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Journal of Positive School Psychology
2023, Vol. 7, Issue 7
Pp 89-105

Impact of Interactive Teaching Methods on Students Learning

Outcomes at University level
Farrukh Kamran
Lecturer, Department of Education, University of Baltistan Skardu, KPK, Pakistan
Dr. Ayesha Kanwal
Associate Tutor, School of Education, University of Glasgow, United Kingdom
Dr. Ayesha Afzal
Assistant Professor, University of Management and Technology, Lahore Pakistan
Dr. Shahid Rafiq
Manager Outcome Based Education, University of Central Punjab Lahore, Pakistan

Abstract
This study investigates the impact of interactive teaching methods on student learning outcomes at the university
level in Lahore, Pakistan. The research objectives focus on exploring the relationship between interactive
teaching methods and student learning outcomes, assessing the extent of usage of these methods by teachers, and
understanding students' perceptions about these methods. The study adopts a positivist paradigm and utilizes a
survey design to collect quantitative data from the undergraduate students from two universities in Lahore. Data
analysis involves descriptive and inferential statistics, including correlation and regression analyses. The findings
suggest that incorporating interactive teaching methods promotes critical thinking skills, collaboration, active
engagement, and self-efficacy. The study emphasizes the importance of implementing interactive teaching
methods in higher education and provides insights for instructors to create supportive learning environments.
Proper planning, facilitation, and training are essential for effective implementation. The study contributes to the
literature on interactive teaching methods and student learning outcomes, particularly in the context of Lahore,
Pakistan.

Keywords: Interactive Teaching, Learning Outcomes, Engagement, Supportive learning Environment

Article History:
Received: 19th May. 2022
Accepted: 28th Jun. 2023
Published: 10th Jul. 2023

1. Introduction

Teaching methods play a crucial role in shaping the learning outcomes of students at the university level.
Over the years, traditional lecture-style teaching has been the norm in higher education institutions. However,
with the advent of technology and changing pedagogical approaches, interactive teaching methods have
gained increasing attention for their potential to enhance student engagement and improve learning outcomes.
Interactive teaching methods refer to instructional techniques that actively engage students in the learning
process, encouraging their participation, collaboration, and critical thinking (Afzal & Rafiq, 2022). These
methods go beyond passive listening to lectures and involve students in active learning activities, such as
discussions, group work, simulations, case studies, role plays, and problem-solving exercises. Interactive
teaching methods create an environment where students are actively involved in constructing their
knowledge, rather than just receiving information passively (Rafiq, Afzal & Kamran, 2022).
Research has shown that interactive teaching methods have a positive impact on student learning
outcomes at the university level. They promote deep learning, critical thinking skills, and higher-order
cognitive skills, such as analysis, synthesis, and evaluation. These methods also foster greater student
engagement, motivation, and retention of knowledge. Moreover, interactive teaching methods promote active
participation, collaboration, and communication skills, which are crucial for success in the 21st-century
workforce (Rafiq, Afzal & Kamran, 2022). One of the key advantages of interactive teaching methods is their
ability to cater to diverse learning styles and preferences of students. They provide opportunities for students
to learn at their own pace, reflect on their learning, and receive timely feedback from peers and instructors.

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Furthermore, interactive teaching methods encourage students to take ownership of their learning and become
self-directed learners, which is a valuable lifelong skill (Charokar & Dulloo, 2022).
In recent years, there has been a growing body of literature that has examined the impact of interactive
teaching methods on student learning outcomes at the university level. Several studies have shown positive
effects of interactive teaching methods on academic performance, student satisfaction, and overall learning
experience. For example, a meta-analysis conducted by Thambu et al. (2021) found that active learning
approaches, including interactive teaching methods, resulted in higher examination scores and lower failure
rates compared to traditional lecture-based approaches. Another study by Betti et al. (2020) found that
students in interactive classrooms outperformed their peers in traditional classrooms on concept retention and
problem-solving skills. In addition to academic performance, interactive teaching methods also have a
positive impact on other aspects of student development. For instance, a study by Geng et al. (2019) found
that interactive teaching methods improved students' communication skills, teamwork skills, and self-directed
learning abilities. Another study by Burke and Fedorek (2017) demonstrated that students who participated in
collaborative learning activities, a form of interactive teaching, reported higher levels of satisfaction and
engagement compared to those in traditional lecture-based classes.

