Evaluating the Impact of Instructional Strategies on Students’ Performance
Statistical Evidence from ANOVA and Tukey's HSD Post Hoc Test
DOI:
https://doi.org/10.48112/aessr.v6i1.1217Abstract
Abstract Views: 379
This study aimed to evaluate the most effective in-class instructional strategies that enhance the academic performance of pre and post-graduate students in Karachi, Pakistan. It reviewed the three instructional strategies, including the Lecture-Based Instructional Strategy, Activity-Based Instructional Strategy, and Constructivist Instructional Strategy. The targeted population of the study was comprised of the pre and post-graduate students currently enrolled in various public-sector universities in Karachi. The achieved scores for writing and reading English text from the students were measured along with the implemented instructional strategies in their classes. The findings reveal that the academic performance of pre and post-graduate students, in terms of writing and reading English text, differs based on the various in-class instructional strategies (teacher-centred, activity-based and constructivist). Since the constructive method was found to be producing the highest writing and reading scores, significantly outperforming both traditional lecturer-based and activity-based methods, the study recommends that teachers and curriculum developers consider the constructive instructional method.
Keywords:
Activity-Based Instructional Strategy, ANOVA and Post Hoc Tests, Constructivist Instructional Strategy, Lecture-Based Instructional Strategy, Students’ PerformanceReferences
Abdel Meguid, E., & Collins, M. (2017). Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Advances in Medical Education and Practice, 229-241. https://doi.org/10.2147/AMEP.S131851
Ahmad, N. A., Abd Rauf, M. F., Mohd Zaid, N. N., Zainal, A., Tengku Shahdan, T. S., & Abdul Razak, F. H. (2022). Effectiveness of instructional strategies designed for older adults in learning digital technologies: A systematic literature review. SN Computer Science, 3(2), 130. https://doi.org/10.1007/s42979-022-01016-0
Alam, M. A. (2023). From teacher-centered to student-centered learning: The role of constructivism and connectivism in pedagogical transformation. Journal of Education, 11(2), 154-167.
Andreucci-Annunziata, P., Riedemann, A., Cortés, S., Mellado, A., del Río, M. T., & Vega-Muñoz, A. (2023, March). Conceptualizations and instructional strategies on critical thinking in higher education: A systematic review of systematic reviews. In Frontiers in Education (Vol. 8, p. 1141686). Frontiers. https://doi.org/10.3389/feduc.2023.1141686
Caleb, E. E. (2024). Assessment of the skills requirement and need for implementing technology-enhanced and activity-based learning environments by technical teachers in south South Nigeria. Journal of Education in Developing Areas, 32(1), 287-298.
Darsih, E. (2018). Learner-centered teaching: What makes it effective. Indonesian EFL Journal, 4(1), 33-42. https://doi.org/10.25134/ieflj.v4i1.796
Diseth, Å. (2007). Students' evaluation of teaching, approaches to learning, and academic achievement. Scandinavian Journal of Educational Research, 51(2), 185-204. https://doi.org/10.1080/00313830701191654
Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010). Student engagement in very large classes: The teachers’ perspective. Studies in Higher Education, 35(7), 761-775. https://doi.org/10.1080/03075070903545058
Farr, M. J. (2012). The long-term retention of knowledge and skills: A cognitive and instructional perspective. Springer New York.
Fishman, B., Dede, C., & Means, B. (2016). Teaching and technology: New tools for new times. Handbook of Research on Teaching, 5, 1269-1334.
Hanneke, S. (2014). Theory of active learning. Foundations and Trends in Machine Learning, 7(2-3).
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.
Helmke, A., Schneider, W., & Weinert, F. E. (1986). Quality of instruction and classroom learning outcomes: The German contribution to the IEA classroom environment study. Teaching and Teacher Education, 2(1), 1-18. https://doi.org/10.1016/0742-051X(86)90002-8
Kay, R., MacDonald, T., & DiGiuseppe, M. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449-471. https://doi.org/10.1007/s12528-018-9197-x
Keengwe, J., Onchwari, G., & Onchwari, J. (2009). Technology and student learning: Towards a learner-centered teaching model. AACE Review (Formerly AACE Journal), 17(1), 11-22.
Kozanitis, A., & Nenciovici, L. (2023). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: A meta-analysis. Higher Education, 86(6), 1377-1394. https://doi.org/10.1007/s10734-022-00977-8
Marshall, G., & Jonker, L. (2011). An introduction to inferential statistics: A review and practical guide. Radiography, 17(1), e1-e6. https://doi.org/10.1016/j.radi.2009.12.006
Merrill, A. S. (2008). The impact of constructivist teaching strategies on the acquisition of higher order cognition and learning. Colorado State University.
Miller, C. J., McNear, J., & Metz, M. J. (2013). A comparison of traditional and engaging lecture methods in a large, professional-level course. Advances in Physiology Education, 37(4), 347-355. https://doi.org/10.1152/advan.00050.2013
Mishra, N. R. (2023). Constructivist approach to learning: An analysis of pedagogical models of social constructivist learning theory. Journal of Research and Development, 6(01), 22-29. https://doi.org/10.3126/jrdn.v6i01.55227
Nageen, S., ul Hussan, K. H., & Akmal, F. (2023). Role of Teacher for the Successful Implementation Activity Based Curriculum. VFAST Transactions on Education and Social Sciences, 11(1), 94-100. https://doi.org/10.21015/vtess.v11i1.1416
Naik, S. M., Bandi, S., Reddy, L., & Madhavi, K. B. (2024). Enhancing Student Engagement and Skills Development Through Activity-Based Learning: A Case Study of Classroom Transformation in the Digital Age. Journal of Engineering Education Transformations, 837-841.
Noor, S., Tajik, O., & Golzar, J. (2022). Simple random sampling. International Journal of Education & Language Studies, 1(2), 78-82. https://doi.org/10.22034/ijels.2022.162982
O'Brien, J. G., Millis, B. J., & Cohen, M. W. (2009). The course syllabus: A learning-centered approach. John Wiley & Sons.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Peled, Y., Pundak, D., & Weiser-Biton, R. (2020). From a passive information consumer to a critically thinking learner. Technology, Pedagogy and Education, 29(1), 73-88. https://doi.org/10.1080/1475939X.2019.1699853
Ramdani, F. (2025). Statistics descriptive and inferential. In Data Science: Foundations and Hands-on Experience: Handling Economic, Spatial, and Multidimensional Data with R (pp. 115-154). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-96-4683-8_4
Sezuo, S. I. (2022). Effect of constructivist teaching approaches on junior secondary school students’ performance, retention and attitude in algebra (Doctoral dissertation, University of Education Winneba). http://41.74.91.244:8080/handle/123456789/4139
Sun, Z. (2019). A study on the educational use of statistical package for the social sciences. International Journal of Frontiers in Engineering Technology, 1(1), 20-29. https://doi.org/10.25236/IJFET.2019.010102
Thomas, R. E. (1997). Problem‐based learning: Measurable outcomes. Medical Education, 31(5), 320-329. https://doi.org/10.1046/j.1365-2923.1997.00671.x
Trester, E. F. (2019). Student-Centered Learning: Practical application of theory in practice. About Campus, 24(1), 13-16. https://doi.org/10.1177/1086482219859895
Von Glasersfeld, E. (2012). A constructivist approach to teaching. In Constructivism in education (pp. 3-15). Routledge.
Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443-460. http://repository.iaincurup.ac.id/id/eprint/336
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
