DIGITAL PEDAGOGY AND STUDENT ENGAGEMENT: A COMPARATIVE STUDY OF ONLINE AND TRADITIONAL TEACHING METHODS

Abstract

This empirical research aims to examine the differential impact of digital pedagogy from face-to-face teaching on students' engagement and perceived effectiveness of teaching and learning. A quantitative cross sectional research design was adopted in this study, with data obtained from 400 students at the university (201 online, 199 traditional) from public and private universities. The questionnaire used for the measurement consisted of six constructs: cognitive engagement, behavioural engagement, emotional engagement, perceived effectiveness of learning, self-regulated learning, and quality of interaction with the instructor. Descriptive statistics, independent samples t-tests, multiple regression analysis, structural equation modelling (SEM), and mediation analysis (based on bootstrapped confidence intervals) were used for analysis of data. The findings show that online instruction significantly improves cognitive engagement, SRL, and PL, and traditional instruction significantly improves EI and IIQ. There was a slight higher level of behavioural engagement in traditional settings. The quality of instructor interaction was the most significant predictor of the perceived outcomes for both modalities. The results have implications for higher education policy, course design, and the implementation of blended learning both theoretically and practically.