Revisiting pedagogical frameworks for enhancing multidimensional learning outcome among students. A hierarchical multiple regression analysis

This study revisits pedagogical frameworks to determine how teachers' beliefs, attitudes, competence, and training shape students' multidimensional learning outcomes across the cognitive, affective, and psychomotor domains. Although student development spans all three domains, existing research has largely focused on cognitive achievement. This study addressed this gap by analysing responses from 1887 teachers and 5667 students using a rigorously validated questionnaire. Hierarchical multiple regression analysis showed that all four pedagogical factors significantly predicted student learning outcomes. Pedagogical training (β = .41, p < .001) and beliefs (β = .37, p < .001) were the strongest predictors of cognitive achievement, indicating that structured professional development and well-formed teaching philosophies are essential for strengthening intellectual performance. In contrast, pedagogical attitudes (β = .43, p < .001) and competence (β = .39, p < .001) exerted greater influence on affective and psychomotor outcomes, demonstrating the importance of positive teacher dispositions and practical instructional skills in enhancing emotional engagement and hands-on abilities. Overall, the findings show that pedagogical attributes contribute differently to each learning domain. The study concludes that teacher education programs should adopt a holistic training model that integrates cognitive, affective, and psychomotor instructional strategies. Such an approach will equip teachers with balanced professional capacities necessary for improving students’ comprehensive learning outcomes. • All four pedagogical factors significantly predicted student learning outcomes. • Teacher training strongly predicts students' cognitive achievement. • Teacher beliefs also strongly influence cognitive performance. • Teacher attitudes mainly affect affective and psychomotor outcomes. • Teacher competence impacts emotional engagement and hands-on skills.