Teachers' Perception towards Students' Learning Behavior at College Level: A Study of Government College Teachers in Punjab: Teachers' perception, student learning behavior, college education, Punjab, government colleges

Teachers' perception, student learning behavior, college education, Punjab, government colleges

Abstract

This study investigates teachers' perceptions towards students' learning behavior at the college level in government institutions across Punjab, Pakistan. The research employed a quantitative survey design using a structured questionnaire administered to 384 teachers from government colleges in three regions of Punjab (North, Central, and South). The instrument comprised 15 statements measuring various dimensions of student learning behavior including motivation, participation, academic commitment, critical thinking, and classroom ethics. Data analysis was conducted using descriptive statistics (means) and Chi-square tests to examine regional variations in teachers' perceptions. Results revealed that teachers generally hold moderate to positive perceptions about students' learning behaviors, with mean scores ranging from 3.12 to 3.78 on a 5-point Likert scale. Significant regional differences were found in several dimensions, with northern Punjab teachers reporting more positive perceptions compared to their southern counterparts. The study provides valuable insights for educational policymakers and administrators in developing targeted interventions to enhance student learning behaviors in higher education institutions across Punjab.