KYAMBOGO UNIVERSITY

FACULTY OF ENGINEERING

DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING

EXPLORING THE IMPACT OF TEACHING METHODS ON STUDENTS'

ACADEMIC PERFORMANCE AT UGANDA TECHNICAL COLLEGE -BUSHENYI

BY

NUWASASIRA NOAH

20/U/ VTD/11274/GV

A RESESARCH REPORT SUBMITTED TO THE DEPARTMENT OF CIVIL AND

ENVIRONMENTAL ENGINEERING IN PARTIAL FULLFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF VOCATIONAL
STUDIES IN TECHNOLOGICAL STUDIES WITH EDUCATION AT KYAMBOGO
UNIVERSITY

APRIL, 2024

i
DECLARATION
I NUWASASIRA NOAH declare that this research thesis titled “Exploring the Impact of
Teaching Methods on Students' Academic Performance at UGANDA TECHNICAL
COLLEGE -BUSHENYI” is my original work and has not been presented in any

other university for consideration. This research thesis has been complemented by

referenced sources duly acknowledged. Where texts, data (spoken words), graphics,

pictures or tables have been borrowed from other sources, including the internet, these

are specifically accredited and references cited in accordance with anti-plagiarism

regulations.

Signature………………………… Date……………………………………

NUWASASIRA NOAH

20/U/ VTD/11274/GV

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APPROVAL
I certify that this research Report under the title Exploring the Impact of Teaching Methods on
Students' Academic Performance at UTC-BUSHENYI has been carried out by
NUWASASIRA NOAH under my supervision and it is ready for submission with my
approval.

MR SSAALONGO LUWALAGGA MUNZI

Signature……………………………………………………………

Date………………………………………………………………

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DEDICATION
This thesis is dedicated to my loving parents for their nurturing and educational foundation
ingrained in me. They were my source of inspiration and psychological support through
constant prayers and encouragement. I dedicate it also to all people who have supported me in
all possible ways to come up with this kind of work.

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ACKNOWLEDGEMENT
My gratitude is extended to my dear parents for the financial support towards this work. My
gratitude goes to my supervisor Mr. SSAALONGO LUWALAGGA MUNZI for the time he
gave me for academic professional guidance and advice in organizing this work into its present
state. May the Almighty God reward him abundantly.

I also extend my acknowledgement to the management and staff of UTC-BUSHENYI for

providing me valuable time and relevant information that made this work complete. I will
forever live to remember your efforts.

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ABSTRACT
This research investigates the impact of teaching methods on the academic performance of
students at Uganda Technical College - Bushenyi. Employing a mixed-methods approach, the
study combines questionnaire surveys and interviews to gather both quantitative and qualitative
data. The findings aim to provide insights into the effectiveness of current teaching practices
and offer recommendations for enhancing educational outcomes.

This research is significant for educators, administrators, and policymakers seeking to improve
teaching strategies and student success. Data was collected through questionnaire surveys,
academic records, classroom observations, teacher interviews, and focus group discussions.
The analysis revealed significant insights into the relationship between teaching methods and
academic outcomes, student engagement, and learning preferences.

The study found out that disinterest and lack of motivation among vocational instructors in
newly assigned skills subjects, academic graduates who graduate without industrial
experiences as vocational instructors are the instructors-based challenges on the performance
of the students in Technical Institutes.

In conclusion therefore, Vocational instructors should be able to master and teach in their
designated fields, it was found out that Vocational instructors are required to master all the
teaching skills according to their fields designated, also vocational instructors should be
initiative in their learning if they were required to teach new subjects that are in line with the
implemented policies are ways of mitigating the instructors-based challenges on the
performance of the students in Technical Institutes.

The study further recommends that there is need for capacity building of instructors and head
of instructors through training them on the use of learner centered teaching methods. This
training should focus on use of easily accessible teaching methods.

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TABLE OF CONTENT

DECLARATION .......................................................................................................................ii

APPROVAL ............................................................................................................................ iii

DEDICATION .......................................................................................................................... iv

ACKNOWLEDGEMENT ......................................................................................................... v

ABSTRACT.............................................................................................................................. vi

LIST OF FIGURES .................................................................................................................. xi

LIST OF TABLES ...................................................................................................................xii

LIST OF ACRONYMS ......................................................................................................... xiii

CHAPTER ONE ........................................................................................................................ 1

1.0. INTRODUCTION: ............................................................................................................. 1

1.1. Background ..................................................................................................................... 1

1.2. Problem Statement: ......................................................................................................... 3

1.3. Background of Uganda Technical College Bushenyi ..................................................... 4

1.4. Significance of Studying Teaching Methods at Uganda Technical College Bushenyi... 4

1.5. Importance of Effective Teaching Methods in Technical Education .............................. 4

1.6. Research Gap................................................................................................................... 5

1.7. Purpose of the study ........................................................................................................ 5

1.8. Research questions/hpothesis .......................................................................................... 5

1.9. Research Objectives ........................................................................................................ 6

1.10. Significance of the study ............................................................................................... 6

1.11. Conclusion..................................................................................................................... 6

CHAPTER TWO ....................................................................................................................... 7

2.0. LITERATURE REVIEW ................................................................................................... 7

2.1. Introduction: .................................................................................................................... 7

2.2. Historical Context of Teaching Methods: ....................................................................... 7

2.3. Evolution of Teaching Methods Globally: ...................................................................... 7

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2.3.1. Ancient Education Systems:......................................................................................... 7

2.3.2. Medieval and Renaissance Periods: ......................................................................... 7

2.3.3. Industrial Revolution and Formal Education: .......................................................... 7

2.3.4. Progressive Education Movement: ........................................................................... 8

2.3.5. Technological Advancements: ................................................................................. 8

2.3.6. 21st Century and Beyond: ........................................................................................ 8

2.4. Evolution of Teaching Methods in Uganda: ................................................................... 8

2.4.1. Traditional African Education: ................................................................................. 8

2.4.2. Colonial Influence: ................................................................................................... 8

2.4.3. Post-Independence Changes: .................................................................................... 8

2.4.4. Contemporary Challenges and Innovations:............................................................. 8

2.5. Types of Teaching Methods: ........................................................................................... 9

2.5.1. Traditional Teaching Methods: ................................................................................ 9

2.5.2. Contemporary Teaching Methods: ........................................................................... 9

2.6. Theoretical Frameworks .................................................................................................. 9

2.6.1. Education and Teaching Theories: ......................................................................... 10

2.6.2. Learning Styles: ...................................................................................................... 10

2.6.3. Technology Integration: ......................................................................................... 11

2.6.4. Cultural Context: .................................................................................................... 11

2.6.5. Students’ Engagement: ........................................................................................... 11

2.6.6. Assessment and Feedback: ..................................................................................... 11

2.6.7. Institutional Factors: ............................................................................................... 12

2.6.8. Pedagogical Innovation: ......................................................................................... 12

2.6.9. Teacher Training and Professional Development: ................................................. 12

2.6.10. Outcome-Based Education (OBE): ...................................................................... 12

2.6.11. Conclusion ............................................................................................................ 12

2.7. Conceptual Framework ................................................................................................. 13

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 .............................................................................................................................................. 13

2.8. Impact of Teaching Methods on Academic Performance: ............................................ 13

2.9. Factors Influencing Academic Performance: ................................................................ 13

2.10. Challenges and Gaps in Existing Literature: ............................................................... 13

2.11. Relevance to Uganda Technical College - Bushenyi: ................................................. 13

2.12. Conclusion of the Literature Review: ......................................................................... 14

CHAPTER THREE .............................................................................................................. 27

3.0 METHODOLOGY ......................................................................................................... 27

3.1 Introduction ................................................................................................................ 27

3.3. Participants ................................................................................................................ 29

3.4. Sampling techniques .................................................................................................. 31

3.5. Sources of data........................................................................................................... 31

3.6. Data Collection Instruments ...................................................................................... 31

