The influence of teaching styles on students’ academic performance in secondary schools: A case of Uganda

Abstract

This study examined the influence of teaching styles on the academic performance of students in secondary schools in Mbarara Municipality. The study adopted a cross sectional survey design which incorporated qualitative and quantitative approaches. The study used a sample of 216 respondents where 70 teachers, 138 students, 3 inspectors and 5 head teachers. Questionnaire survey method was used to gather data from both teachers and students whereas head teachers and inspectors of schools were subjected to in-depth interviews. Quantitative data was analyzed with help of descriptive statistics using SPSS while thematic analysis was used to analyze qualitative data. From the study findings, it was found out that learner centered and teacher centred teaching styles were commonly used in secondary schools of Mbarara Municipality but most importantly learner centred teaching styles were predominantly used. The study found out teaching styles influences the level of mastery of concepts and skills in aspects like communication, research, reporting and self-expression among others. The study recommends that teachers should employ a variety of teaching styles but most preferably learner centred styles need to be emphasized in order to promote student learning. Also, refresher courses among secondary school teachers to equip them with the most current effective teaching styles under tooling and re-tooling programmes. Teachers ought to be mindful when selecting the teaching styles and instructional materials that motivate learners in the teaching learning process