Analyzing the Relationship Between Faculty Professional Development, Instructional Practices, and Students' Academic Achievement at Mirpur University of Science and Technology (MUST)
DOI:
https://doi.org/10.62843/jssr.v6i4.798Keywords:
Faculty Professional Development, Instructional Practices, Students Academic Achievement, Higher Education, PakistanAbstract
Faculty Professional Development (FPD) is a way to improve teaching quality and student results in higher education. This study looked at how FPD, teaching methods and student performance are connected at Mirpur University of Science and Technology (MUST) Azad Jammu and Kashmir. A cross-sectional survey was. Data was gathered from 151 teachers and 343 students across five departments. Two questionnaires that were made specifically for this study were used and they showed reliability (teachers: α =.889; students: α =.851). Descriptive statistics showed that teachers said they took part in development activities at a moderate to high level (M = 4.18–4.43) and used student-centered teaching methods often (M = 4.35–4.62). Student performance was good with 74.6% saying they had a CGPA above 3.0. A Pearson correlation showed a significant link between professional development and teaching methods (r =.282 p =.000). However, no significant link was found between development and student performance (r =.122 p =.136) nor between teaching methods and student performance (r =.064, p =.432). The results show that though professional development helps improve teaching this improvement does not lead to clear gains in student performance.
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