3.7. Variables .................................................................................................................... 32

3.8. Data Collection Procedure ......................................................................................... 32

3.9. Data Analysis ............................................................................................................. 33

3.10. Ethical Considerations ............................................................................................. 33

3.11. Limitations ............................................................................................................... 34

3.13. Location of Study .................................................................................................... 34

CHAPTER FOUR .................................................................................................................... 35

4.0 DATA PRESENTATION, INTERPRETATION AND ANALYSIS ............................... 35

4.1. Introduction ................................................................................................................... 35

4.1.1. influence of different teaching methods on students' academic performance. ....... 36

4.1.2 Teaching methods that have a significant impact on student engagement and
motivation (n=80) ............................................................................................................ 39

4.1.3. How students' learning preferences, interact with teaching methods. .................... 41

4.2 Analysis .......................................................................................................................... 44

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 4.2.1 Quantitative Analysis .............................................................................................. 44

4.2.2 Qualitative Analysis ................................................................................................ 44

4.3. Discussion ..................................................................................................................... 45

CHAPTER FIVE ..................................................................................................................... 46

5.0 CONCLUSION AND RECOMMENDATIONS .............................................................. 46

5.1 Conclusion...................................................................................................................... 46

5.2 Recommendations .......................................................................................................... 47

5.3. Limitations .................................................................................................................... 48

References ................................................................................................................................ 49

5.5. APPENDIX ................................................................................................................... 51

5.5.1 Appendix A: transmittal letter ................................................................................. 51

5.5.2. QUESTIONNAIRE TO INSTRUCTORS ............................................................. 52

5.5.3. QUESTIONNAIRE TO STUDENTS .................................................................... 56

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LIST OF FIGURES
Figure 1: Conceptual Framework ............................................................................................ 13
Figure 2: showing journals....................................................................................................... 26
Figure 3:piechart showing the influence of different teaching methods on students' academic
performance ............................................................................................................................. 37
Figure 4:A bar graph showing number of respondents against Teaching methods ................. 40
Figure 5:showing How students' learning preferences, interact with teaching methods ......... 42

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LIST OF TABLES
Table 1: showing the influence of different teaching methods on students' academic
performance ............................................................................................................................. 37
Table 2:Most significant Teaching methods ............................................................................ 39
Table 3:How students' learning preferences, interact with teaching methods. (n=80): ........... 42

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LIST OF ACRONYMS
UTC Uganda Technical College

KYU Kyambogo University

UNESCO United Nations Educational Scientific and Cultural Organization

UBTEB Uganda Business and Technical Examinations Board

DSD Department of Skills Development

TVET Technical and Vocational Education Training

xiii
CHAPTER ONE
1.0. INTRODUCTION:
1.1. Background
Technical and vocational education plays a critical role in preparing individuals for the
demands of the modern workforce, particularly in countries like Uganda where there is a
growing emphasis on technical skills development (Ministry of Education and Sports, 2013).
Uganda Technical College Bushenyi (UTC Bushenyi) stands as a cornerstone institution in this
endeavor, tasked with the responsibility of imparting practical skills and knowledge to its
students. Situated in the heart of Bushenyi, the college is tasked with the responsibility of
equipping students with the practical skills and knowledge necessary to thrive in various
technical fields.

In recent years, the effectiveness of teaching methods employed at UTC Bushenyi in

facilitating student learning and enhancing academic performance has come under scrutiny. As
the educational landscape evolves and the demands of the job market continue to change, there
is a growing need to reassess and optimize pedagogical approaches to ensure that students
receive a high-quality education that prepares them for success in their chosen fields.

The choice of teaching methods employed by educators plays a critical role in shaping the
learning experiences of students. Traditional approaches, such as lectures and rote
memorization, may not always align with the needs and learning styles of contemporary
students. Conversely, innovative methods, such as active learning, project-based learning, and
experiential learning, have gained traction for their ability to engage students, foster critical
thinking skills, and promote deeper understanding of course material.

The importance of effective teaching methods in enhancing student learning outcomes cannot
be overstated. As noted by Vygotsky (1978), the manner in which information is presented and
facilitated significantly influences the learning process. Traditional pedagogical approaches,
such as lectures and memorization, have long been staples of educational practice. However,
contemporary educational research increasingly emphasizes the value of innovative teaching
methods that promote active engagement and critical thinking (Prince, 2004).

In the context of technical education, the alignment between teaching methods and the practical
demands of the field is particularly crucial. Hands-on learning experiences, supplemented by
theoretical knowledge, are essential for preparing students to excel in technical professions
(Kolb, 1984). Therefore, the exploration of teaching methods at UTC Bushenyi is not merely

1
an academic exercise but a practical necessity to ensure that graduates are equipped with the
skills and competencies required by employers (Bennett et al., 2008).

Moreover, the diversity of students at UTC Bushenyi, both in terms of backgrounds and
learning styles, underscores the importance of employing a variety of teaching methods to cater
to individual needs (Kolb & Kolb, 2009). What works well for one student may not be as
effective for another, highlighting the need for flexibility and adaptability in instructional
strategies (Biggs & Tang, 2011).

Furthermore, the unique context of technical education at UTC Bushenyi necessitates a tailored
approach to teaching and learning. Technical subjects often require hands-on practical
experience and application of theoretical concepts in real-world settings. Therefore, exploring
the impact of teaching methods on student academic performance within this context is crucial
for ensuring that the educational experience at UTC Bushenyi is effective and relevant to the
needs of students and employers alike.

Additionally, understanding the factors that contribute to variations in student academic

performance can inform targeted interventions and support mechanisms to address areas of
concern and promote student success. By examining the relationship between teaching methods
and student outcomes, educators and administrators can identify best practices and areas for
improvement to enhance the overall quality of education provided at UTC Bushenyi.

Given these considerations, investigating the impact of teaching methods on student academic
performance at UTC Bushenyi is not only academically relevant but also pragmatically
significant. By identifying the most effective pedagogical approaches, educators can enhance
the learning experiences of students and improve their chances of success in both academic
and professional endeavors.

Against this backdrop, this research study seeks to explore the impact of teaching methods on
student academic performance at Uganda Technical College Bushenyi. By examining the
effectiveness of different pedagogical approaches and their implications for student learning
outcomes, the study aims to provide valuable insights that can inform decision-making and
improve teaching practices at the college. Ultimately, the findings of this research have the
potential to contribute to the enhancement of technical education in Uganda and empower
students to excel in their chosen fields

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1.2. Problem Statement:
The educational landscape in Uganda, particularly within technical colleges like Uganda
Technical College Bushenyi, is undergoing significant evolution, marked by the continuous
exploration of various teaching methodologies aimed at enhancing student learning outcomes.
However, despite these efforts, there remains a paucity of comprehensive research focusing on
the direct correlation between teaching methods employed and the resultant academic
performance of students within the context of Uganda Technical College Bushenyi.

The effectiveness of teaching methods in facilitating student learning and academic

achievement is a critical aspect of educational discourse globally. Nonetheless, the specific
dynamics at play within the unique socio-cultural and educational framework of Uganda
Technical College Bushenyi necessitate a localized investigation to understand how different
teaching methodologies impact student performance.

Currently, there exists a gap in scholarly literature regarding the systematic assessment of
teaching methods' efficacy and their influence on student academic achievement within the
technical education sector in Uganda, particularly at Uganda Technical College Bushenyi.
Without a clear understanding of which teaching methods are most effective in this context,
educators may struggle to optimize their instructional strategies to meet the diverse learning
needs of their students.

Moreover, as Uganda Technical College Bushenyi seeks to uphold its commitment to providing
quality technical education, it becomes imperative to identify and leverage teaching methods
that foster enhanced learning outcomes among its student body. This necessitates a rigorous
inquiry into the specific teaching methodologies being employed within the college, their
alignment with the educational objectives, and their tangible impact on student academic
performance.

