Lecturer Teaching Style and Learning Style do not affect academic Achievement: A Report on Evidence of a Mediating Variable

Abstract

Purpose
The roles of lecturers' teaching styles and students' learning styles remain uncertain regarding their impact on academic performance. This study investigates the effects of these styles on academic achievement among religious students, aiming to develop new strategies for the teaching and learning processes.
Methodology
The participants in this research were religious students from South Sulawesi, Indonesia, who actively engaged in their studies from 2021 to 2024, comprising a total of 754 individuals (43.5% male, 56.5% female). The data is analyzed using SEM-PLS software.
Findings
The findings indicate that neither of these variables significantly influences academic achievement unless mediated by intelligence. Intelligence acts as a mediating variable, facilitating the influence of lecturers' teaching styles and students' learning styles on academic performance. The researchers argue that lecturers play a crucial role in delivering instructional content through appropriate methods, designing engaging learning activities, and providing memorable educational experiences for students.
Novelty
This study is the first to compile 7 variables that are presumed to influence academic achievement, using 2 mediating variables.
Significance
This study suggests that innovations in teaching practices and enhanced student interactions are crucial for fostering intelligence. Such developments enable students to absorb knowledge effectively, refine their abilities, and cultivate the learning experiences acquired in class, which are essential for navigating future professional environments.