Teaching strategies and academic performance of students in Uganda Technical Collage -Lira

Abstract

All academic institutions strive to achieve excellent student performance. To achieve such high performance, institutions use a combination of tactics that include classroom management styles, teaching methods, and systems for evaluating and assessing students. However, how these factors influence students' academic success at Ugandan technical colleges is unclear. As a result, this study studied the impact of instructional styles on students' academic performance at Uganda Technical College-Lira. The study used a mixed-method approach to investigate the impact of classroom management, instructional methods, and evaluation and feedback on students' academic performance at Uganda Technical College in Lira. Statistical and qualitative analysis of data collected using questionnaires and interviews, respectively, showed that (1) there was a weak positive relationship between classroom management and UTC-Lira students' academic performance; (2) there was a weak positive relationship between instructional approaches and UTC-Lira students' academic performance; and (3) a strong positive relationship existed between students' evaluation methods and UTC-Lira students' academic performance. According to the findings, effective classroom management requires well-trained teachers who always prepare their classes ahead of time.