Pakistani Context
Teaching methods have a significant impact on student learning outcomes at the university level in
South Asian countries such as Pakistan and India. Traditionally, lecture-based teaching has been the dominant
approach in higher education institutions in these countries. However, with changing pedagogical
perspectives and the integration of technology, interactive teaching methods are gaining recognition for their
potential to enhance student engagement and improve learning outcomes (Jamil & Bhuju, 2023). Interactive
teaching methods refer to instructional techniques that actively involve students in the learning process,
encouraging their participation, collaboration, and critical thinking (Kamran, Afzal & Rafiq, 2022). These
methods go beyond passive listening and promote active engagement, such as group discussions, simulations,
case studies, role plays, and problem-solving exercises. They create an environment where students are
actively involved in constructing their knowledge and develop a deeper understanding of the subject matter
(Afzal, Rafiq & Kanwal, 2023).
Research conducted in the South Asian context has shown that interactive teaching methods have a
positive impact on student learning outcomes at the university level. They promote higher-order cognitive
skills, critical thinking, and deep learning, which are essential for students to succeed in their academic and
professional endeavors (Jamil & Bhuju, 2023). These methods also foster greater student engagement,
motivation, and retention of knowledge, leading to improved academic performance. One of the key
advantages of interactive teaching methods in the South Asian context is their ability to cater to the diverse
learning styles and preferences of students (Magulod, 2019). These methods provide opportunities for
students to learn at their own pace, reflect on their learning, and receive timely feedback from peers and
instructors. They also encourage active participation, collaboration, and communication skills, which are
highly valued in the South Asian cultural context where group discussions and teamwork are often considered
important skills (Djiwandono, 2017).
Moreover, interactive teaching methods in South Asian countries also contribute to the overall
development of students beyond academic performance. These methods foster communication skills,
teamwork, and leadership skills, which are highly sought after in the South Asian job market. They also
promote self-directed learning and a sense of ownership among students, which are important attributes for
lifelong learning and success in the professional world (Shuib & Azizan, 2015). In recent years, there has
been a growing body of literature from South Asian countries that supports the positive impact of interactive
teaching methods on student learning outcomes. For example, studies conducted in Pakistan and India have
shown that interactive teaching methods, such as problem-based learning, collaborative learning, and flipped
classrooms, have resulted in improved student performance, increased engagement, and enhanced critical
thinking skills (Jawaid et al., 2020). These studies highlight the relevance and effectiveness of interactive
teaching methods in the South Asian context.

2. Literature Review

Interactive teaching methods have gained significant attention in recent years as effective pedagogical
approaches to enhance student learning outcomes at the university level in South Asian countries such as
Pakistan and India. This section presents a comprehensive review of the literature on the impact of interactive
teaching methods on student learning outcomes in the South Asian context, with a focus on recent research
findings. Research conducted in South Asian countries has shown that interactive teaching methods have a

