Exploring the relationship between teachers' instructional approaches and online teaching effectiveness: An ex-post facto study in PJT Agricultural University

Introduction

India has the world's largest educational population of about 500million and the higher education sector of the country is third largest in the world. In recent years, the world has witnessed a significant shift towards digital learning. This transformation has been driven by advancements in technology, changing lifestyles, and the need for accessible education. Agriculture and allied sciences education aim at quality human resource which is the main driver of comprehensive development and is the greatest treasure of our nation as it directly and indirectly serves the 42.6 percent of the total population which is dependent on agriculture and allied activities. With quality education and research India has seen the contribution of farming towards Gross Domestic Product of 19 percent (Economic survey 2022-23) [3] . One of the reasons could be, the Fifth Deans' Committee recommendations and its implementation by agricultural and allied Universities. Where, the committee articulated the knowledge and skills needed among the graduates and recommended curricula reforms and innovations for enhancing employability, employment potential, entrepreneurship, and science-led transformation of India's food and agriculture system, enabling our graduates to become job-providers rather than job-seekers. India's national agricultural education and research systemthe agricultural universities and ICAR institutes has seen the www.extensionjournal.com slowdown due to COVID-19 pandemic. Under this unanticipated situations, Agriculture and Allied Universities followed the guidelines issued by Ministry of HRD and ICAR to further the Agriculture Education through online / blended teachinglearning. New Education Policy-2020 (NEP-2020) of India proposed many changes in the education system of India, including higher agriculture education system incorporating digital learning. A national level Committee was constituted by ICAR to develop an implementation strategy to comply with various provisions of National Education Policy (NEP-2020) [4] . To implement NEP-2020, ICAR constituted the Sixth Deans' Committee to restructure the existing course curricula in agricultural education (VI Deans committee, 2024). For better implementation of the recommendations, a comprehensive understanding on how effective was the online teaching, had to be studied by universities. An extensive four semesters of online instruction delivery were implemented in Professor Jayashankar Telangana agricultural university (PJTAU) during pandemic. To understand the intricacies, a Ph.D. study on effectiveness of online teaching learning process was done.

Objective of the study

To study the effectiveness of online teaching-learning process in PJT Agricultural university.

Review of literature

Ramya (2021) [12] in her study on "Analysis of Online Teaching and Learning by the Teachers and Students" revealed that teachers' experience played a significant role in their adoption of digital resources. Less than three-fourths of the teachers had teaching experience of more than 12 years (73.34%), followed by those with 13-24 years (18.33%) and 25-36 years (8.33%). The study highlighted that experienced teachers were more adaptable to online teaching tools and content development. Visser (2000) [16] noted that designing and planning an online course is a time-intensive process, especially for firsttime instructors, as course objectives, content, activities, and assessments must be adapted for the online format. However, the study found that subsequent iterations of the course require significantly less time, as the initial groundwork has already been established. Aydin (2005) [1] found that participants who were faculty and graduate assistants believed that the ability to manage time efficiently was very important for successful online teaching. Varvel (2007) [14] highlighted the importance of time management skills among faculty members, emphasizing that effective instructors balance their professional responsibilities with personal commitments. The study suggests that competent faculty members ensure that lifestyle commitments do not interfere with their ability to deliver quality instruction. Warkentin (1997) [17] explores the effectiveness of virtual work teams, noting that their performance is comparable to traditional teams. However, face-to-face team members report higher satisfaction levels, suggesting that direct interaction plays a crucial role in team dynamics and morale. The Council of Europe (2020) [2] emphasizes the need for educational institutions to prioritize student wellbeing. Encouraging healthy lifestyle choices can enhance students' overall wellbeing, equipping them with the knowledge to maintain long-term physical and mental health. Ozturk (2018) [10] explored the relationship between teachers' self-reported metacognitive awareness among a sample of 30 English language teachers. The study found that only highly metacognitive instructors could effectively transfer their metacognitive understanding to lesson planning and strategy development. Iwai (2019) [7] investigated pre-service teachers' use of literacy performance assessments to plan, implement, and analyze metacognitive strategies. The study found that preservice teachers selected appropriate metacognitive strategies based on students' needs and lesson objectives, thereby increasing their awareness of teaching skills. Sahoo et al. (2021) [13] that approximately 78%, 22%, and 0% of prospective male teachers had high, average, and low level of metacognitive awareness in teaching while, about 82%, 18%, and 0% of female prospective teachers had a high, average and low level of metacognitive awareness in teaching respectively. Kaur and Kumar (2022) [8] examined teachers' perceptions of online teaching in Indian higher education. 78% of teachers believed online teaching fostered student independence, while 55% expressed concerns over student engagement and lack of focus during online classes. Teachers with lower digital literacy felt anxious and less confident in managing online lessons. Rahayu and Wirza (2020) [11] reported that teachers showed a positive perception of the usefulness and ease of online learning systems during pandemic COVID-19. Nidhi Jhawar and Tarika Nandedkar (2022) [9] found that 74% of teachers believed adaptability was crucial in the success of online teaching. However, 68% reported facing internet connectivity issues that disrupted their ability to deliver lessons effectively. Additionally, 62% expressed concerns over students' lack of engagement in virtual classrooms. Vinayagam and Akhila (2020) [15] in a study on "Competency analysis among faculty of agriculture universities in using educational technology" found that 41.70 per cent of the respondents had medium level of expertise in the use of technology in teaching process followed by high (38.90%) and low (19.40%) level of expertise.

