APPRAISING THE EFFECTIVENESS OF CURRICULUM-BASED TEACHING METHODS ON STUDENTS’ ACADEMIC ACHIEVEMENT

Abstract

Curriculum-based teaching methods enhance students’ learning outcome that provides empirical evidence to reform the education system. A quantitative correlational study employed a survey design to collect data from respondents. The sample of the study consisted of 312 teachers selected through a simple random sampling technique to collect data. The validity was ensured by experts, and the reliability of the questionnaire was calculated using Cronbach’s alpha score of .882. Descriptive statistics mean, standard deviation, and inferential statistics of Pearson correlation and multiple regression analysis were employed to explore the phenomenon. The results of the Pearson correlation analysis indicated a moderate relationship among the dimensions of curriculum-based teaching methods and students’ academic achievement. Furthermore, there was a moderate relationship among curriculum-based teaching methods and students’ academic achievement.  The results of multiple regression analysis indicated a moderate effect of the dimensions, inquiry, problem solving, and discussion, while the rest of the dimensions of group work and question answering, have a weak effect on students’ academic achievement. Furthermore, the results of multiple regression analysis showed a moderate effect of curriculum-based teaching methods on students’ academic achievement.   The study results concluded that effective implementation of curriculum-based teaching methods is essential for optimizing students’ achievement. Based on the results of the study, it was recommended that policymakers, curriculum developers, teachers, and other relevant stakeholders play their role to strengthen instructional practices to improve the teaching learning process.