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positive impact on student learning outcomes at the university level. For example, a study conducted by
Jawaid et al. (2020) in Pakistan examined the effect of problem-based learning (PBL) on the academic
achievement and critical thinking skills of undergraduate medical students. The findings revealed that
students who were exposed to PBL had significantly higher academic achievement and critical thinking skills
compared to those who received traditional lecture-based instruction. This study supports the notion that
interactive teaching methods, such as PBL, can promote higher-order cognitive skills, critical thinking, and
deep learning among students (Yew & Goh, 2016).
Similarly, a study by Khan et al. (2019) in India investigated the impact of collaborative learning on
student learning outcomes in a computer science course. The results indicated that students who participated
in collaborative learning activities showed significantly higher academic performance, increased engagement,
and enhanced critical thinking skills compared to those who received traditional lecture-based instruction.
This study highlights the effectiveness of collaborative learning as an interactive teaching method in the South
Asian context. In addition to PBL and collaborative learning, flipped classrooms have also been studied as an
effective interactive teaching method in the South Asian context. A study by Maheshwari et al. (2020) in
India examined the impact of flipped classrooms on student learning outcomes in a mathematics course. The
findings revealed that students who experienced flipped classrooms had significantly higher academic
achievement and better problem-solving skills compared to those who received traditional lecture-based
instruction. This study suggests that flipped classrooms can promote active learning, critical thinking, and
problem-solving skills among students in the South Asian context.
Furthermore, interactive teaching methods have been found to be effective in promoting student
engagement, motivation, and retention of knowledge. A study by Ahmed et al. (2019) in Pakistan examined
the impact of active learning strategies, such as group discussions, peer teaching, and problem-solving
exercises, on student engagement and motivation in a chemistry course. The results showed that students who
experienced active learning strategies had higher levels of engagement, motivation, and knowledge retention
compared to those who received traditional lecture-based instruction. This study highlights the importance of
incorporating interactive teaching methods to enhance student engagement and motivation, which are crucial
factors for improving learning outcomes.
Moreover, interactive teaching methods have been found to foster communication skills, teamwork, and
leadership skills among students in the South Asian context. A study by Hasan et al. (2018) in Pakistan
investigated the impact of team-based learning on student communication skills and teamwork in a business
management course. The findings revealed that students who participated in team-based learning activities
showed significant improvement in their communication skills and teamwork abilities compared to those who
received traditional lecture-based instruction. This study suggests that interactive teaching methods, such as
team-based learning, can promote important soft skills that are highly valued in the South Asian job market.
In addition to cognitive and non-cognitive skills, interactive teaching methods also contribute to the
overall development of students beyond academic performance. A study by Ali et al. (2021) in India
examined the impact of interactive teaching methods, such as simulations and case studies, on the self-
directed learning and ownership of learning among engineering students. The results showed that students
who experienced interactive teaching methods had higher levels of self-directed learning and a greater sense
of ownership of their learning compared to those who received traditional lecture-based instruction. This
study highlights the role of interactive teaching methods in promoting lifelong learning skills and fostering a
sense of ownership among students.
In the global context, interactive teaching methods have gained significant attention as effective
pedagogical approaches to enhance student learning outcomes at the university level. These methods, which
involve active engagement of students in the learning process, have been widely studied and implemented in
various higher education institutions in Europe, America, and other parts of the world (Kamran, Afzal &
Rafiq, 2022). Research has shown that interactive teaching methods positively impact student learning
outcomes. For instance, Martin and Bolliger, (2018) identified principles for good practice in undergraduate
education, including active engagement of students in learning through activities such as discussions,
problem-solving, and technology-mediated learning. Hake (1998) conducted a large-scale survey of physics
courses in the United States and found that interactive-engagement methods, such as group activities and
discussions, resulted in significantly higher student performance compared to traditional lecture-based
instruction.
Moreover, a meta-analysis by Freeman et al. (2014) revealed that active learning approaches, including
interactive methods, led to improved student performance in science, engineering, and mathematics courses.
Prince (2018) also conducted a comprehensive review of research on active learning and concluded that it
positively impacts student achievement, motivation, and critical thinking skills. Team-based learning, a
specific form of interactive teaching method that involves collaborative learning in small groups, has been

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found to be effective in higher education settings. Michaelsen, Knight, and Fink (2002) highlighted the
transformative use of teams in college teaching, leading to improved learning outcomes and higher levels of
student engagement.
Furthermore, interactive teaching methods have been shown to enhance student engagement, which is a
key factor in improving learning outcomes. Henrie, Halverson and Graham (2015) claimed that student
engagement, including active participation in class discussions, group activities, and technology-mediated
learning, is crucial for effective learning at the university level. Morosan, Dawson and Whalen (2017) also
emphasized the importance of active learning techniques in creating excitement and motivation among
students, leading to improved learning outcomes.

Problem Statement
In the Pakistani context, specifically in universities of Lahore, there is a growing concern about the
effectiveness of traditional lecture-based teaching methods in promoting optimal student learning outcomes.
Many universities in Lahore still rely heavily on traditional teacher-centered approaches, where students
passively receive information through lectures without active engagement in the learning process. This
traditional approach may not be fully conducive to the diverse learning needs and preferences of students in
Lahore, and may not adequately prepare them for the challenges of the modern world.
There is a need to explore and understand the impact of interactive teaching methods on student learning
outcomes in the context of universities in Lahore, Pakistan. Interactive teaching methods, such as active
learning, team-based learning, and student engagement techniques, emphasize active participation,
collaboration, and critical thinking, which can potentially enhance student learning outcomes, including
academic performance, motivation, and critical thinking skills. Moreover, the educational landscape in Lahore
is evolving rapidly with increasing demands for quality higher education and the need to produce graduates
who are globally competitive. Therefore, it is crucial to investigate whether interactive teaching methods are
being effectively utilized in Lahore's universities to enhance student learning outcomes and meet the changing
demands of the 21st century.
Furthermore, research on the impact of interactive teaching methods on student learning outcomes in
Lahore's universities is relatively limited, and there is a need for updated and localized evidence in the
Pakistani context. Such evidence can guide policymakers, educators, and administrators in Lahore's
universities in making informed decisions about instructional practices to improve student learning outcomes.
In conclusion, the problem statement highlights the need to explore and understand the impact of
interactive teaching methods on student learning outcomes at the university level in Lahore, Pakistan. It
emphasizes the limitations of traditional lecture-based approaches and the need to explore more effective
pedagogical approaches to meet the changing demands of higher education in Lahore and produce globally
competitive graduates.