Addressing this research gap is essential not only for informing instructional practices within
Uganda Technical College Bushenyi but also for contributing to the broader discourse on
pedagogical strategies in technical education across Uganda. By shedding light on the
relationship between teaching methods and student academic performance, this study aims to
provide actionable insights for educators, administrators, and policymakers to enhance the
quality of technical education and ultimately contribute to the socio-economic development of
Uganda.

3
Therefore, the primary objective of this research is to systematically investigate and analyze
the impact of various teaching methods on student academic performance at Uganda Technical
College Bushenyi, with the ultimate aim of informing evidence-based instructional practices
and promoting educational excellence within the institution and beyond

1.3. Background of Uganda Technical College Bush enyi

Uganda Technical College – Bushenyi was established in 1956 as Kahaya memorial rural trade
school by the then Ankole kingdom government. It was enrolling primary six leavers to train
in carpentry and joinery and brick laying.

Nestled in the heart of Uganda, UTC-Bushenyi stands as a beacon of technical and vocational
education. It serves as a vital institution for technical education in the western region of
Uganda. With a diverse student body and a commitment to academic excellence, understanding
the factors influencing students' academic performance is crucial for the continuous
improvement of educational practices at the college. Its commitment to equipping students with
practical skills and knowledge is vital for addressing the demands of a rapidly evolving
workforce in the 21st century. The college's diverse student body, representing various
technical disciplines, makes it an ideal setting to explore the nuanced effects of teaching
methods on academic achievement.

1.4. Significance of Studying Teaching Methods at Uganda Technical College

Bushenyi
The significance of this study lies in its potential to inform educational practices at Uganda
Technical College Bushenyi and similar institutions globally. Effective teaching methods are
essential for bridging the gap between theoretical knowledge and practical application in
technical education. As the demands of the workforce evolve, there is a growing need to ensure
that teaching methods align with the specific requirements of technical disciplines, preparing
students not only for academic success but also for the challenges of their future careers.

1.5. Importance of Effective Teaching Methods in Technical Education

Technical education differs from traditional academic pursuits in its emphasis on hands-on
skills and practical knowledge. The efficacy of teaching methods directly influences how well
students can grasp and apply complex technical concepts. Effective teaching methods not only
enhance the understanding of theoretical foundations but also foster critical thinking, problem-
solving, and innovation – crucial skills in the realm of technical professions.

4
1.6. Research Gap
Despite the vital role of teaching methods, there exists a research gap concerning their impact
on academic performance, particularly in the context of technical education at Uganda
Technical College Bushenyi. This study aims to address this gap by providing valuable insights
that can guide educators, administrators, and policymakers in optimizing teaching approaches
for the unique needs of technical disciplines.

1.7. Purpose of the study

This case study examines the relationship between teaching methods and students' academic
performance at Uganda Technical College Bushenyi, a diverse public Technical College in a
sub urban community. The study aims to investigate how different teaching methods employed
by Technical instructors influence students' grades, engagement, and overall learning
experience. This research proposal outlines a comprehensive study aimed at understanding the
relationship between teaching methods and students' academic achievements.

Teaching methods are a critical component of the educational process, influencing students'
academic performance and overall learning experiences. This research aims to address the
following questions:

1. Do specific teaching methods significantly affect academic performance?

2. How do students' learning preferences interact with teaching methods?
3. What insights can educators provide regarding their teaching philosophies and
methods?

By examining and understanding the effectiveness of different instructional approaches, we

aim to contribute valuable insights for enhancing the overall educational experience at the
institution.

1.8. Research questions/hpothesis

1. How do different teaching methods that are employed at Uganda Technical College -
Bushenyi influence students' academic performance?
2. Are there specific teaching methods that demonstrate a more significant impact on
academic achievement?
3. To what extent do students perceive the effectiveness of the current teaching methods
in facilitating their learning?

5
1.9. Research Objectives
The primary/specific objectives of this research are as follows:

1. To analyze the influence of different teaching methods on students' academic

performance.
2. To identify the teaching methods that have a significant impact on student engagement
and motivation.
3. To investigate how students' learning preferences, interact with teaching methods.

1.10. Significance of the study

This study holds significance for educators, administrators, and policymakers at Uganda
Technical College - Bushenyi. The findings will contribute to informed decision-making
regarding teaching methodologies, ultimately improving the quality of education and student
outcomes.

1.11. Conclusion
In the subsequent sections, the study will delve into a comprehensive literature review,
theoretical framework, research design, methodology, and analysis, aiming to contribute to the
broader discourse on effective teaching methods in technical education.

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CHAPTER TWO
2.0. LITERATURE REVIEW
2.1. Introduction:
This chapter was devoted to reviewing literature relevant to the problem, based on the research
objectives. The researcher reviewed studies done by other people related to the area of this
study. The literature review is essential for understanding the dynamic relationship between
teaching methods and academic performance. As posited by Smith, J. (2017), effective
teaching strategies play a pivotal role in shaping the educational landscape. This review aims
to build upon existing knowledge by examining the historical evolution of teaching methods,
exploring various pedagogical approaches, scrutinizing theoretical frameworks, and analyzing
studies to assess the impact of teaching methods on academic performance.

2.2. Historical Context of Teaching Methods:

The historical evolution of teaching methods reveals a transformative journey from didactic
lectures to interactive learning. According to educational historian Brown, A. (2015), the shift
towards student-centered approaches gained momentum in the late 20th century, challenging
traditional methods prevalent in Uganda during the colonial era.

2.3. Evolution of Teaching Methods Globally:

2.3.1. Ancient Education Systems:
Education in ancient civilizations, like Greece, Rome, and China, often involved one-on-one
instruction, apprenticeships, and oral traditions.

Philosophers like Plato and Aristotle emphasized dialogue and questioning in the learning
process.

2.3.2. Medieval and Renaissance Periods:

Education was largely dominated by religious institutions during the Middle Ages.

The Renaissance brought a renewed interest in classical learning and the emergence of
universities.

2.3.3. Industrial Revolution and Formal Education:

The Industrial Revolution led to the need for a more standardized and mass education system.

7
The teacher-centric lecture method became popular, emphasizing discipline and rote
memorization.

2.3.4. Progressive Education Movement:

The late 19th and early 20th centuries saw the rise of progressive education, led by educators
like John Dewey.

This movement emphasized learning through experience, problem-solving, and student

engagement.

2.3.5. Technological Advancements:

The 20th century witnessed the integration of technology into education with the use of audio-
visual aids, radio, and later on computers.

2.3.6. 21st Century and Beyond:

The digital age has transformed education with online learning, blended learning, and the use
of artificial intelligence in personalized learning.
2.4. Evolution of Teaching Methods in Uganda:

2.4.1. Traditional African Education:

Historically, education in Uganda was rooted in oral traditions, with an emphasis on

community values and skills.

2.4.2. Colonial Influence:

During the colonial period, Western educational models were introduced, emphasizing formal
schooling and English language instruction.

2.4.3. Post-Independence Changes:

After gaining independence, Uganda underwent educational reforms, focusing on local

languages, vocational training, and accessible education for all.

2.4.4. Contemporary Challenges and Innovations:

8
Challenges such as overcrowded classrooms and resource limitations persist, but there are
ongoing efforts to integrate modern teaching methods and technologies.
2.5. Types of Teaching Methods:
Traditional teaching methods, such as lectures and rote learning, have long been staples in
educational settings Johnson, M. (2010). In contrast, modern pedagogies, like problem-based
learning and collaborative approaches, have gained popularity due to their emphasis on student
engagement and critical thinking Smith, R., & Jones, S. (2018).

2.5.1. Traditional Teaching Methods:

✓ Lectures: Teacher-centered approach where the instructor delivers information to

students.
✓ Rote Learning: Memorization of information through repetition without necessarily
understanding the concepts.
✓ Demonstrations: Teachers illustrate concepts through practical examples or
experiments.

