Learning Modalities and Academic Engagement in Higher Education: A Sociological Study of Group-Study, Online Learning, and Self-Study

Abstract

This study examines the relationship between learning modalities and academic engagement in higher education from a sociological perspective, focusing on group-study, online learning, and self-study practices. Employing a quantitative research design, the study was conducted at a public sector university in the Punjab province of Pakistan. The population comprised students enrolled in the BS (4-year) program in social sciences disciplines, with male and female students constituting the target population. The unit of analysis included students from the sixth and eighth semesters at the main campus. A proportionate random sampling technique was used to ensure departmental representation based on class strength, and the sample size was calculated using Yamane’s (1967) formula. Although a sample of 265 students was determined, usable data was collected from 235 respondents through a cross-sectional survey. Data were gathered using a structured questionnaire consisting of standardized items measuring learning modalities. The instrument was pre-tested on 30 respondents to ensure clarity and reliability. The findings indicate that learning modalities are significantly associated with levels of academic engagement, with group-study enhancing collaborative engagement, online learning influencing engagement through digital access and self-regulation, and self-study strongly linked to autonomous learning skills. The study highlights that academic engagement is socially patterned and shaped by institutional arrangements and students’ differential access to educational resources. These findings underscore the importance of adopting inclusive pedagogical strategies that recognize diverse learning practices and social contexts within higher education.