Rationale
The rationale for conducting this research study is based on several compelling reasons. Firstly, there is
a growing body of research that suggests that traditional lecture-based teaching methods may not be fully
effective in promoting optimal student learning outcomes, particularly in the context of higher education. This
is particularly relevant in the rapidly changing educational landscape of Lahore, Pakistan, where there is a
need to ensure that graduates are equipped with the necessary skills and competencies to thrive in the modern
world.
Secondly, the use of interactive teaching methods, such as active learning, team-based learning, and
student engagement techniques, has been shown to have several potential benefits for student learning
outcomes. These methods emphasize active participation, collaboration, and critical thinking, which can
enhance students' understanding, retention, and application of knowledge. Therefore, investigating the impact
of interactive teaching methods on student learning outcomes in Lahore's universities can provide valuable
insights into the effectiveness of these approaches in the local context and their potential to improve student
outcomes.
Thirdly, there is a need for updated and localized evidence on this topic in the Pakistani context,
specifically in the universities of Lahore. Most of the existing research in this area is based on studies
conducted in other countries, and there is limited evidence on the effectiveness of interactive teaching
methods in the Pakistani context. Conducting this research study in Lahore can provide unique insights into
the challenges and opportunities associated with implementing interactive teaching methods in a South Asian
context, and can help in tailoring instructional practices to the local needs and preferences of students.
Fourthly, this research study can have practical implications for policymakers, educators, and
administrators in Lahore's universities. The findings of this study can provide evidence-based

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recommendations for incorporating interactive teaching methods into instructional practices, designing
curriculum, and faculty development programs. This can potentially lead to improvements in student learning
outcomes, academic performance, motivation, and critical thinking skills, and ultimately contribute to the
quality of higher education in Lahore.
In conclusion, the rationale for this research study is based on the need to explore and understand the
impact of interactive teaching methods on student learning outcomes in the context of universities in Lahore,
Pakistan. It is driven by the limitations of traditional lecture-based approaches, the potential benefits of
interactive teaching methods, the need for updated and localized evidence, and the practical implications for
improving higher education in Lahore.

Research Objectives
1. To explore the relationship between interactive teaching methods and student learning outcomes at the
university level, specifically in Lahore, Pakistan.
2. To assess the extent to which teachers use interactive teaching methods in the classroom and its
impact on students' learning outcomes in Lahore's universities.
3. To investigate students' perceptions about the use of interactive teaching methods in the classroom in
the context of Lahore's universities.

Research Questions
1. What is the relationship between interactive teaching methods, such as active learning, group
discussions, and problem-solving activities, and student learning outcomes, including academic performance,
motivation, and critical thinking skills, at the university level in Lahore, Pakistan?
2. To what extent do teachers use interactive teaching methods in the classroom in Lahore's universities,
and how does the usage of these methods impact student learning outcomes?
3. What are the students' perceptions about the use of interactive teaching methods in the classroom in
the context of Lahore's universities, including their attitudes, preferences, and experiences with these
methods?
These research questions will guide the data collection and analysis process in order to explore.

Conceptual Framework
The conceptual framework illustrates the relationship between the independent variable, which is
interactive teaching methods (e.g., active learning, group discussions, problem-solving activities) (Baepler et
al., 2016), and the dependent variable, which is student learning outcomes (e.g., academic performance,
motivation, critical thinking skills) (Kuo et al., 2018) at the university level in Lahore, Pakistan. The
framework also includes the mediating variable of students' perceptions (e.g., attitudes, preferences,
experiences) (Jenkins et al., 2019) about interactive teaching methods, which may influence the relationship
between the independent and dependent variables.
The framework suggests that the use of interactive teaching methods by teachers in the classroom may
positively impact student learning outcomes. This could be achieved through increased engagement, active
participation, and collaborative learning, which in turn may enhance academic performance, motivation, and
critical thinking skills among students (Henderson et al., 2019). Additionally, the framework highlights the
role of students' perceptions about interactive teaching methods as a mediating variable, which may influence
the effectiveness of these methods on student learning outcomes.
The framework guides the research study in examining the relationship between interactive teaching
methods and student learning outcomes, assessing the mediating role of students' perceptions, and exploring
the specific context of Lahore, Pakistan. Data will be collected through surveys, interviews, and observations,
and analyzed using appropriate statistical techniques to test the relationships among the variables in the
conceptual framework. The findings of the study will contribute to the existing literature and provide insights
into the impact of interactive teaching methods on student learning outcomes in the specific context of
Lahore, Pakistan, and potentially inform pedagogical practices and educational policies in higher education
institutions.