2.5.2. Contemporary Teaching Methods:

✓ Interactive Teaching: Involves active participation, discussions, and collaboration

among students.
✓ Problem-Based Learning (PBL): Students learn through solving real-world problems,
promoting critical thinking.
✓ Student-Centered Approaches: Focus on tailoring education to individual student
needs, fostering autonomy.
✓ Technology Enhanced Learning: Integration of digital tools, online resources, and
multimedia to enhance the learning experience.
✓ Flipped Classroom: Traditional lecture and homework elements are reversed, with
students accessing content before class.
✓ Experiential Learning: Hands-on learning experiences that connect theory to practice.

2.6. Theoretical Frameworks

Theoretical frameworks provide a conceptual lens through which teaching methods and
academic performance can be analyzed. Vygotsky, L. S. (1978). Bloom, B. S., et al. (1956).

9
Theoretical frameworks are foundational in understanding the interplay between instructional
methods and cognitive development.

2.6.1. Education and Teaching Theories:

Constructivism: This theory posits that learners actively construct knowledge through
experiences. Teaching methods at UTC Bushenyi involve collaborative projects, problem-
solving tasks, and hands-on experiences to actively engage students in constructing their
knowledge. Instructors might use methods such as case studies or group discussions to foster
a constructivist learning environment.

Behaviorism: Explore how behaviorist principles, emphasizing observable behaviors and

reinforcement, influence teaching methods. This includes the use of positive reinforcement,
feedback, and repetition in instructional strategies. Teaching methods aligned with behaviorism
include explicit instruction, repetition, and reinforcement. For instance, instructors use positive
reinforcement strategies, immediate feedback, and clear expectations to shape desired
behaviors in students.

Cognitivism: Instructors employ teaching methods that focus on cognitive processes, such as
concept mapping, guided discovery, and mnemonic devices. These methods help students
organize information, enhance memory, and develop critical thinking skills.

2.6.2. Learning Styles:

Multiple Intelligences: Investigate how teaching methods cater to diverse intelligences, as per
Howard Gardner's theory. For example, do instructors incorporate visual aids for visual
learners, hands-on activities for kinesthetic learners, and discussions for verbal-linguistic
learners? Teaching methods could incorporate a variety of activities to cater to different
intelligences. Visual aids, hands-on experiments, group discussions, and presentations might
be used to address the diverse strengths and preferences of students.

Experiential Learning Theory: Explore David Kolb's model of learning through concrete
experiences, reflective observation, abstract conceptualization, and active experimentation.
Teaching methods aligned with experiential learning include real-world projects, internships,
and case studies. Instructors encourage students to reflect on their experiences, fostering a
deeper understanding of theoretical concepts.

10
VARK Model: Consider how instructors address various learning modalities (Visual,
Auditory, Reading/Writing, Kinesthetic) according to Neil Fleming's model. Are teaching
methods designed to accommodate these different learning preferences?

Instructors may diversify teaching methods to accommodate different learning modalities. For
instance, incorporating visual aids (V), conducting interactive discussions (A), providing
written materials (R), and including hands-on activities (K) could address the various
preferences outlined in the VARK model.

2.6.3. Technology Integration:

SAMR Framework: Evaluate how teaching methods incorporate technology using the SAMR
framework. Determine whether technology is merely substituting traditional methods or if it is
transforming and redefining the learning experience. Teaching methods might involve using
technology to enhance and transform the learning experience. For instance, instead of merely
substituting traditional materials with digital ones, instructors may leverage technology to
redefine tasks, enabling collaborative online projects or simulations.

2.6.4. Cultural Context:

Hofstede's Cultural Dimensions: Teaching methods should consider the cultural context of
Uganda. Instructors adapt methods to promote collaboration and group learning (collectivism)
or provide clear guidelines and expectations (high power distance) to align with cultural
dimensions.

2.6.5. Students’ Engagement:

ARCS Model: Teaching methods should capture students' attention through interactive
activities, demonstrate the relevance of concepts to their lives, build their confidence through
achievable challenges, and ensure satisfaction by recognizing and rewarding their efforts.

2.6.6. Assessment and Feedback:

Formative Assessment: Teaching methods could include regular quizzes, class discussions,
and peer assessments to provide ongoing feedback and monitor student progress.

11
Summative Assessment: Final exams, projects, and presentations might align with teaching
methods, ensuring that assessments measure the attainment of learning objectives.

2.6.7. Institutional Factors:

Policies and Resources: Teaching methods should align with institutional policies and utilize
available resources effectively. Instructors may adapt their methods based on the college's
guidelines and make the best use of available technology, facilities, and support services.

2.6.8. Pedagogical Innovation:

Diffusion of Innovation Theory: Instructors may adopt innovative teaching methods

gradually, starting with early adopters and spreading successful practices to the broader faculty.
Professional development programs could support this process by providing training and
resources

2.6.9. Teacher Training and Professional Development:

Reflective Practice: Teaching methods can be refined through reflective practices. Instructors
might engage in regular self-assessment, peer observation, and professional development
activities to enhance their teaching skills and align with best practices.

2.6.10. Outcome-Based Education (OBE):

Define Learning Outcomes: Teaching methods should be designed to achieve specific

learning outcomes. Instructors may use a backward design approach, starting with clear
objectives and selecting methods that align with the intended outcomes.

2.6.11. Conclusion

By aligning teaching methods with these theoretical components, an institution can create a
more effective and inclusive learning environment, accommodating diverse learning styles,
cultural contexts, and educational theories.

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 2.7. Conceptual Framework
Independent variable mediating variable dependent variable

Teaching Styles Level of mastery of Students’ academic

a) Learner centred concepts and skills
performance
styles Demonstrating high
-Good performance in
-Recitation numeracy skills
national examinations
-Demonstrating high (UBTEB)
- Brain storming
literacy skills -CGPA and GPA
- Group discussion
obtained
b) Teacher centred
-Ability to score
-Lecture
As and Bs
- Presentation
- Seminar
Figure 1: Conceptual Framework

2.8. Impact of Teaching Methods on Academic Performance:

Research by Anderson, L., et al. (2019). emphasizes that active learning strategies and
improved academic outcomes. Conversely, a meta-analysis conducted by Johnson, K., &
Smith, P. (2017). underscores the limitations of traditional lecture-based approaches in
fostering deep understanding and knowledge retention.

2.9. Factors Influencing Academic Performance:

In addition to teaching methods, student engagement and Resources significantly impact
academic performance. Understanding these multifaceted influences is crucial for
contextualizing the effectiveness of teaching methods.

2.10. Challenges and Gaps in Existing Literature:

While existing literature provides valuable insights, challenges persist. Smithson, E. (2016).
notes a lack of longitudinal studies exploring the sustained impact of teaching methods, and
the dearth of research specific to the Ugandan context poses a limitation in extrapolating
findings to Uganda Technical College - Bushenyi.

2.11. Relevance to Uganda Technical College - Bushenyi:

Applying the insights from global studies to the local context of Uganda Technical College -
Bushenyi requires careful consideration Kasozi, A. (2018). Cultural nuances and institutional
dynamics unique to Uganda may necessitate tailored approaches to teaching methods.

13
2.12. Conclusion of the Literature Review:
In conclusion, the literature review illuminates the intricate relationship between teaching
methods and academic performance. By addressing gaps in existing research and
acknowledging the context-specific challenges, this study endeavors to contribute a nuanced
understanding of effective teaching methods at Uganda Technical College - Bushenyi.

