[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595902-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595902-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-study-of-university-teachers-approaches-to-teaching-at-undergraduate-level-in-punjab-pakistan","A Study of University Teachers’ Approaches to Teaching at Undergraduate Level in Punjab, Pakistan","","Teachers’ approaches to teaching in undergraduate universities are closely linked to students’ learning outcomes, including the development of critical thinking and problem-solving capacities that support wider social and economic progress. This study examines university teachers’ approaches to teaching in Punjab, Pakistan using quantitative research and the Approaches to Teaching Inventory (ATI). Cluster stratified random sampling selected 120 teachers from eight public and private universities. Findings show both CCSF and ITTF approaches are used, with no public-private differences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-study-of-university-teachers-approaches-to-teaching-at-undergraduate-level-in-punjab-pakistan/595902/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-study-of-university-teachers-approaches-to-teaching-at-undergraduate-level-in-punjab-pakistan/595902.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What teaching approaches does the study examine for undergraduate universities in Punjab?","Question",{"text":63,"@type":64},"The study examines Conceptual Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF) approaches, using the Approaches to Teaching Inventory (ATI).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were teachers selected for the study?",{"text":68,"@type":64},"Cluster stratified random sampling was used to select 120 teachers from eight public and private universities.",{"name":70,"@type":61,"acceptedAnswer":71},"What differences did the results show across public vs private universities and by gender?",{"text":72,"@type":64},"A comparison of public and private universities showed no significant difference, while female teachers used the ITTF approach more than male teachers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595902,1792168017,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","A Study of University Teachers’Approaches to Teaching at Undergraduate Level in Punjab, Pakistan  \nTanveer Iqbal * Amna Saeed** and Mumtaz Akhter***  \nAbstract  \nTeachers’ approaches to teaching at undergraduate level in universities have long been considered very significant for students’ learning. Teachers can develop critical thinking skills in students at this stage which in turn aid problem solving, that is essential to the social and economic development of a nation. This study aims to explore teachers’ approaches to teaching at university level in Punjab, Pakistan through quantitative research and adaptation of the Approaches to Teaching Inventory (ATI), a reliable and valid survey instrument. Cluster stratified random sampling technique was applied to select one hundred and twenty teachers from eight public and private Universities. The results of this study indicate that the teachers use both Conceptual Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF) approaches. A comparison of approaches to teaching in public and private universities showed no significant difference between them. However, the results of this study indicated that female teachers use ITTF approach more than male teachers. Professional development of university teachers regarding approaches to teaching is recommended based on the findings ofthis study.  \nKeywords: University teaching, Teaching styles, Metacognition and Critical thinking  \n* Institute of Education and Research, University of the Punjab, Pakistan. E-mail: [tanveer_242@hotmail.com](tanveer_242@hotmail.com)  \n** Institute of Education and Research, University of the Punjab, Pakistan.  \nE-mail: [amnanadeem86@gmail.com](amnanadeem86@gmail.com)  \n*** Institute of Education and Research, University of the Punjab, Lahore, Pakistan.  \nE-mail: [drmumtazakhter@hotmail.com](drmumtazakhter@hotmail.com)  \nIntroduction  \nAs a developing nation, Pakistan requires individuals who can help it prosper nation through high quality education. This is not possible without the provision of good learning environments and high quality teaching in higher education institutions. Pakistanis in dire need of improvements in both teaching environment and standards of learning; benefits which may be derived from research on teachers approaches to teaching at universities (Trigwell and Prosser, 2004) .  \nTeachers’ approaches to teaching are hugely influential in leading student learning and form an essential basis for student approaches to study and learning (Trigwell and Prosser, 2004, Richardson, 2005) . Studies on teacher-centered and studentcentered approaches reveal that teachers, who concentrate on lecture and the content use a teacher-centered approach, realising teaching primarily as the transmission of knowledge (Trigwell, Prosser, Martin, and Ramsden, 2005) . Thus, they emphasize structuring, organizing, and delivering the course content to make it easy to understand for students. At the opposite end of the continuum, teachers viewing teaching primarily as a process of actively facilitating students’ learning, or supporting attitudinal or conceptual change in students, are categorized as student-centered. These teachers concentrate on what students are doing. They activate students (Samuelowicz and Bain, 2001; Trigwell & Prosser, 1996; Prosser and Trigwell, Waterhouse,1999; Vermunt and Verloop, 1999; Kember and Kwan, 2002) .  \nThis study explores teachers’ approaches to teaching by use of a small-scale survey of teachers’ approaches to teaching in higher education and investigates whether or not they use a student-centered approach to prepare students for future professional life.  \nLiterature Review  \nApproaches to Teaching  \nResearch in higher education has identified two approaches: CCSF- “conceptual change/student-focused” and ITTF- “information transmission/teacher-focused”. Such research helps us understand teaching and learning with respect to specific contexts and educa","cbCaiito0YMOHZh1","https://ap.wps.com/l/cbCaiito0YMOHZh1","pdf",130231,16,"English","# Abstract\n# Introduction\n# Literature Review\n## Approaches to Teaching","[{\"question\":\"What teaching approaches does the study examine for undergraduate universities in Punjab?\",\"answer\":\"The study examines Conceptual Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF) approaches, using the Approaches to Teaching Inventory (ATI).\"},{\"question\":\"How were teachers selected for the study?\",\"answer\":\"Cluster stratified random sampling was used to select 120 teachers from eight public and private universities.\"},{\"question\":\"What differences did the results show across public vs private universities and by gender?\",\"answer\":\"A comparison of public and private universities showed no significant difference, while female teachers used the ITTF approach more than male teachers.\"}]","A Study of University Teachers’ Approaches to Teaching at Undergraduate Level in Punjab, Pakistan | PDF",1792082083]