Mediating role of students’ engagement to their classes

Abstract

Purpose The purpose of this paper is to establish the mediating role of students’ engagement to their classes, for the conventional relationship between teachers’ efforts and students’ development, for a better understanding of the instruction-based classroom learning. Design/methodology/approach The investigation is made using a mult-istage-stratified-systematic sample of 500 students from business and engineering schools with an almost equal representation of both the genders and the type of schools’ ownership. A structural equation modeling is used for this mediation analysis. Findings The mediating role of students’ engagement is identically established both for business and engineering schools and for both genders. However, in public sector universities, this mediation is insignificant. Research limitations/implications The investigation is limited only to business and engineering schools, and this limitation may conceal some factor(s) more important for other schools. Further, the investigation is reading data from Lahore, a metropolitan, which may hide some factor(s) some appropriate for smaller cities. Originality/value The data are gathered, analyzed and discussed through the lens of the socio-cultural theory, allowing for a comprehensive understanding to emerge for students’ engagement to their classes.