Research Methodology

An Ex-post facto research design was adopted for the study, since the variables chosen for the study have already occurred, researcher does not have direct control on influencing (independent) variables. The study was conducted in Professor Jayashankar Telangana Agricultural University in Indian State of Telangana. Teachers who have been involved in the teaching-learning process through online teaching-learning platforms during the first and second semesters of 2020-21 were considered for the study. Data was collected from a total of 80 teachers. Proportionate random sampling was followed to select the teachers who taught B.Sc. (Hons.) Agriculture, among six Agricultural colleges of the PJT Agricultural University. Six (6) agricultural colleges of Professor Jayashankar Telangana www.extensionjournal.com Agricultural University, which offered courses in B.Sc. (Hons.) Agriculture, through online teaching-learning platforms during the first and second semesters of 2020-21 were considered for the study. The colleges are (1) College of Agriculture, Rajendranagar (2) Agricultural college, Aswaraopet (3) Agricultural college, Jagtial (4) Agricultural college, Palem (5) Agricultural college, Warangal, and (6) BJR Agricultural College, Sircilla. This study aimed to know, if there exists any relationship between the profile characters and the effectiveness of the online teaching learning process. The instrument designed to measure this index underwent a reliability analysis using Cronbach's alpha, which yielded a reliability coefficient of 0.81, indicating a high level of internal consistency. Well structured questionnaire (instrument) was administered to 80 respondents which included (47) Assistant professors, ( 14) associate professors and (19) professors, and statistical analysis was done. Independent variables included for the study were, 1. Resource use behavior in online teaching, it refers to teacher's ability to effectively identify, develop, and integrate various digital and educational resources to enhance student learning and engagement. It involves selecting appropriate materials, adapting content for digital platforms, and ensuring accessibility and inclusivity in the online learning environment. Time management in delivery refers to an teacher's ability to effectively plan, prioritize, and allocate instructional time to optimize student learning and engagement in online courses. Student welfare orientation refers to the extent to which teachers support students' academic, emotional, and social well-being in an online learning environment. Metacognitive awareness in online teaching refers to the teacher's ability to critically reflect on their instructional practices, assess the effectiveness of their teaching strategies, and make informed adjustments to enhance student learning outcomes. Perception on online teaching refers to teacher's attitudes, beliefs, and overall satisfaction with digital instruction, including its effectiveness, challenges, and impact on student learning outcomes. These were measured against the dependent variable effectiveness of online teaching learning process index for teachers, which was developed for the study. The effectiveness of the online teaching-learning process, is operationally defined as the degree to which teacher derived the satisfaction on the online teaching methods and strategies utilized in their courses as successful in facilitating student learning and achieving desired educational outcomes. The data collected from the 80 respondents were subjected to appropriate statistical analyses, namely descriptive statistics like frequency, percentage, and inferential statistics including Karl Pearson coefficient of correlation(r), regression analysis, and step-down regression to identify variations, if any, in the profile characteristics of the respondents and their perceptions regarding the effectiveness of online teaching-learning. The profile characteristics were measured in low, medium and high, whereas the categorization for effectiveness of teachinglearning process, based on index was done as less effective, effective and highly effective.

Results and Discussion

Association between effectiveness of online teaching learning process and independent variables of teachers:

The correlation analysis was performed to assess the strength and direction of the relationships between each independent variable (teacher-related factors) and the dependent variable (effectiveness of online teachinglearning processes) and identify which teacher characteristics are most closely associated with effective online teaching-learning. Serve as a preliminary step before regression analysis, helping to screen for variables that warrant further exploration as predictors of effectiveness. Perception on online teaching 0.290 ** ** Correlation is significant at the 0.01 level (2-tailed) *Correlation is significant at the 0.05 level (2-tailed)

The table 5, presents Pearson correlation coefficients (r values) for the relationship between each independent variable and the overall effectiveness of online teachinglearning processes. The value of r ranges from -1 to +1, where = +1 indicates a perfect positive relationshipas the independent variable increases, effectiveness also increases. r = 0 indicates no linear relationship. r = -1 indicates a perfect negative relationshipas the independent variable increases, effectiveness decreases. Statistical Significance, all correlations are statistically significant at the 0.01 level. This indicates that there is less than a 1% probability that these relationships occurred by chance. Therefore, we can state that these teacher characteristics are genuinely associated with online teaching-learning effectiveness in the www.extensionjournal.com sample. The strongest correlation was observed between resource use behavior in content development (r = 0.486) and effectiveness, indicating that teachers who effectively sourced, adapted, and utilized digital content were more likely to achieve better online teaching outcomes. Similarly, meta-cognitive awareness (r = 0.362) and time management (r = 0.390) also showed moderate positive correlations with effectiveness, reinforcing the importance of self-regulatory skills and structured time management in online teaching success.