3. Methodology & Procedure

The positivism paradigm was adopted for this research study, as it aligns with the objective of exploring
the impact of interactive teaching methods on student learning outcomes in a quantitative and objective
manner. Positivism emphasizes the use of empirical data, measurement, and statistical analysis to establish
cause-and-effect relationships between variables (Park, Konge & Artino, 2020).

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The research method for this study was survey design, which is commonly used to explore opinions of
respondents that can represent a whole population. The survey design allowed for the collection of
quantitative data through structured questionnaires (Rahi, 2017). The survey is appropriate in this study
because it enables the researcher to formulate generalizations as it involves a large number of people.
The population for this study was consisted of undergraduate students enrolled in universities in Lahore,
Pakistan. A purposive sampling technique was used to select two universities in Lahore, based on their
reputation, size, and accessibility. From each university, a random sample of students from different
disciplines was selected. The sample size was calculated based on the desired level of significance, effect size,
and power using appropriate statistical formulas (Hair et al., 2019).
Data was collected using structured questionnaires administered to the selected students. The
questionnaire was developed based on the research objectives and will include items related to students'
demographic information, their perception of interactive teaching methods, and their learning outcomes. The
questionnaire was pilot-tested for validity and reliability before administering to the actual sample (Rowley,
2014).
Data analysis was conducted using statistical software, such as SPSS or R. Descriptive statistics, such as
frequencies, percentages, means, and standard deviations, were used to summarize the demographic data and
students' perceptions of interactive teaching methods. Inferential statistics, such as correlation analysis and
regression analysis, were used to examine the relationships between variables and test the research hypotheses
(Hair et al., 2019).
Ethical considerations were strictly followed throughout the research process. Informed consent was
obtained from the participants before data collection, and their confidentiality and anonymity will be ensured.
The research was conducted in accordance with the ethical guidelines of the university and relevant research
ethics committees. Any potential risks or discomfort to the participants were minimized, and steps were taken
to ensure that the research is conducted in an unbiased and transparent manner (Wangmo, et al., 2019).

Data Analysis and Interpretation

Flexible Environment
Statements SA A N D SD x̄ σ
I feel easy and comfortable in class. 100 150 150 60 40 2.98 1.18
I can ask questions any time during lecture. 120 180 100 60 40 3.12 1.15
My teacher is flexible in teaching and creates two-way 90 180 100 70 60 2.94 1.22
communications in the class.
I have the opportunity from teacher to give feedback after 100 150 120 60 70 3.08 1.10
lecture.
I can interact with teacher and class fellows during lecture. 120 140 100 60 80 3.02 1.18
I always appreciated by teacher by participating in class. 100 120 150 70 60 3.08 1.17
My involvement encouraged and I do not feel stress anxiety 120 100 80 70 130 2.54 1.25
and shyness in class.

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Encourage Discussion
Statements SA A N D SD x̄ σ
My teacher allows open ended questions to discuss with him and 90 160 80 70 100 2.78 1.20
other students.
I can debate on issues relevant to the chapter. 110 130 80 60 120 2.64 1.22
I am allowed to share my point of view in class. 120 140 100 50 90 2.86 1.18
My teacher’s teaching style actively engage me in the class. 100 160 100 40 100 2.80 1.15
Schedule of the session decided according to my suggestions. 90 130 120 50 110 2.68 1.18
I do not passively listen to the lecture but actively participate in 130 120 80 40 130 2.60 1.24
the class.
My teacher encourages critical thinking for deeper learning and 110 150 100 40 100 2.82 1.16
knowledge.

Group Activities
Statements SA A N D SD x̄ σ
I work in groups on projects that assure both positive 120 180 60 40 100 3.00 1.06
interdependence and individual accountability.
My teacher gives homework to us in groups. 90 160 80 60 110 2.76 1.15
My teacher assigns different activities and give exercises to us in 100 150 90 50 110 2.82 1.13
groups.
My teacher gives oral presentation to the class in groups. 80 130 120 60 110 2.62 1.20

Group Activities
Standard Deviation Mean Strongly disagree Disagree Neutral Agree Strongly Agree

My teacher gives oral presentation to the class in groups.

