A Correlation Study of Teachers’ Behavior and the Academic Achievements of Students at University Level

Abstract

This study explores the relationship between teacher behavior and the academic achievement of students in the Institute of Education and Research (IER) at the University of the Punjab. The main purpose was to investigate how the actions, decisions, and interactions of teachers impact student performance. The key research question was: What is the effect of IER teachers’ behavior on the academic success of their students? The main hypothesis proposed that positive and supportive teacher behavior significantly enhances students’ academic outcomes. The study targeted the full population of IER students, using random sampling to select 22 students from each department as the research sample. A descriptive research design was applied. Data were collected through a carefully designed questionnaire tailored to capture students’ perceptions of their teachers’ behavior and its effects on their learning experience. The research instrument focused on aspects such as motivation techniques, guidance, approachability, competence, and teaching methods. Collected data were tabulated, analyzed, and interpreted using statistical techniques, and results were evaluated at a significance level of 0.206. The analysis revealed that IER teachers commonly employ motivational strategies, provide proper guidance, and use effective teaching methods. Their behavior was generally found to be conducive to learning, with students describing them as friendly, approachable, cooperative, competent, and well-prepared. The study concludes that teacher behavior plays a critical role in students’ academic achievement. It recommends that teachers continue to apply motivational and student-centered approaches and that institutional support be strengthened to enhance teaching practices, ultimately promoting better learning outcomes.