COMPARATIVE ANALYSIS OF LECTURE AND DISCUSSION METHODS IN HIGHER EDUCATION: EVIDENCE FROM A PUBLIC UNIVERSITY IN PAKISTAN

Abstract

This study examines the comparative effectiveness of lecture and discussion teaching methods in higher education, focusing on a public university in Pakistan. Using a mixed-methods explanatory sequential design, quantitative data on student academic achievement and engagement were collected from 60 students, while qualitative data were gathered through semi-structured interviews to explore students’ perceptions and experiences. Quantitative analysis revealed that students taught through the discussion method achieved significantly higher post-test scores and demonstrated greater engagement than those taught through traditional lectures. Thematic analysis of qualitative data identified key factors contributing to the effectiveness of discussion-based teaching, including active participation, peer interaction, confidence building, critical thinking, and a supportive classroom environment. Integration of quantitative and qualitative findings provides a holistic understanding of teaching effectiveness, emphasizing that discussion-based instruction not only improves academic outcomes but also fosters motivation, engagement, and deeper learning. The study highlights the importance of adopting learner-centered pedagogies in public universities in Pakistan and offers practical recommendations for educators, administrators, and policymakers to enhance instructional quality and student learning experiences.