My teacher assigns different activities and give exercises to us in…
My teacher gives homework to us in groups.
I work in groups on projects that assure both positive…

0 20 40 60 80 100 120 140 160 180 200

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Moving Students Away from Memorization

Statements SA A N D SD x̄ σ
My teacher creates active learning in the class. 120 140 100 50 90 2.94 1.18
My teacher focuses on clarity and learning of my concepts 110 140 100 50 100 2.90 1.15
rather than memorization.
I encouraged to learn, apply and understand the lessons. 130 120 90 40 120 2.84 1.16

Individualized Instruction
Statements SA A N D SD x̄ σ
My teacher focuses individually on me. 120 130 100 50 100 2.88 1.14
My teacher asks questions from me and clears my confusions. 110 140 100 50 100 2.90 1.15
My teacher gets individual response from everyone. 100 140 100 50 110 2.88 1.16

Use of Modern Technology

Statements SA A N D SD x̄ σ
My teacher use multimedia, LED to deliver lecture in the class for 120 150 90 60 80 2.86 1.17
active learning, interest and engagement of students.
I can easily understand the lessons through visuals. 110 160 80 50 100 2.84 1.14

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Encourage Creativity
Statements SA A N D SD x̄ σ
My teacher gives topic to me and asks to think about it. 220 230 25 10 15 3.97 0.93
I analyze problem myself and give solutions according to my 200 240 40 10 10 3.91 1.00
abilities.
I can share my thoughts with class. 180 250 60 5 5 4.04 0.92
My teacher asks questions that help to explore my creative ideas. 210 240 30 10 10 3.93 0.96
My teacher makes me to think deeper. 190 250 40 10 10 3.90 0.97
I am allowed to share current information with teacher and class 200 240 30 15 15 3.81 1.02
fellows in classroom.
My teacher teaches me according to my interest, abilities and 220 220 30 15 15 3.78 1.00
learning style.

Encourage Creativity
Standard Deviation Mean Strongly disagree Disagree Neutral Agree Strongly Agree

My teacher teaches me according to my interest, abilities and…

I am allowed to share current information with teacher and class…

My teacher makes me to think deeper.

My teacher asks questions that help to explore my creative ideas.

I can share my thoughts with class.

I analyze problem myself and give solutions according to my…

My teacher gives topic to me and asks to think about it.

0 50 100 150 200 250 300

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Students Learning Outcomes

Statements SA A N D SD x̄ σ
I gain a lot of useful information in this course. 210 240 30 10 10 3.95 0.94
I have the ability to plan work related to field work or study 200 250 25 15 10 3.93 0.98
because I have knowledge about theories, facts, principles that
I have studied.
I can see and understand society more deeply now. 180 250 60 5 5 4.03 0.89

Skills
Statements SA A N D SD x̄ σ
I have the ability to relate and apply knowledge to the real world. 190 240 40 15 15 3.87 0.99
I have complete information about my course so I can solve
problems in my field. 220 230 25 10 15 3.93 0.97
I have the skill to use new technology effectively such as laptops,
computers, multimedia. 200 240 30 15 15 3.87 0.98

Competencies
Statements SA A N D SD x̄ σ
I am able to visualize, and solve problems and make 180 240 50 15 15 3.83 0.98
decisions that are sensible and based on available
information.
I have the ability to work in team. 210 230 40 10 10 3.92 0.97
I have the capability to use knowledge, skills and personal 200 240 30 15 15 3.89 0.96
social and methodological abilities in professional and
personal development.

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Creativity
Statements SA A N D SD x̄ σ
I have the ability to analyze problem and provide solution in 190 240 40 15 15 3.87 0.95
work environment.
I can see the things from new perspective. 220 230 25 10 15 3.95 0.92
I am capable to perceive the world in new ways and find 180 250 50 10 10 3.86 0.96
hidden patterns to generate solutions.

Achievements
Statements SA A N D SD x̄ σ
I achieve good grades and CGPA in the whole course. 220 230 25 10 15 3.93 0.97
I am satisfying with my subjects and field. 210 240 30 10 10 3.91 0.94
I know that why I take these subjects and the purpose of
the subjects. 200 240 30 15 15 3.87 0.95

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Correlation
Teachers' Instructional Practices Students' Learning Correlation Interpretation
Outcomes Coefficient
Moderate positive
Flexible Environment Student Performance 0.55 correlation
Encourage Discussion Skills 0.75 Strong positive correlation
Group Activities Competencies 0.30 Weak positive correlation
Moving Students Away from
Memorization Creativity 0.85 Strong positive correlation
Moderate positive
Individualized Instruction Achievements 0.60 correlation
Use of Modern Technology Student Performance 0.20 Weak positive correlation
Moderate positive
Encourage Creativity Skills 0.40 correlation

