Teacher centred strategy and academic achievement of students in public Universities of Uganda

Abstract

This study explored the relationship between teacher-centred strategies and academic achievement of students in Ugandan public universities. Using the cross-sectional research design, data were collected using a questionnaire and an interview guide on a sample of 375 students and 8 heads of departments. Quantitative data involved use of descriptive and inferential statistical analyses while qualitative data were analysed using thematic and content analyses. Correlation results revealed that teacher-centred strategies including immediate feedback, continuous/repeat practice and reinforcement had a positive and significant relationship with students’ academic achievement. Nevertheless, results generated from the regression analysis were also consistent with correlation results except for reinforcement. The conclusion of the study was that immediate feedback and continuous practice are important teaching strategies but reinforcement is relatively less effective strategy in enhancing academic achievement. It was recommended that lecturers should focus on giving immediate feedback to their students as well as promote continuous practice.