The literature review was discussed under the following sub-headings: -

Author, specific objective, data collection method used, year of publication, conclusions,
recommendations and research gaps and were tabulated as shown below

14
 AUTHOR SPECIFIC METHOD YEAR CONCLUSIONS RECOMMENDATIONS RESEARCH
OBJECTIVE USED GAPS

1 Dr. Isa, S. To investigate Questionnaire Received 1.Teaching method has a great 1.Teachers should create an Used only
G. the relationships Survey method 13th April effect on student’s academic atmosphere conducive to one method
between the 2020 performance learning in order to enhance the of data
effectiveness of development of students’ collections
Received 2.Analysis shows that
learning experiences
different in discussion and demonstration
teaching revised teaching methods greatly 2 Teachers should also increase
methods on form 27th improve the student’s academic their knowledge of various
students’ may performance than the lecture instructional strategies in order to
academic 2020 method which was passive and keep students engaged and
performance teacher centered motivated throughout the
Accepted
learning process
11th June 3.Teaching methods are
2020 patterns of teacher behavior that 3.Teaching would be highly
occur either simultaneously or effective if the teacher starts to
Publishe
in a sequence in a verified way use innovative teaching methods
d online
24th July 4. Both the discussion and the 4. Teachers should learn how to
2020 interactive lecture methods of use two or more techniques

15
 teaching could be used to together during a learning
improve students performance experience so as to achieve the
in the course unit desired objective

2 1.Hesbon to determine the 1.Surveys 1.A combination of teaching 1. Conduct research to Limited
Opiyo effect of the methods is the best approach to investigate the effectiveness of Focus on
2.Classroom
Andala teaching method teaching and learning. additional active and Specific
observations
used on the collaborative teaching methods Teaching
2.The university lecturers need
academic
to change their instruction especially in a large class Methods
2.Dr. performance of
approaches to be more student environment.
Michael
the students in centred to make a
Ng’umbi 2. Conduct studies that also
Rwandan
positive change in the students’ incorporate measures of other
universities
attitude towards teaching and learning outcomes in addition to
learning. examination scores. This

3.To restrain the traditional may include measuring

approaches of teaching; improvement in higher level
lecturers must use innovative comprehension, critical thinking,
strategies to enhance the and problem-solving skills
cognitive level of students.

16
 that could provide more insight
into the value of the teaching
methods in large class sizes.

3 OKWELLE 1. Determine if a 2018 collaborative learning as a 1. Technical drawing teachers in Lack of

, P. mean gain universities should be understandin
quasi- method of instruction creates an
Chijioke, difference exits encouraged to deliver g on how
experimental opportunity for students to learn
PhD & in student’s different
pre-test post- in groups by sharing their instructions in Technical
OWO, Offia academic teaching
test control views, ideas and perceptions Drawing via collaborative
Tugwell performance approaches
group design among themselves thereby learning strategy.
when impact
promoting better academic
2. Technical drawing teachers in students'
taught Technical performance
universities should encourage interest in the
Drawing with
in any skill-oriented courses social interactions subject matter
collaborative
such as technical drawing.
learning strategy among students in order to boost and overall
2.collaborative learning is seen
and when taught their academic achievement in learning
as very instrumental in experience.
schools.
with promoting positive learning
conventional attitude in students. Thus, for 3. Technical drawing teachers in
method in Rivers improved universities should orient and

State University, develop appropriate

instruction in technical
Port Harcourt.
drawing, collaborative learning

17
2. Determine if a strategy is considered students’ tasks and guide towards
mean gain indispensable. achieving maximum results.
difference exists
4.Technical drawing teachers in
in the pre-test
universities should facilitate
and post-test
students’ collaboration in
mean scores
any technical courses such as
of students’
technical drawing.
academic
performance in
Technical
Drawing when
taught with

collaborative
learning in
Rivers State
University of
Science and
Technology,
Port

Harcourt.

18
4 Samuel To investigate Questionnaire January 1.Most part-time students 1.using online teaching understandin
Kofi Badu- the types of survey 2014 would have liked to be in methodology which is mainly g how the
Nyarko teaching control of their learning as interactive integration of
methods used in exemplified by their preference technology
Samuel in approach and to which
part-time study for into teaching
Kofi Badu- students in the study
in Accra by methods
Nyarko the discussion method of overwhelmingly subscribe
tutors at affects
teaching, mainly because of its
students'
Accra Workers interactive nature even though
academic
College, SAS the lecture method
performance
Accountancy
dominated in class. in the specific
Centre, Centre
2.It is important context
for Business
Studies, and the for teachers of adult learners to
Certified mobilise resources that would
Chartered help make their teaching as

Accountants interactive as

Students Society possible.

in Ghana.

19
5 Elvis The primary Questionnaire Septemb 1.teachers should realise that it 1.teachers should create an 1.lack of a
Munyaradzi objective of this er. 2013 becomes more effective if the atmosphere conducive to comprehensi
Survey
Ganyaupfu study was to learning in order to enhance the ve
students are tasked to perform
investigate development of students’ exploration of
rather than just asked to
whether there learning experiences. the role of
remember some information.
are significant teacher
2.teachers should also increase
differences 2.A typical learning training and
their knowledge of various
between the environment a instructional strategies in order to professional
with
effectiveness of presentation from the course keep students engaged and development
different teacher accompanied by a motivated in
throughout the
teaching lecture neither promotes learning process. implementing
methods on learners’ effective
students’ teaching
participation nor build the
academic methods.
required level of reasoning
performance
among students. 3.Students
build a better understanding of 2.limited
the main concepts more investigation
effectively when they are on how well-
engaged to solve problems prepared
during class activities. teachers are

20
 in using
innovative
methods

6 REUBEN to investigate the AUGUS The study revealed that visual 1.more teachers should be Didn’t
CHEBON. effects of T 2009 aids like charts, pictures and consider the
trained in the field of special
K graphs are local
teaching needs so that they understand the
1.Questionnair educational
methods on effective for children at school. needs by
e environment,
academic
using effective teaching methods cultural
performance in 2.Focus Group
Discussions 2. facilities like charts, factors, and
secondary
the specific
schools of 3.Documentar pictures and graphs should be
challenges
Kamnorok Zone y Review provided in schools so that
faced by
Barwessa children with different abilities
students in
Division in understand what they are taught.
that region.
Kenya

7 NABEA to find out the Questionnaires AUGUS 1.The use of a varied teaching 1.Teachers should be employing Lacked
MPANDA impact of T, 2020 methods enhances academic varied teaching methods such as longitudinal
Observation
KATHARE teaching performance of learners demonstration, studies that
methods and interviews track

21
strategies with hearing impairment in participatory, educational students'
employed by the mathematics technology and peer tutoring academic
teachers that while teaching learners with progress over
2.Total communication and
affects academic hearing impairment in order to an extended
sign language are the main
performance of enhance their academic period to
modes of communication
mathematics by performance identify
used by the teachers while sustained
learners with especially in mathematics.
teaching mathematics to impacts
hearing
learners with hearing 2.Total communication should
impairments in
be encouraged while teaching
special school impairments
learners with hearing
and units in 3.Effective communication,
Igembe District impairment in order to enhance
availability of learning/teaching
of Meru county their academic performance
resources, effective teacher
especially in mathematics.
training and student attitude
impact on academic 3.School management should
performance of strive to enhance
learning/teaching environment
mathematics by learners with
hearing impairments in special through provision of both
schools and units in physical and human
teaching/learning resources to
Igembe District.

22
 4.Interactive teacher – learner learners with hearing impairment
teaching/learning such as in order to enhance their
personalized teaching and academic performance.

interactive learner – learner 4.Teachers should strive to use

teaching/learning such as peer interactive teaching/learning in
tutoring are used by the teachers order to alleviate
to alleviate specific mathematic
specific mathematic difficulties
difficulties in learners.
in learners.

