PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA
DOI:
https://doi.org/10.47941/jep.314Keywords:
Academic achievement, Pedagogical strategies, Student-centred, Teacher-centred, Teacher-student InteractionAbstract
Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.
Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.
Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.
Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.
Downloads
References
Abrantes, J. L., Seabra, C., & Lages, L. F. (2007). Pedagogical affect, student interest, and learning performance. Journal of Business Research, 60(9), 960-964.
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037.
Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76-98.
Alzaghoul, A. F. (2012). The implication of the learning theories on implementing e-learning courses. The Research Bulletin of Jordan ACM, 11(11), 27-30.
Andala, O. H., & Ng’umbi, M. (2016). The teaching methods used in universities in Rwanda and their effect on the students’ academic performance. World Journal of Educational Research, 3(5), 1-18.
Andersen, I. G., & Andersen, S. C. (2017). Student-centred instruction and academic achievement: linking mechanisms of educational inequality to schools’ instructional strategy. British Journal of Sociology of Education, 38(4), 533-550.
Asoodeh, M. H., Asoodeh, M. B., &Zarepour, M. (2012). The impact of student-centred learning on academic achievement and social skills. Procedia-Social and Behavioural Sciences, 46, 560-564.
Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student's academic achievement: A meta-analysis study. Turkish Online Journal of Educational Technology-TOJET, 14(4), 143-156.
Baglin, J. (2014). Improving your exploratory factor analysis for ordinal data: A demonstration using FACTOR. Practical Assessment, Research & Evaluation, 19(5). 19(5). Available at: http://pareonline.net/getvn.asp?v=19&n=5. Mimrot, B. H. (2016). A study of academic achievement relation to home environment of secondary school students. The International Journal of Indian Psychology, 4(1), 30-40.
Bowlby, R. (2007). Attachment theory into practice: An overview. In K. S. Golding, Attachment theory into practice (Ed). Leicester, UK: The British Psychological Society.
Cardoso, A. P., Ferreira, M., Abrantes, J. L., Seabra, C., & Costa, C. (2011). Personal and pedagogical interaction factors as determinants of academic achievement. Procedia-Social and Behavioral Sciences, 29, 1596-1605.
Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the school of contemporary international studies Nagoya University of Foreign Studies, 5, 283-316.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of educational research, 77(1), 113-143.
Costello, A. B., & Osborne, J. W. (2005). Best Practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research and Evaluation, 10(7). Retrieved from: http://pareonline.net/getvn.asp?v=10&n=7
Ebanks, R. A. (2010). The influence of learner-centered pedagogy on the achievement of students in Title I elementary schools. Unpublished PhD Thesis of the North Central University, Prescott Valley, USA.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Geringer, J. (2005). A historical perspective of academic achievement in low socioeconomic status English language learners. Unpublished Masters Dissertation of University of Cincinnati, Cincinnati, USA.
Granot, D. (2014). Teacher-student attachment and student school adaptation: A variable centred and person centred analytical approaches. American Journal of Educational Research, 2(11), 1005-1014.
Grimes, J. W., &Allinsmith, W. (1961). Compulsivity, anxiety, and school achievement. Merrill-Palmer Quarterly of Behavior and Development, 7(4), 247-271.
Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American journal of pharmaceutical education, 72(5). Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630138/
Heyneman, S. P. (1976). Influences on academic achievement: A comparison of results from Uganda and more industrialized societies. Sociology of education, 49, 200-211.
Hodges, D., & Burchell, N. (2003). Business graduate competencies: Employers’ views on importance and performance. Asia-Pacific Journal of Cooperative Education, 4(2), 16-22.
Lak, M., Soleimani, H., & Parvaneh, F. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL Learners. Journal of Advances in English Language Teaching, 5(1), 1-10.
Lancaster, R. W. (2017). A comparison of student-centred and teacher-centred learning approaches in one alternative learning classroom environment. Unpublished PhD Dissertation, Arkansas State University, Arkansas, USA.
Lee, J. S. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340.
López, B. G., Bertomeu, I .M., Chornet, S. I., Olmedo, M. J. C., Félix, S. N. O. E. G. (2014). Revista Española de Pedagogía, 47. Available at: https://revistadepedagogia.org/.../ learning-centered- methodology-its-impact-on-learning...
Mimrot, B. H. (2016). A study of academic achievement relation to home environment of secondary school students. The International Journal of Indian Psychology, 4(1), 30-40.
Napoles, J., & MacLeod, R. B. (2016). Influences of teacher delivery, student engagement, and observation focus on pre-service teachers’ perceptions of teaching effectiveness. Journal of Music Teacher Education, 25(3), 53-64.
Olusegun, B. S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 5(6), 66-70.
Orlando, M. (2016). Training 21st century translators and interpreters: At the crossroads of practice, research and pedagogy. Berlin, Germany: Frank &Timme GmbH
Ormrod, J. E. (2004). Human learning (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Oskouei, N. N., & Saemian, F. (2012). Analysing and comparing the effects of two teaching methods, student-centered versus teacher-centered, on the learning of biostatistics at SBMU. Journal of Paramedical Sciences, 3(4), 17-24.
Ottman, L. (2007). The effect of student-directed versus traditional teacher-centered presentations of content on student learning in a high school statistics class. New Jersey, United States of America: Haddon Heights.
Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623-1640.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
Shapira-Lishchinsky, O. (2015). Simulation-based constructivist approach for education leaders. Educational Management Administration & Leadership, 43(6), 972-988.
Tebabal, A., & Kahssay, G. (2011). The effects of student-centered approach in improving students' graphical interpretation skills and conceptual understanding of kinematical motion. Latin-American Journal of Physics Education, 5(2), 374-381.
Watts, L., & Hogdson, (2019). Social justice theory and practice for social work: Critical and philosophical perspectives. Singapore: Springer
Zhao, N., Valcke, M., Desoete, A., Sang, G., & Zhu, C. (2014). Does teacher-centered teaching contribute to students’ performance in primary school? A video analysis in Mainland China. International Journal of Research Studies in Education, 3(3), 21-34.
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centred and/ or student-centred learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