Regression analysis for independent variables and dependent variable:

The regression analysis was conducted to assess how well the set of independent variables (teacher characteristics) jointly predict the effectiveness of the online teaching-learning process. Quantify the individual contribution of each independent variable to online teaching-learning effectiveness and develop a statistical model that explains variations in effectiveness based on the combined influence of these teacher characteristics. Perception on Online Teaching These five independent variables reflect key teacher competencies, behaviors, and attitudes, all of which were hypothesized to influence the effectiveness of online teaching-learning. Interpretation of Model Summary, shows, R (0.696) indicates a moderate to strong overall relationship between the combined independent variables and the effectiveness of online teaching-learning. R Square (0.485) shows that 48.5% of the variance in effectiveness can be explained by the combined influence of the five teacher characteristics. Adjusted R Square (0.401), which corrects for the number of predictors, confirms that the model retains a strong explanatory power, explaining about 40.1% of the variance after accounting for model complexity.

Step down regression analysis:

Step Down Regression Analysis is a systematic variable reduction technique used to develop a parsimonious (simplified) regression model. It identifies the most essential predictors of a dependent variable by removing variables that do not significantly contribute to the model's explanatory power. The goal is to create a final model that retains only the strongest predictors, balancing model simplicity with explanatory effectiveness. This approach is particularly valuable in social science research, where many factors may influence an outcome, but only a subset provides meaningful predictive power. 7 shows that, Resource Use behavior in content development was the strongest predictor, with a highly significant p-value of 0.000. Meta-Cognitive Awareness was also significant, with a p-value of 0.002. All other variables (Time Management, Student Welfare, Perception on Online Teaching) were removed during the step-down process because they did not make significant independent contributions when the two retained predictors were already included. The final model summary, table 7.1, containing only Resource Use Behavior and Meta-Cognitive Awareness, explained 40.8% of the variance in online teaching-learning effectiveness. The R value (0.639) indicates a moderately strong relationship between the two retained predictors and the dependent variable. The Adjusted R Square (0.384) confirms that the model's explanatory power is preserved even after accounting for www.extensionjournal.com model complexity. These findings suggest that teachers' ability to effectively utilize digital resources and their capacity for self-reflective teaching practices form the core foundation for successful online education. This simplified two-variable model provides a clear roadmap for capacity-building initiatives, allowing institutions to focus training efforts on developing digital proficiency and reflective teaching skills. By concentrating on these key competencies, educational institutions can improve online teaching effectiveness more efficiently than through broader, unfocused professional development programs.

Conclusion 1. Overall Effectiveness is Moderate:

The majority of teachers experienced online teaching-learning process as moderately effective, indicating room for improvement in several key dimensions such as student engagement, curriculum adaptability, and access to digital resources.

Teacher Characteristics Significantly Influence

Effectiveness: The study confirms that teachers' abilities to effectively use digital resources, manage their teaching time, maintain student welfare, engage in reflective teaching practices, and maintain positive perceptions toward online teaching all contribute positively to teaching-learning effectiveness.

Resource Use Behavior and Meta-cognitive

Awareness are the Strongest Predictors: Among the examined teacher characteristics, resource use behavior and meta-cognitive awareness stand out as the two most important predictors of online teaching-learning effectiveness. This suggests that technical proficiency in sourcing and using digital content, combined with the ability to reflect on and adjust teaching approaches, is critical for ensuring effective online education. 4. Professional Development Implications: These findings underscore the importance of continuous professional development programs that focus on: Training teachers to curate, adapt, and effectively deliver digital content. Enhancing teachers' metacognitive skills, helping them become more reflective and adaptive in their teaching approaches. Supporting teachers in time management and student engagement strategies, as these skills, though not the strongest predictors, still contribute meaningfully to online teaching success.

The Need for Infrastructure and Student Support:

While teacher-related factors are critical, the data also highlighted gaps in student readiness, access to digital resources, and environmental distractions, which collectively limit overall effectiveness. Therefore, a holistic approach that improves both teacher capacity and student support systems will be necessary to enhance the overall quality of online teaching-learning experiences.

Final Note

The findings of this study provide a data-driven basis for educational institutions, policymakers, and teacher training programs to prioritize key teacher competencies and structural supports to strengthen the effectiveness and sustainability of online teaching-learning processes in the future.

Acknowledgement

AcknowledgementsMy heartfelt gratitude to all the teachers who took their valuable time in recording their experiences and were available to me, when I needed clarifications. I specially thank Associate deans of all the agricultural colleges, for facilitating the data collection.

References

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