Impact of Teachers’ Partiality on the Learning Process at Undergraduate Level

Abstract

Background: This study explores ‘how does teachers’ (im)partiality affect the knowledge/learning development process of the undergrad students. The researchers attempted to analyze the effect tone, mood, favoritism, demeanor and gender discrimination with reference to students’ perceptions and comfort levels. The researchers exploited the data gathered through interviews, observation sheets and grounded theory analysis thereby adopting a mixed method approach. Objectives: The objective of the research is to investigate the effect of the teachers’ (im) partiality on the knowledge/learning experiences and results of the undergrad students, while focusing on the teacher’s mood, tone, favoritism, demeanor, and gender discrimination. Sample: The researchers collected sample from the faculty teaching in a well-reputed university of Pakistan and the undergrad students of the second semester studying in the same university. The researchers ensured the representation across male and female genders. The sample generates insights of the effect of teachers’ (im)partiality on the learning experiences of the students. Methods: The researchers used the ‘Adapted Flanders Observation Sheets’ to gather data on mood, tone, gender discrimination, demeanor, and their influence on students’ perceptions and comfort levels. During data analysis, Grounded theory principles were followed for coding and categorization. Results: The findings reveal that negative attitude and harsh tone impede learning, whereas appreciation and admiration catalyze it. Gender discrimination and favoritism create divisions among students, hampering the learning of those ignored. Implications: Impartiality in teaching is crucial for a positive and productive learning environment. Teachers should be aware of their tone, mood, demeanor, and biases to ensure equal opportunities. This research contributes insights for educators and policymakers to enhance undergraduate education quality, emphasizing the importance of a supportive classroom environment.

Keywords

• Teachers’ partiality
• Learning process
• Mixed-methods approach
• Observation sheets
• Grounded theory analysis