Examining the Correlation between Instructional Strategies and Undergraduate Students’ Self Esteem

Abstract

This quantitative study explored the relationship between teacher’s instructional strategy and student’s self-esteem at undergraduate level in both private and public universities of Lahore. The cross-sectional survey research design was used. Convenience sampling and simple random methods were used to select the universities and participants respectively. Sample of study were 500 students and were enrolled in various academic programs at universities of Lahore. Two scales; The Rosenberg Self Esteem Scale and self-developed Instructional Strategy Scale were used. Pilot testing on 200 students was used for reliability and experts’ opinion was sought for the validation of the instrument. The Pearson correlation coefficient (r) was used for analysis. Results indicated that there were significant and positive relationships among Instructional Strategies and Self Esteem. It is recommended that educators must incorporate a variety of instructional strategies into their teaching to effectively support students’ self-esteem, which lead to their academic performance.