Pedagogical strategies and academic achievement of students at Kyambogo and Makerere Universities

Abstract

The purpose of this study was to analyse 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. Guided by objectives and subjective research philosophies, the study adopted the positivist and interpretive paradigms. The study used the cross-sectional and correlational designs utilising a questionnaire and an interview guide. Data was collected from a sample of 375 students and 8 heads of departments. Quantitative data were analysed using descriptive and inferential analyses while qualitative data were analysed using thematic and content analyses. The main findings of the study revealed that student-centred strategy had a positive and significant influence on academic achievement of students as opposed to teacher-centred and teacher-student interaction strategies. It was concluded that the student-centred pedagogical strategy is essential for academic achievement of students. Indeed, the teacher-centred and teacher-student pedagogical strategies were found to be less affective teaching strategies for enhancing academic achievement of students. Therefore, it was recommended that lecturers in the universities should embrace the student-centred pedagogical strategy when teaching students and should also give less attention to either the teacher-centred pedagogical strategy or teacher-student pedagogical strategy.