Abstract
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.
Highlights
Academic achievement refers to performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, in school, college or university (Mimrot, 2016)
Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacherstudent interaction strategies did not
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
Summary
Academic achievement refers to performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, in school, college or university (Mimrot, 2016). Pickard (2007) indicates that academic achievement is a multidimensional concept referring to factual, conceptual, procedural and meta-cognitive knowledge achievement. Conceptual knowledge refers to students’ ability to explain the concepts in their own words and transfer information to new situations (Pickard, 2007). Students’ academic achievement is important as far as work place performance is concerned one they have graduated. This is because academic achievement is associated with a combination of cognitive skills (technical knowledge, expertise and abilities), and personal or behavioural characteristics (principles, attitudes, values & motives), which are a function of an individual’s personality (Hodges & Burchell, 2003)
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