Influence of Pedagogical Approaches on Academic Engagement and Satisfaction Among Chinese Mathematic Learner's...

This study examines the effects of Pedagogical Approaches on mathematic learners' academic engagement, satisfaction, and loyalty in Chinese mathematic learners' settings, focusing on the mediating role of motivation at the tertiary level. Unlike previous research that primarily examined direct causal relationships among variables, this investigation integrates multiple theoretical frameworks, including the Teaching Style Inventory, Self-Determination Theory, Student Involvement Theory, Social Cognitive Theory, and Customer Satisfaction Theory, to construct a comprehensive research model. Data were collected through surveys distributed to 410 students of mathematic department at public universities, in China, using systematic random sampling, final sample was n = 375. Analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Results indicate that different teaching styles (Assertive, Suggestive, Collaborative, and Facilitative) significantly influence students' motivation for language learning at the higher education level. The findings of this investigation hold significant implications for mathematic pedagogy in Chinese higher education. Understanding how specific teaching styles influence student motivation and subsequent engagement can inform instructional design and teacher professional development initiatives.