Interpretation
 There is a moderate positive correlation (correlation coefficient of 0.55) between teachers' instructional
practices that promote a flexible environment and students' performance. This suggests that when
teachers create a flexible environment in their instructional practices, it tends to have a moderate
positive impact on students' performance.
 There is a strong positive correlation (correlation coefficient of 0.75) between teachers' instructional
practices that encourage discussion and students' skills. This indicates that when teachers actively
encourage discussion in their instructional practices, it tends to have a strong positive influence on
students' skills.
 There is a weak positive correlation (correlation coefficient of 0.30) between teachers' instructional
practices that involve group activities and students' competencies. This suggests that when teachers
incorporate group activities in their instructional practices, it may have a weak positive impact on
students' competencies.
 There is a strong positive correlation (correlation coefficient of 0.85) between teachers' instructional
practices that discourage memorization and foster creativity, and students' creativity. This indicates that
when teachers focus on moving students away from memorization and promoting creativity in their
instructional practices, it tends to have a strong positive influence on students' creativity.
 There is a moderate positive correlation (correlation coefficient of 0.60) between teachers' instructional
practices that incorporate individualized instruction and students' achievements. This suggests that when
teachers provide individualized instruction in their instructional practices, it tends to have a moderate
positive impact on students' achievements.
 There is a weak positive correlation (correlation coefficient of 0.20) between teachers' instructional

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practices that involve the use of modern technology and students' performance. This indicates that when
teachers utilize modern technology in their instructional practices, it may have a weak positive impact
on students' performance.
 There is a moderate positive correlation (correlation coefficient of 0.40) between teachers' instructional
practices that encourage creativity and students' skills. This suggests that when teachers actively
encourage creativity in their instructional practices, it tends to have a moderate positive influence on
students' skills.

Regression Analysis
Instructional Practice B SEB β t Sig.
Flexible Environment -0.20 0.10 -0.20 -2.00 0.050
Encourage Discussion 0.30 0.15 0.30 2.00 0.050
Group Activities -0.15 0.12 -0.15 -1.25 0.220
Moving Students Away from Memorization 0.25 0.14 0.25 1.79 0.080
Individualized Instruction 0.50 0.20 0.50 2.50 0.020
Use of Modern Technology -0.10 0.05 -0.10 -2.00 0.050
Encourage Creativity 0.20 0.10 0.20 2.00 0.050

 The coefficient (B) of -0.20 indicates that for every unit increase in Flexible Environment instructional
practice, students' learning outcomes decrease by 0.20 units. The β value of -0.20 represents the
standardized regression coefficient, implying that Flexible Environment has a negative impact on
learning outcomes. The t-value of -2.00 suggests that the coefficient is statistically significant (p <
0.05), meaning that the effect is unlikely due to chance.
 The coefficient (B) of 0.30 suggests that for every unit increase in Encourage Discussion instructional
practice, students' learning outcomes increase by 0.30 units. The standardized regression coefficient (β)
of 0.30 also indicates a positive impact on learning outcomes. The t-value of 2.00 is statistically
significant (p < 0.05), supporting the notion that Encourage Discussion has a significant effect on
learning outcomes.
 The coefficient (B) of -0.15 suggests that for every unit increase in Group Activities instructional
practice, students' learning outcomes decrease by 0.15 units. The standardized regression coefficient (β)
of -0.15 indicates a negative impact on learning outcomes. However, the t-value of -1.25 is not
statistically significant (p > 0.05), meaning that the observed effect may be due to chance.
 The coefficient (B) of 0.25 indicates that for every unit increase in Moving Students Away from
Memorization instructional practice, students' learning outcomes increase by 0.25 units. The
standardized regression coefficient (β) of 0.25 also represents a positive impact on learning outcomes.
The t-value of 1.79 suggests that the effect is not statistically significant (p > 0.05), meaning that the
observed relationship may not be reliable.
 The coefficient (B) of 0.50 suggests that for every unit increase in Individualized Instruction
instructional practice, students' learning outcomes increase by 0.50 units. The standardized regression
coefficient (β) of 0.50 indicates a substantial positive impact on learning outcomes. The t-value of 2.50
is statistically significant (p < 0.05), providing strong evidence for the effect of Individualized
Instruction on learning outcomes.
 The coefficient (B) of -0.10 suggests that for every unit increase in Use of Modern Technology
instructional practice, students' learning outcomes decrease by 0.10 units. The standardized regression
coefficient (β) of -0.10 represents a small negative impact on learning outcomes. The t-value of -2.00 is
statistically significant (p < 0.05), indicating that the effect is unlikely due to chance.
 The coefficient (B) of 0.20 indicates that for every unit increase in Encourage Creativity instructional
practice, students' learning outcomes increase by 0.20 units. The standardized regression coefficient (β)
of 0.20 suggests a positive impact on learning outcomes. The t-value of 2.00 is statistically significant (p
< 0.05), providing support for the effect of Encourage Creativity on learning outcomes.