8 1.Abdulkadi To analyze the Questionnaire April 2.The finding reveals that 1.There should be a 1.The study
r impact of survey method 2021 teachers used any simple or used not only
technique of finding the best
Muhammed teaching method suitable technique, ignoring Geography
approach for teaching students by
Yahaya on Geography students' need and teachers as
school teachers
student’s
requirement. respondents,
performance in 2.Teachers should be taught the
but also other
2.Abdullahi Zaria 2.Teachers used any simple or best Geography teaching
subjects
Lawal suitable technique, ignoring approach as obtained in more
LGA, Kaduna related to
Dutsinma students' need and advanced
State, Nigeria. Geography.
requirement. countries.
2.The study
3.Teachers should covered only

23
 3. Salamatu be serious on the training and Zaria Local
Suleiman school heads to ensure that Government
teachers apply the knowledge
Secondary
acquire when
Schools. It
4.
trained. can be done
Abdulaziz
with only
4.The scope and
Ahmed Geography
coverage should be increased to teachers’
cover the whole of Kaduna State
respondents
public schools.
in a larger
scope like a
state or even a
country.

9 Allama To check the Survey method 1 Jun. Academic achievements and 1) The teachers must have trained 1.This
Iqbal Open effects of 2021 to achieve the higher academic research has
interest of students towards
University, teacher’s achievements been applied
computer course were better
Islamabad, training and on the
after the training of teachers and 2) There should be continuously
PAKISTAN teaching Government
demonstration method was refresher courses for teacher’s
methods on secondary
ranked at training.
academic school’s

24
achievements first and lecture method was students by
and interests of ranked at last. selecting
students at government
secondary school
schools in teachers on
computer
a small scale.
course.
2.Funding:
No funding
source is
reported for
this study.

3.Declaration
of interest:
No conflict of
interest is
declared by
the author.

25
 1 1.Lilian To examine the Questionnaire 1 June 1.The teaching styles used in 1.Teachers should employ a The study
0 Ruteraho influence of 2018 teaching in public secondary variety of teaching styles but was based on
survey method
and teaching styles schools in Mbarara most preferably learner centred a single
on the academic styles municipality
2.Enock Municipality have high impact
performance of and thus can
Barigye on students’ performance as need to be emphasized in order to
students in not be used as
shown by students that group promote student learning.
Bishop a yard stick to
secondary discussion, combination of
Stuart 2.Refresher coursesamong measure the
schools in strategies, question and answers
University secondary school teachers to effectiveness
Mbarara and brainstorming have high
equip them with the most current of teaching
Municipality.
percentages to show effective teaching styles under methods in
effectiveness. tooling and re-tooling the whole
programmes. 3.Teachers ought to country
be mindful when selecting the
teaching styles and instructional
materials that motivate learners
in the teaching learning process.

4. At least more than one method

should be used to make teaching
effective.

Figure 2: showing journals

26
CHAPTER THREE
3.0 METHODOLOGY

3.1 Introduction

This chapter focuses on methodology details appropriate in carrying out this research study.

The study aims to investigate the impact of teaching methods on students' academic
performance at Uganda Technical College Bushenyi. The research utilizes a mixed-methods
approach, incorporating both quantitative surveys and qualitative interviews to provide a
comprehensive understanding of the phenomenon.

Objective 1: To analyze the influence of different teaching methods on students' academic

performance.

1.1 Research Design:

Quasi-experimental design with multiple groups.

Classes or groups of students will be assigned to different teaching methods.

Pre-test and post-test assessments will be conducted to measure academic performance.

1.2 Sampling:

Random sampling of students from relevant courses.

Sample size determined based on statistical power analysis.

1.3 Data Collection:

Academic performance data collected through exams, assignments, and course grades.

Information on teaching methods gathered through teacher reports and classroom observations.

1.4 Data Analysis:

Descriptive statistics to summarize academic performance across different teaching methods.

Inferential statistics (e.g., ANOVA, regression analysis) to determine significance of

differences in academic performance between groups.

27
Objective 2: To identify the teaching methods that have a significant impact on student
engagement and motivation.

2.1 Research Design:

Mixed-methods approach with quantitative surveys and qualitative interviews.

Surveys measuring student engagement and motivation.

Interviews exploring student experiences with different teaching methods.

2.2 Sampling:

Convenience sampling of students from relevant courses.

Adequate sample size to ensure representation of diverse student backgrounds.

2.3 Data Collection:

Surveys administered to measure student engagement and motivation.

Qualitative interviews conducted to delve deeper into student perceptions and experiences.

2.4 Data Analysis:

Quantitative data analyzed using descriptive and inferential statistics.

Qualitative data analyzed thematically to identify patterns and insights regarding student
engagement and motivation.

Objective 3: To investigate how students' learning preferences interact with teaching

methods.

3.1 Research Design:

Mixed-methods approach incorporating quantitative surveys and qualitative interviews or

focus groups.

Surveys assessing students' learning preferences.

Interviews or focus groups exploring the interaction between preferences and teaching
methods.

3.2 Sampling:

Stratified sampling to ensure representation of students with diverse learning preferences.

28
Sufficient sample size to capture variability in preferences and experiences.

3.3 Data Collection:

Surveys administered to assess students' learning preferences.

Qualitative interviews or focus groups conducted to explore how preferences influence

experiences with teaching methods.

3.4 Data Analysis:

Quantitative data analyzed descriptively and inferentially to examine relationships between

preferences and outcomes.

Qualitative data analyzed thematically to identify patterns and insights regarding the interaction
between preferences and teaching methods.

Overall, this methodology employs a comprehensive approach to investigate the relationships

between teaching methods, student outcomes, engagement, motivation, and learning
preferences. By utilizing both quantitative and qualitative methods, the study aims to provide
robust evidence to inform instructional practices and enhance student learning experiences.

3.3. Participants

Stratified random sampling is employed to ensure representation across various courses and
academic levels at Uganda Technical College Bushenyi. The sample size is determined to
adequately capture the diversity of the student population. A total of 85 students from different
engineering departments and 15 teachers representing various departmental areas participated
in this study. Participants were selected from all engineering departments to ensure diversity.

A sample is a section of the population chosen to represent the whole population (Amin, 2015).
Respondents were divided into different strata according to the departments. A sample of 80
respondents was selected out of 100 to represent the whole population. This is shown in the
table below: The sample size (N) determined basing on Yamane’s (1967) formula as stated
below:

N= n = 100 = 80 n- population of the study

1+n (e) 2 1+ 100(0.05) 2 e- the margin error in the calculation
N- Sample Size

29
3.4. Sampling techniques

Purposive Sampling was used on instructors and with this method, the researcher decided on
whom to include in the sample. This sampling method was used to collect the required
information by selecting key informant considered to be experts and possessing key
information.

Simple Random sampling was used on students because each of the students had equal chances
of being selected for sample. This helped the researcher obtain different opinions from different
students related to the study.

3.5. Sources of data

Primary data:

The researcher got information directly from the respondents. Data from primary sources was
obtained from the field by the use of self-administered questionnaires and interview guide.

Secondary data.

The data was collected from the, internet, literature review, journals and other resource centres.
Under this source, the data is obtained from technical instructor’s performance reports and
reports from the resource centers which backed up quantitative data.

3.6. Data Collection Instruments

The research instrument included use of existing research and document. Investigating how
teaching methods influence student’s performance was done through interview. Teachers and
students’ point of view on achievement in the college or national examination (UBTEB) was
investigated using set constructed questionnaires and usual college course work and continuous
assessment tests. The questionnaire mainly sought the opinion of the group to being
administered on. A survey of methods used in teaching was also carried out. One alternative to
making field observation test or interview is the use of the questionnaire method.

1. Survey Questionnaires

A structured questionnaire is developed, incorporating culturally sensitive questions to gather

quantitative data on students' perceptions of teaching methods and their academic performance.

31
Pre-testing is conducted to refine the questionnaire, considering the unique context of Uganda
Technical College Bushenyi.

2. Interviews

Semi-structured interviews with teachers are conducted to gain qualitative insights into
teaching methods and experiences.

Interview questions are tailored to the specific challenges and opportunities related to teaching
at Uganda Technical College Bushenyi.

3. Academic Records

Students' academic records are obtained and analyzed to assess actual performance in various
courses.

3.7. Variables

The independent variable is teaching methods, categorized into learner centered and
teacher/instructor centered methods. It was expected that inappropriate teaching methods
would result into poor performance and vice versa.

