Main Article Content
This research investigates the impact of teachers’ qualification on students’ class performance at university level in Pakistan. The HEC of Pakistan initiated programs to enhance teachers’ qualifications such as M.Phil./MS and PhD to improve quality education and to develop students’ skills as per job market needs. To know the worth of these initiatives, the authors designed a descriptive survey with quantitative research method to answer the central research question. A survey Questionnaire on Assessing University Students’ Class Performance (QAUSCP) was designed after reviewing related instruments and then it was pilot tested and found reliable with overall Cronbach’s Alpha = .874. This study uses a purposive sampling technique and by using G-power the sample size determined was 380 at confidence level of 99%. However, the respondents (students) who were taught by Masters/16year, M.Phil./MS and PhD qualified teachers gave responses of all 400 questionnaires separately distributed to them in different classes of different programs and departments of the University of Sindh, Pakistan. The data collected were analyzed through IBM SPSS software Version 25 and descriptive statistics, frequency analysis, comparative mean, paired-samples t-test and Logistic regression techniques were applied to find the results. The findings of this investigation reveal that the teachers’ higher qualification had a significant positive impact on students’ class performance. In class, M.Phil./MS and PhD qualified teachers helped students to develop better skills than Masters/16-year qualified teachers. In the end, the authors of this paper put forward that future research should be carried on Competency Based Education (CBE).
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