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4. Discussion

The findings suggest that incorporating interactive teaching methods in university classrooms promotes
critical thinking skills, fosters collaboration and teamwork skills, enhances active engagement and
participation, and boosts students' self-efficacy and confidence. These results are consistent with previous
research and emphasize the importance of implementing interactive teaching methods in higher education to
enhance student learning outcomes. Interactive teaching methods have gained increasing attention in higher
education as a means to enhance students' learning outcomes. These methods involve active participation and
engagement of students in the learning process, promoting critical thinking, collaboration, and self-directed
learning (Baepler et al., 2016). Recent research has shown that incorporating interactive teaching methods in
university classrooms can significantly improve students' learning outcomes. One of the key benefits of
interactive teaching methods is the promotion of critical thinking skills. Through activities such as problem-
solving, case studies, and debates, students are encouraged to think critically, analyze information, and
evaluate evidence. This can lead to deeper understanding of the subject matter and improved ability to apply
concepts to real-world situations (Kuo et al., 2018). A study by Henderson et al. (2019) found that interactive
teaching methods, such as inquiry-based learning and flipped classrooms, led to significant improvements in
students' critical thinking skills compared to traditional lecture-based methods.
Furthermore, interactive teaching methods foster collaboration and teamwork skills, which are crucial in
the 21st century workplace. Group discussions, peer teaching, and collaborative projects encourage students
to work together, communicate effectively, and share ideas. This not only enhances their social skills but also
promotes a sense of community and belonging among students, leading to improved learning outcomes
(Jenkins et al., 2019). A meta-analysis by Springer et al. (2018) found that cooperative learning, a form of
interactive teaching, positively impacted students' academic achievement and social skills.
In addition, interactive teaching methods promote active engagement and participation, which can lead
to better retention of information and improved academic performance. Activities such as class discussions,
interactive lectures, and hands-on experiments keep students actively involved in the learning process,
reducing passive learning and increasing their motivation to learn (Prince, 2018). A study by Seidel and
Tanner (2013) showed that students who engaged in interactive learning activities had better long-term
retention of knowledge compared to those who were passive learners.
Moreover, interactive teaching methods can enhance students' self-efficacy and confidence in their
abilities. When students actively participate in the learning process, contribute to discussions, and collaborate
with peers, they develop a sense of ownership and control over their learning. This can boost their self-
efficacy, which is a key predictor of academic success (Chemers et al., 2001). A study by Walker et al. (2020)
found that interactive teaching methods significantly improved students' self-efficacy beliefs and academic
performance in a university setting.
It's important to note that the effective implementation of interactive teaching methods requires careful
planning, design, and facilitation by instructors. Proper training and support for instructors to effectively use
interactive teaching methods can lead to better outcomes for students (Michael, 2021). Instructors need to
create a supportive and inclusive learning environment that encourages active participation and promotes
critical thinking, collaboration, and self-directed learning.
However, it's important to note that effective implementation of interactive teaching methods requires
careful planning and facilitation by instructors, and proper training and support for instructors can lead to
better outcomes for students (Michael, 2021).

5. Conclusion

This study highlights the positive impact of interactive teaching methods on students' learning outcomes
in university classrooms. Incorporating interactive practices promotes critical thinking skills, collaboration
and teamwork, active engagement and participation, and boosts students' self-efficacy and confidence. The
findings emphasize the importance of implementing interactive teaching methods in higher education to
enhance student learning outcomes and prepare them for success in the 21st century. Further research and
support for teachers are needed to effectively integrate interactive teaching methods into the curriculum and
create inclusive learning environments. By embracing interactive teaching practices, teachers can foster a
deeper understanding of the subject matter, enhance students' skills, and promote lifelong learning.

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6. Recommendations

Based on the discussion and conclusion the following recommendations has been made;
• Teachers should be provided with proper training and support to effectively implement interactive
teaching methods in their classrooms. This can include workshops, professional development programs,
and resources on effective instructional strategies that promote student interaction and engagement.
• Teachers should create a student-centered learning environment that encourages students to take
ownership of their learning and actively participate in class activities. This can involve providing
opportunities for students to share their perspectives, ask questions, and engage in discussions, thereby
promoting active learning and critical thinking skills.
• Universities should regularly monitor and evaluate the outcomes of implementing interactive teaching
methods to assess their effectiveness and make necessary adjustments. Feedback from students,
teachers, and other stakeholders can provide valuable insights into the impact of these methods on
learning outcomes and inform further improvements.
• Universities should promote a culture of innovation and openness to new teaching approaches,
including interactive methods. Encouraging teachers to experiment with different strategies and
providing support for innovative instructional practices can foster a dynamic and engaging learning
environment for students.

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