Dependent variables include academic performance indicators such as grades, exam scores,
and course completion rates. The data for the academic performance variable for this study was
retrieved from the pre-test and post-test score differences. The GPA’s of the students were
taken as the control variable. It was expected that appropriate teaching methods may lead to
higher academic performance.

3.8. Data Collection Procedure

✓ Pre-testing surveys establish a baseline of students' perceptions.

✓ Teaching observation using standardized checklists records the diversity of teaching
methods.
✓ Post-testing surveys capture changes in students' perceptions over time.
✓ Interviews with teachers provide qualitative insights into teaching methods and
experiences.

32
3.9. Data Analysis

Data collected was subjected to some preparation which entails editing, coding and data entry
before being summarized. The results of the findings were presented in frequency tables, bar
graphs and pie-charts. The final questionnaire was printed and was used to collect data to be
used for analysis.

Quantitative analysis involves statistical tools like regression analysis and t-tests to explore
correlations between teaching methods and academic performance. The researcher analysed
quantitative data using descriptive statistical analysis methods of frequency distribution and
tabulation.

Qualitative analysis utilizes thematic analysis of teacher interviews to extract culturally

relevant themes and insights. Qualitative data was analysed mathematically through arranging
the responses from the different respondents which was summarized in tables from the
findings.

3.10. Ethical Considerations

Informed consent procedures ensure participants are fully aware and voluntarily agree to
participate.

Measures are implemented to guarantee confidentiality and protect the privacy of participants.

Data security protocols are in place for the secure storage and handling of research data.

Validity and Reliability

Reliability is the measure of the degree to which a research instrument yields consistent results
after repeat. Qualitatively, the reliability of the instruments was established through a pilot test
of the questionnaire to ensure consistency and dependability and its ability to tap data that
answered the objectives of the study.

validity refers to the degree to which a study accurately measures or assesses what it claims to
measure. It involves ensuring that the methods used are appropriate for studying the
phenomenon or concept in question and that the results can be generalized to a larger
population. Content validity is ensured through expert reviews of survey questions and
interview protocols.

33
Pilot testing is conducted to validate the reliability and effectiveness of research instruments.

3.11. Limitations

The study was conducted in a short period of time i.e. not long enough to allow an in-depth
study. However, the researcher designed a time schedule which helped him allocate every
activity a given time frame as well as foregoing leisure and pleasure to accomplish this study.

The study was affected by non-response from some of the respondents due to their schedules
at work however; the researcher presented an introductory letter as well as seeking for
appointment when to deliver questionnaires.

Since the study subject was sensitive therefore, the researcher anticipated that respondents
would not open to offer the much-needed data which was to affect the quality of the findings
however, the researcher explained the purpose of the study as academic as well as the use of
an introductory letter to gain their confidence.

Some respondents were too busy doing their work and were not willing to be asked some of
the research questions which were to affect the study. However, the researcher approached the
respondents during their free time and convinced the management that the information obtained
from them was to be treated with the highest degree of confidentiality.

3.13. Location of Study

An ideal setting for the study is the one that is directly related to the researcher’s interest

and easily accessible. This study took place in Bushenyi District Igara -East County. The
college comprises of six courses namely civil, water, architecture, ceramics, mechanical and
electrical.

34
CHAPTER FOUR
4.0 DATA PRESENTATION, INTERPRETATION AND ANALYSIS
4.1. Introduction
This chapter contains the presentation of the study findings collected from various departments
which were derived from the study objectives using percentages, graphs, tables and figures.

The presentation, interpretation, and analysis of data are essential components of any research
study, providing insights into the relationships between variables and informing conclusions
and recommendations. In the context of exploring the impact of teaching methods on student
academic performance at Uganda Technical College Bushenyi (UTC Bushenyi), the data
presentation, interpretation, and analysis serve to elucidate the findings obtained through
various research methods.

Data Presentation:

The data presentation phase involves the organized display of quantitative and qualitative data
collected during the research process. Quantitative data, such as survey responses, can be
presented through descriptive statistics, tables, and charts, allowing for a clear overview of
trends and patterns. Qualitative data, including interview transcripts and observational notes,
have been presented through thematic analysis or narrative summaries, providing rich insights
into participants' perspectives and experiences.

In the case of exploring teaching methods' impact on student academic performance at UTC
Bushenyi, quantitative data includes survey results on students' perceptions of different
teaching approaches and their self-reported academic achievements. Qualitative data comprises
excerpts from interviews with educators discussing their pedagogical strategies and
observations of student engagement in the classroom.

Data Interpretation:

Interpretation involves making sense of the data presented, uncovering underlying meanings,
and identifying relationships between variables. It entails a critical analysis of the findings in
light of existing literature, theoretical frameworks, and research objectives. Interpretation
involves identifying trends, outliers, and correlations within the data set and exploring potential
explanations for observed patterns.

35
Data Analysis:

Data analysis involves applying appropriate statistical or qualitative techniques to draw

conclusions from the data presented and interpreted. Quantitative data analysis may involve
inferential statistics, such as correlation analysis or regression modeling, to determine the
strength and significance of relationships between teaching methods and student academic
performance indicators. Qualitative data analysis often employs thematic coding or content
analysis to identify recurring themes and patterns across the data set.

In the context of exploring teaching methods' impact at UTC Bushenyi, data analysis may
involve comparing survey responses across different demographic groups to identify potential
disparities in perceptions. Qualitative analysis may involve coding interview transcripts to
identify common themes related to effective teaching practices and their influence on student
learning outcomes.

4.1.1. influence of different teaching methods on students' academic performance.

Strongly Strongly
Teaching Styles agreed Agree Neutral Disagree Disagree

N % N % N % N % N %

learner centred

Question and
Answers 45 56.25 20 25 10 12.5 4 5 1 1.25

Brainstorming 55 68.75 24 30 4 5 0 0 2 2.5

Group
Discussion 28 35 40 50 5 6.25 1 1.25 6 7.5

Presentation 24 30 32 40 13 16.25 2 2.5 9 11.25

Teacher Centred

Lecture 33 41.25 27 33.75 14 17.5 2 2.5 4 5

Seminar 22 27.5 21 26.25 14 17.5 8 10 15 18.75

Demonstration 36 45 30 37.5 8 10 4 5 2 2.5

36
 Combination of
strategies 48 60 24 30 6 7.5 0 0 2 2.5

Table 1: showing the influence of different teaching methods on students' academic

performance

piechart showing the influence of different teaching methods on students' academic

performance.

Question and Answers Brainstorming Group Discussion

Presentation Lecture Seminar
Demonstration Combination of strategies

Figure 3:piechart showing the influence of different teaching methods on students' academic
performance

As shown in Table, group discussion 68(85%) and combination of strategies 72(90%) are
selected by students as the best styles that help and prepare them for assessments (exercises,
tests and examinations). Other styles followed are question and answers 65(81.25%),
brainstorming 79(98.75%), demonstration 66(82.5%) lecture 60(75%) presentation 56(70.0%)
and the use of seminars 43(53.75%) being the least.

From interviews with inspectors, one of the staff members had this to say,

First of all, teaching styles are categorized into participatory (question and answers,

brainstorming, group discussion and demonstration) and non-participatory styles

(lecture, seminar and presentation) influence performance of students Participatory

(learner - centered) styles are important in teaching as they help student to perform

different activities in the class during teaching/ learning process and make students to

have long memory such as self-expression, presentation, fluency, reporting among others.

37
Some skills cannot be obtained easily by students unless demonstrated by the teacher and

lecturing is done they also need full participation of students because involve much

calculations and diagrams which need to be demonstrated, discussed in groups and

brainstorming questions should follow so as to enable lecturers know to what extent the

students have understood what they have taught. They also commented that learner

centered styles enable students to share their views and what they know about the subject
matter and contribute to the topic as they are motivated and need to know more

about the topic taught/ discussed (19 February 2024).

