ABSTRACT
The purpose of this study was to investigate the impact of teachers’ instructional practices on students’ engagement and academic self-efficacy in online versus on-campus classes at the university level. This study used a quantitative survey design. The target population for this study was students of higher education enrolled in universities in the year 2020-2022, meaning that these students have experienced both online and on-campus learning. Convenience sampling was adopted in this study. 285 higher education students took part in this study. The research instruments in this study included three scales: a self-developed questionnaire titled the Teachers’ Instructional Practices Scale, Student Engagement Scale, and the National Survey of Student Engagement and Academic Self-efficacy Scale. Validity was established through expert opinion, while pilot testing was conducted to establish the reliability of the instruments, which was found to be (.92). The results indicate a significant relationship between teachers’ instructional practices and student engagement and academic self-efficacy. The study also concluded that there was a significant difference between teachers’ instructional practices during online and on-campus learning. The study recommends that future research be conducted on a large scale to highlight the importance of blended learning in Pakistan.
