From Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education

  • Ms. Irfana Omar PhD Scholar, University of Management & Technology Lahore, Pakistan
  • Dr. Seema Arif Associate Professor, University of Management & Technology Lahore, Pakistan
Keywords: Epistemological - Pedagogical Access, Student Success, Student - Teacher Relationships, Teacher Pedagogic Quality, Teaching, and Learning Environment

Abstract

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.

Published
2020-09-22
How to Cite
Ms. Irfana Omar, & Dr. Seema Arif. (2020). From Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education. Research Journal of Social Sciences and Economics Review (RJSSER), 1(3), 45-55. https://doi.org/10.36902/rjsser-vol1-iss3-2020(45-55)