Student Achievement Spectrum: Investigating Pedagogical Diversity and Teacher Methodology Perceptions

Abstract

The study examined the relationship between teachers' teaching methods and the academic performance of 150 undergraduate and Master's students from various fields of study. It contains a structural sample strategy to ensure the inclusion of individuals from various fields. A quantitative research methodology was used to administer a structured survey questionnaire, which was designed through a systematic literature review, in order to analyze students' diverse perspectives on teaching methods, academic performance, and demographic information. The independent variables consisted of perceptions of Teaching Methodologies and different pedagogical approaches, whereas the academic performance of students was the dependent variable. The statistical studies performed using SPSS software encompassed descriptive, regression, and factor analyses, revealing the connections between teaching approaches and academic success. The results emphasized the crucial significance of interactive, learner-focused instructional approaches in promoting enhanced academic performance. The active participation of students and the use of diverse teaching methods had a substantial impact on student achievement, emphasizing the importance of flexible instructional strategies. Nevertheless, traditional teacher-centered approaches demonstrated restricted influence. Although this study has limitations in terms of sample size and reliance on self-reported data, it highlights the need for an adaptable educational approach that incorporates evolving teaching methods to improve student outcomes. The research provides useful insights into effective pedagogical methods, advocating for a versatile and learner-centered educational environment. The study highlights the need for a better understanding of teaching methods' impact on academic performance to improve educational outcomes, resource allocation, curriculum development, and policy formulation.