THE INFLUENCE OF TEACHING STYLE ON STUDENTS’ ACADEMIC PERFORMANCE AND ENGAGEMENT

Abstract

The article examines the influence of teaching style on academic success and student engagement in the context of transformation of higher education towards a student-centered and activity-based approach. The authors use some modern pedagogical and psychological theories (L.S. Vygotsky, E. Deci and R. Ryan, J. Housset, J. Biggs), highlighting teaching style as a stable system of didactic, communicative and motivational decisions that determine the nature of educational interaction. Key typologies of styles (A. Grasha, D. Pratt, the QTI model) and tools for their diagnostics (TSI, ATI, QTI, PALS) are presented. The relationship between teaching style and levels of student engagement (behavioral, emotional, cognitive, agentic), as well as with academic results, is substantiated. Special attention is paid to constructive alignment, formative assessment and autonomy support as basic mechanisms for increasing educational activity and effectiveness. In conclusion, directions for the institutionalization of productive stylistic strategies in universities are proposed: the development of professional communities, the formation of centers of teaching excellence, the introduction of monitoring of stylistic profiles and institutional support for the quality of teaching.