sometimes able to share sufficient information with students through online learning whereas
the majority of teachers (50%) were not in favour of sharing sufficient information with
students through online learning.
5. With a mean value 3.28 and SD 1.32, (30%) teachers were not in favour of physical lectures
and minorities of teachers (18.3%) were sometimes like physical lectures whereas the
majority of teachers were in favour of physical lectures.
Laissez faire teaching style
Sr#no Statements Level Frequency Percentage Mean SD
1 I give free hands to my students in Never 3 5
classroom. Rarely 14 23.3

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
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Sometimes 19 31.7 3.23 1.14
Frequently 14 23.3
Always 10 16.7
2 Whether my students perform well Never 3 5
or worse, I don’t pressurize them. Rarely 15 25
Sometimes 17 28.3 3.25 1.17
Frequently 14 23.3
Always 11 18.3
3 Students work at their own pace in Never 2 3.3
my class. Rarely 15 25
Sometimes 19 31.7 3.22 1.07
Frequently 16 26.7
Always 8 13.3
4 I don’t interfere in the conflict of Never 9 15
students. Rarely 5 8.3
Sometimes 19 31.7 3.18 1.21
Frequently 20 33.3
Always 7 11.7
5 I don’t interfere in the studies of Never 7 11.7
my students. Rarely 9 15
Sometimes 18 30 3.17 1.18
Frequently 19 31.7
Always 7 11.7
Table shows the following stats;
1. With mean value 3.23 and SD 1.14, a minority of teachers (28.3%) was not in favour of
giving free hands to students in class, and (31.7%) teachers were sometimes giving free hands
to students in the class whereas the majority of teachers (40%) were in favour of giving free
hand to students in class.
2. With mean value 3.25 and SD 1.17, (30%) teachers were in favour of pressurizing the
students when they perform worse in class and a minority of teachers (28.3%) were
sometimes not pressurize the students when they perform worse in-class teachers whereas the
majority of teachers (41.6%) were not in favour of pressurizing the students when they
perform worse in class always.
3. With mean value 3.22 and SD 1.07, a minority of teachers (28.3%) were not in favour of
students work at their own pace in class, and (31.7%) teachers were sometimes favouring
students work at their own pace in class whereas the majority of teachers (40%) were in
favour of students work at their own pace in class.
4. With mean value 3.18 and SD 1.21, a minority of teachers (23.3%) was in favour of
interfering in the conflict of students, and (31.7%) teachers were sometimes interfering in the
conflict of students whereas the majority of teachers (45%) were not in favour of interfering
in the conflicts of students.
5. With mean value 3.17 and SD 1.18, a minority of teachers (26.7%) was in favour of
interfering in the studies of students, and (30%) teachers were sometimes interfering in the
studies of students whereas the majority of teachers (43.4%) were not in favour of interfering
in the studies of students.
Delegator teaching style
Sr#no Statements Level Frequency Percentage Mean SD
1 I plan group activities for the class. Never 3 5
Rarely 16 26.7
Sometimes 16 26.7 3.20 1.14
Frequently 16 26.7
Always 9 15
2 I make groups in the classroom and Never 7 11.7
implement already planned group Rarely 11 18.3
activities and provide feedback to Sometimes 18 30 3.12 1.20
students. Frequently 16 26.7
Always 8 13.3
3 I promote peer tutoring among the Never 7 11.7
students. Rarely 16 26.7

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Sometimes 17 28.3 2.97 1.22
Frequently 12 20
Always 8 13.3
4 I evaluate the assignments daily. Never 6 10
Rarely 18 30
Sometimes 18 30 2.90 1.14
Frequently 12 20
Always 6 10
5 I evaluate my students according to Never 6 10
their participation in the group. Rarely 19 31.7
Sometimes 16 26.7 2.97 1.24
Frequently 9 15
Always 10 16.7
Table shows the following stats;
1. With a mean value 3.20 and SD 1.14, (31.7%) teachers were not in favour of planning group
activities for the class and minority of teachers (26.7 %) were sometimes planning group
activities for the class whereas the majority of teachers (41.7%) were in favour of planning
group activities for the class.
2. With mean value 3.12 and SD 1.20, the same percentage of teachers (30%) were in responded
and against making groups in the classroom and implement already planned group activities
and provide feedback to students whereas the majority of teachers (40 %)were in favour of
making groups in the classroom and implement already planned group activities and provide
feedback to students.
3. With a mean value 2.97 and SD of 1.22, the majority of teachers (38.4%) were not in favour
of promoting peer tutoring among the students and the minority of teachers (28.3%) were
sometimes promoting peer tutoring among the students whereas (33.3%) teachers were in
favour of promoting peer tutoring among the students.
4. With a mean value 2.90 and SD 1.14, the majority of teachers (40%) were not in favour of
evaluating the assignments daily and (30%) teachers were sometimes evaluating the
assignments daily whereas (30 %) teachers were in favour of evaluating the assignments
daily.
5. With a mean value 2.97 and SD 1.24, the majority of teachers (41.7%) were not in favour of
evaluating the students according to their participation in the group and minority of teachers
(26.7%) were sometimes evaluating the students according to their participation in the group
whereas (31.7 %) teachers were in favour of evaluating the students according to their
participation in the group.
T-test applied between male and female teachers
Gender N Mean SD T Df Sig (p-value)
Male 34 89.59 11.69
-0.77 58 0.441
Female 26 91.85 10.46
This table indicates that there is no significant difference exists between male and female
teachers apply the teaching styles as indicated by t= -0.77 and p= 0.441>0.05.Hence the null
hypothesis stating, “There is no significant difference between male and female university teachers in
applying the teaching styles in class” is not rejected. A slightly higher mean score of female teachers
(91.85) shows that female teachers apply teaching styles slightly more than the male teachers with
mean value (89.59).
Pearson correlation between teaching styles and study skills
Study Skills Teaching Styles
Teaching Styles 1
Pearson correlation -0.532
Sig(p value) 0.000
N 60 60
Study skills
Pearson correlation -0.532
Sig(p value) 0.000
N 60 600

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Impact of Teaching Styles on Study Skills of University Students…..………..Khalid, Rasul & Ali
___________________________________________________________________________
Table shows that strong but negative correlation between teaching and study skills as
indicated by r= -0.532 and the impact of teaching styles on study skills is highly significant as
indicated by p=0.000. Hence teachers delivered their lectures in authoritarian domain, ultimately
negative impact on students study skills.
Conclusion and discussion
1. There was no significant difference existed between male and female teachers in use of
teaching styles and students in use of study skills.
2. There was negative correlation between teaching styles and study skills.
3. The main purpose of this study was to see the impact of teaching styles on the study skills of
Sargodha University. The present study found that teaching styles had negative impact on
study skills.
4. In this study, found that there was negative correlation between teaching styles and study
skills. Prior studies on teaching styles Sheikh and Mahmood (2014) showed significant results
towards the motivational level of students, which was checked by using, know your teaching
styles with 40 private schools sample. Another research contradicts my study conducted by
showed that the teacher's teaching style was a positive and significant effect on student's
achievement ( Muharam, Ihjon, Hijrah, & T, 2019).
5. Agus's research (2012) also stated that teaching style significantly influences student learning
outcomes.
Recommendations
1. Teachers should make sure that students apply their study skills to the fullest extent possible
when taking a course at the university level. They will probably benefit from being able to
demonstrate strong academic success.
2. Teachers ought to use styles that promote students' learning. A tool for getting high academic
scores is always a motivation.
3. Instead of concentrating on just one institution, future study should compare and evaluate the
capabilities of several other universities.
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