Open AccessFrom Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education
Author(s) -
İrfana Omar,
Seema Arif
Publication year - 2020
Publication title -
research journal of social sciences and economics review
Language(s) - English
Resource type - Journals
eISSN - 2707-9023
pISSN - 2707-9015
DOI - 10.36902/rjsser-vol1-iss3-2020(45-55
Subject(s) - quality (philosophy) , higher education , sample (material) , mathematics education , positivism , psychology , population , value (mathematics) , student engagement , pedagogy , sociology , computer science , political science , epistemology , philosophy , chemistry , demography , chromatography , machine learning , law
Research related to access to higher education is often criticized for lacking a strong theoretical ground, arguing it is limited to seek information regarding the quality of infrastructure or teaching and learning. This study, however, seeks to draw a model for meaningful access to higher education regarding epistemic quality. For this purpose, the relationship between factors influencing pedagogical access (Teacher Pedagogic Quality, Teaching Learning Environment, and Teacher-student Relationship) and factors leading to student success (student satisfaction and student engagement) is assessed. The researchers assume that meaningful and purposeful access is created for a diverse population entering higher education only by providing 'epistemological-pedagogical access,' ensuring student success. The study was quantitative, and correlational research design was used following the positivist paradigm. The researcher used a multi-stage sampling technique, to approach the target sample of 400 students studying in universities of Lahore (one public and one private). a close-ended questionnaire was self-constructed for the data collection, and advanced statistical techniques Pearson Correlations, and multiple regressions were applied using SPSS. The study concludes a model of epistemological-pedagogical access leading to success for the university students of Pakistan. Furthermore, this pilot study results also share the predictive value of pedagogical access to ensure student success.