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TEACHING METHODS AND STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT: The objective of this study was to investigate the differential effectiveness of teaching methods on students’ academic performance. A sample of 109 undergraduate students from the College’s Department of Economic and Business Sciences was used for the study. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer. The differential effectiveness of the three teaching methods on student academic performance was analysed using the General Linear Model based univariate ANOVA technique. The F(2, 106) statistic (= 10.125; p < 0.05) and the Tukey HSD post-hoc results indicate significant differences on the effectiveness of the three teaching methods. The mean scores results demonstrate that teacher-student interactive method was the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method.
KEYWORDS: teacher-centered, student-centered, teacher-student interactive and performance