Impact of Teachers’ Engagement and Collaboration in Blended Learning on Students’ Feedback and Assessment

This quantitative descriptive study examined the influence of university teachers' engagement and collaboration within blended learning environments on student feedback and assessment outcomes in public universities across Southern Khyber Pakhtunkhwa, Pakistan. Targeting both faculty and students (BS, M.Phil., Ph.D.), the research employed stratified random sampling to select 148 teachers and 341 students (total n=489) from five universities, guided by Krejcie & Morgan's (1970) formula. Data were collected via two researcher-developed 5-point Likert scale questionnaires (administered physically with high return rates: teachers 91%, students 94%). The first instrument measured teachers' engagement and collaboration practices in blended learning. The second instrument assessed the perceived impact of these practices on student feedback and assessment. Descriptive statistics (frequencies, percentages) summarized the data, while linear regression analysis tested the hypotheses. Results revealed significant levels of teacher engagement and collaboration. Critically, linear regression demonstrated statistically significant positive impacts of teachers' engagement and collaboration on both student feedback and assessment outcomes, leading to the rejection of both null hypotheses (H01 and H02). The findings underscore the crucial role of active teacher participation and cooperative practices in blended learning for enhancing student feedback mechanisms and assessment effectiveness within the studied context.