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Title EFFECTS OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT ON STUDENTS’ SELFREGULATED LEARNING AT UNIVERSITY LEVEL

Author(s) Muhammad Ilyas

Abstract This study pursued to identify level of continuous professional development (CPD) among university teachers, to assess self-regulated learning (SRL) of university students, to compare demographic differences, i.e., gender and teaching experience regarding university teachers’ CPD, to compare gender-based difference regarding SRL of students at university level, and to analyze the effect of CPD of teachers on SRL of the students, in the universities of Islamabad. Descriptive type research was followed, using survey technique. Study population consisted of the teachers and students in the universities of Islamabad with Social and Management Sciences Faculties. The study used both purposive and systematic random sampling. Five public-sector universities with these faculties were shortlisted and three from them were randomly selected as population. Hundred CPD qualified teachers from BS class-rooms were purposively selected in these three universities. Around five students from each class were selected for SRL data. Two questionnaires were used for data collection, i.e., self-devised questionnaire to assess teachers’ CPD, and a standardized tool, MSLQ for SRL of their students. Descriptive statistics were used to analyze the obtained data. Hypotheses testing was done by using ttest and regression analysis. Discussion was based on five objectives. It was concluded from the study findings that CPD for teachers in the universities of Islamabad was strong. But CPD related to out of institute learning was found to be the weakest. Demographic variables like gender and teaching experience had insignificant role in CPD of teachers. It was also found that SRL was being practiced by the students of universities in Islamabad. Gender played significant role in SRL of the students. Inferential statistics found that CPD of the university teachers in Islamabad had no significant effect on the SRL of the students. It was concluded that CPD of teachers was positively related with SRL of their students. The study recommended that CPD of University teachers may include focus on SRL of their students to make such learning practices more productive and across the gender. It would require inclusion of such training sessions in universities’ training cycle and by sensitizing the teachers about significance of this form of learning.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2022-05-27

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