Relationship between Adaptive Teaching Strategy and Academic Performance of University Students
DOI:
https://doi.org/10.61506/01.00592Keywords:
Adaptive teaching, academic performanceAbstract
This quantitative study aims to explore the relationship between adaptive teaching methods and students' academic performance at the university level in Pakistan. As the educational landscape evolves, adaptive teaching, which tailors instructional strategies to meet the diverse learning needs of students, has become increasingly important. The research investigates how adaptive teaching practices, such as differentiated instruction, personalized learning pathways, and real-time feedback, impact student engagement, comprehension, and overall academic achievement in Pakistani universities. Using a sample of 500 students from various academic disciplines, the study employed a structured questionnaire to assess students' perceptions of adaptive teaching and academic performance data was collected through official records. Statistical techniques, including correlation analysis and regression modeling, were used to examine the relationship between adaptive teaching practices and students’ grades, test scores, and retention rates. Findings suggest that adaptive teaching has a positive and statistically significant impact on academic performance, with students who experienced higher levels of adaptive instruction showing greater improvements in grades and subject understanding. The study concludes that adopting adaptive teaching methods in higher education can enhance learning outcomes, particularly in diverse and large classroom settings typical in Pakistani universities. Recommendations are made for educational institutions to incorporate adaptive teaching strategies to foster student success and retention.
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