A Statistical Analysis of Teaching Methodologies and Their Impact on Students' Performance
DOI:
https://doi.org/10.5281/zenodo.18231005Abstract
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This study investigated the relative success of six different teaching strategies including teacher-centred, student-centred, interactive classroom, flipped classroom, adaptive learning, and online instruction on students' academic performance. The study employed a quantitative design grounded in interpretivism to collect data from students via a structured survey. Statistical tests were used to identify which methods of teaching are most effective on students’ performance, despite controlling for demographic variables such as Socioeconomic Status (SES). To determine statistical relationships between academic achievement and teaching strategies, three null hypotheses were developed. The findings suggest that interactive classroom techniques, which involve the combination of collaboration, feedback, and real-time interaction, prove to be the best ones to improve the performance, motivation, and retention rates of the students. The results also indicate that the influence of demographics is not absolute; it is not that the pedagogical effect of teaching style is insignificant. The paper presents evidence-based suggestions that can be adopted by teachers and policy makers to ensure that interactive and technology-based strategies are incorporated in higher learning institutions to enhance learning.
Keywords:
Academic performance, Interactive learning, Statistical analysis, Students' performance, Teaching methodsReferences
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