Relationship of Classroom Teaching Strategies and Students’ Academic Achievement at Higher Sector

Abstract

The study’s objective was to explore teachers’ opinions about the uses of classroom teaching strategies at the university level. The study’s population of concern included all science and social sciences faculty from two universities (Bahauddin Zakariya University and The Women University) in the Multan district. The sample of the study consisted of 200 teachers. Only the faculty of science and social sciences were selected from these universities. From this faculty, 10 teachers were selected from each department. The questionnaire was developed for teachers for data collection. The questionnaire contains 35 items for the teacher’s opinion and a five-point Likert scale was used for scoring. Data were entered on the SPSS sheet after the completion of data collection. Several statistical methods were applied to obtain the findings about the teacher's opinion like percent, frequency, and standard deviation, and inferential statistics, T-test or ANOVA was used for demographic information. After a complete analysis of the result, it is clear that most of the respondents express high levels of agreement with statements related to teaching practices, emphasizing the positive relationship between various teaching strategies on student learning and academic achievement. Teachers should use various teaching methodologies, pedagogical methods, and technology integration to enhance the learning experience and academic outcomes for students.