Abstract
The purpose of this study was to find out the impact of teachers’ teaching strategies on the academic achievements of middle-section students, particularly in Mathematics. To achieve this, an experiment was carried out under the umbrella of quantitative study. Pre and post-test were taken. The experimental group participants were taught by implementing teaching strategies and controlled group participants were taught by lecture-based methods. The data was gathered from 7th-grade students at private high schools. There were 25 participants in each group. Hypotheses were being tested against the research questions, The descriptive and inferential statistics showed beyond doubt that learning through innovative strategies had a greater impact on the academic achievements of middle school students than learning through lecture-based methods.
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