Impact of Instructional Medium on University Students’ Learning Challenges and Quality of Learning in Pakistan

Abstract

The quality of learning among university students in Pakistan is deeply influenced by the medium of instruction and the socio-economic context in which students learn. This study investigates how the use of English and Urdu as instructional medium affects students’ understanding of lectures, learning motivation, and overall academic performance. A quantitative research design was employed using a structured questionnaire administered to 496 university students selected through convenience sampling. Data were analyzed through descriptive statistics, correlation, and regression analysis. The findings reveal that students face significant comprehension difficulties when lectures are delivered in English, especially those from Urdu-medium or low socio-economic backgrounds. Although the medium of instruction showed limited direct correlation with learning quality, it strongly influenced students’ confidence and participation in class. The study concludes that aligning instructional language with students’ linguistic competence can enhance learning outcomes and motivation. It recommends teacher training programs, improved English language support, and inclusive pedagogical strategies to bridge the gap between instructional medium and effective learning quality in higher education.