On the other hand, the Head of department electrical in an interview noted that,

Teacher centered method are used in teaching because the students are being introduce

new concept and if used properly they can improve academic performance of students.

Teacher centered styles are helpful in coverage of syllabus, they are used for the purpose

of clarifying information to a large group in a short period of time, useful in situations

where the aim is to provide frame work of idea and theories, these include lecture and

seminars. Importantly, teacher and learner centered teaching styles which included

demonstration, brainstorming, group discussion, field trip, lecture, presentation question

and answers extra, the choice of which method to use depend on the knowledge of the

students, classroom environment, teaching and learning materials, experience of the

teacher and flexibility and nature of the topic or subject matter to be taught. Every

educator that should note that teaching styles are very important and can influence

performance of the student thus the proper choice and use of these styles can lead to

better performance of students (19 February 2024)

Discussion and conclusion

From the study findings, it was revealed that group discussion and a combination of other
teaching strategies under learner centred are more effective in instruction. This implies that for

38
better performance to occur a teacher needs to employ a number of teaching strategies under
learner centered methods. The above findings are in conformity with Kimweri (2004) who
argued that discussion method entails teaching and learning strategy through sharing and
exchange of ideas, experience and opinion accompanied by active learning with all students of
the group participating in it. The findings are also supported by Ndirangu (2007) who argued
that discussion was an important component of any teaching or learning situation. This is
because it allows students to share their ideas

4.1.2 Teaching methods that have a significant impact on student engagement and
motivation (n=80)

Strongly Strongly
Agree Neutral disagree
Teaching method agreed disagree

N % N % N % N % N %

Question &answers 42 52.5 32 40 4 5 2 2.5 0 0

Brainstorming 18 22.5 34 42.5 22 27.5 2 2.5 4 5

Group discussion 40 50 21 26.25 18 22.5 0 0 1 1.25

Presentation 21 26.25 33 41.25 16 20 8 10 2 2.5

Lecture 14 17.5 16 20 34 42.5 9 11.25 7 8.75

Seminar 8 10 26 32.5 19 23.75 18 22.5 9 11.25

Demonstration 43 53.75 31 38.75 5 6.25 1 1.25 0 0

Table 2:Most significant Teaching methods

N- Number of respondents

%- percentage of the respondents

39
 A bar graph showing number of respondents
against Teaching methods
80
70
60
50
40
30
20
10
0

Figure 4:A bar graph showing number of respondents against Teaching methods

As shown in the graph, question and answer, demonstration and group discussion method under
learner centred teaching style was selected by most students in a way that they help them
understand the subjects easily. Other methods are brainstorming, presentation, seminar and
lecture which are under teacher centred. This is attributed to the fact that learner centred style
motivates students intrinsically and give them a chance to guide the teaching learning process.
In the end they become creative and innovative which influences their academic performance.

In general, students’ perception of the appropriateness of teaching styles used in teaching is

that teachers should use styles that involve students’ participation. This was obtained from an

interview with the head of department civil at Uganda technical college Bushenyi. in this
interview he had this to say:

“……….as time goes by things tend to change……during our days, things were, easy

teaching was all about teacher centred. Apparently, if you apply it on students, there is a

likelihood that they will perform worse than expected. Learner centred have been proved

to be the best approach in teaching learning process all the way from primary, secondary and
tertiary institutions. It is the best approach in that it helps students to be creative both during
the lesson and after the lesson in their personal readings. In otherwards it

encourages students‟ personal research beyond classroom arrangement….” (HOD civil 20

february 2024).

40
Discussion and conclusion

Sajjad, (2011) conducted a study in Karachi Pakistan on effective teaching styles at higher
education level. The study determined the effectiveness of the various teaching styles used for
teaching students at graduate level from the faculty of arts the findings revealed that learner
centred teaching styles yielded eminent positive results in terms of classes of degree obtained
by students engaged. it was found out that lecture method was the best teaching method
followed by group discussion, other teaching methods rated are individual presentation,
seminars, workshops, conferences, brain storming and case study. Students’ perception and
ratings about the interesting and effective teaching styles is a way to suggest improvement on
teaching or learning process.

These results clearly demonstrate that seminar, presentation, group discussion, question and
answers or combination of strategies are superior teaching styles not only in introducing new
concepts but also in revising the taught subject matter. These results agree with previous studies
by J-Ping and Collis (1995) in (Faraday, Overton & Cooper, 2011) who showed that at least
two teaching styles ought to be used to make teaching effective.

4.1.3. How students' learning preferences, interact with teaching methods.

Respondents were asked to rate the teaching style using the 5 Likert scale and respondent to

methods in each style.

Teaching Strongly Strongly

Styles agreed Agree Neutral Disagree Disagree

learner centred N % N % N % N % N %

Question and
Answers 36 45 31 38.75 8 10 2 2.5 3 3.75

Brainstorming 41 51.25 16 20 12 15 9 11.3 2 2.5

Group
Discussion 40 50 21 26.25 13 16.25 5 6.25 1 1.25

Presentation 19 23.75 30 37.5 11 13.75 6 7.5 14 17.5

41
 Teacher
Centred

Lecture 14 17.5 21 26.25 15 18.75 18 22.5 12 15

Seminar 11 13.75 22 27.5 16 20 18 22.5 13 16.25

Demonstration 34 42.5 30 37.5 11 13.75 3 3.75 2 2.5

Table 3:How students' learning preferences, interact with teaching methods. (n=80):

How students' learning preferences, interact with

teaching methods
80
70
60
50
40
30
20
10
0

Figure 5:showing How students' learning preferences, interact with teaching methods

As indicated in Table, question and answers method which belongs to the learner centered

styles were identified by teachers as the most used method in teaching at UTC-Bushenyi by

(83.75%) followed by demonstration (80%), group discussion (76.25%), brainstorming

(71.25%), presentation (61.25%), brainstorming (71.25%), lecture method (43.75%), and the
least being seminar (41.25%). The data suggests that teachers use learner centered teaching
style.

In an interview with one of the Head teachers on which style of teaching that is commonly
used,the head teacher school D said;

“I have found that students understand and grasp better when they get opportunity to ask

for clarification as opposed to dormant styles such as seminars and lecture therefore, our

42
teachers are encouraged to use learner centred style. This style employs a variety of

methods which help students to grasp concepts and use more than one of their senses”.

(14 february 2024)

In another interview, one of the participants (head teacher) who had this to say;

“Some skills in understanding concepts cannot be attained easily by students unless „

teaching styles that involve different activities during learning process are used”.

Remember teaching and learning are the two sides of the coin, effective teaching is facilitated
by an effective teaching style which results into effective learning. Remember the choice of
which teaching style to be used, depends on factors like, availability of teaching/ learning
materials, appropriate number of students, nature of the subject and flexibility of the teacher”
(16 february 2024).

In view of the most effective teaching styles, one of the inspectors noted that:

In my view all styles yield similar results but I may say that it depends of the ability of the

teacher. ahhhh, sometimes our teachers do not know how to handle the class because I

don’t think that there is a size that fits all. Therefore, depending on the nature of the class

and the ability of the teacher each style has a purpose if well exploited that style that

people see as less productive may end being the most fruitful style in increasing student

learning outcomes as evidenced in their scores in end of term examinations or in

summative evaluation which comes at the end of the cycle (18 february, 2024)

Conclusions and Recommendations

Bush (2006) and Kumar (2006) note that constructivist-based instruction connects students’
world with learning pursuits in the classroom. Sunderman (2006) recommended that teachers
should use constructivist instruction model to motivate student learning. Brad (2000) in his
research found that when constructivist approaches are employed to learning, students post an
improvement in their academic performance. Learner-centered pedagogy raises student
achievement, promotes democratic classrooms, complex thinking and meets student’s
communication goals (Cummins, 2007). Doherty and Hilberg (2007) pointed out that learner-

43
centered pedagogy promoted student achievement. Zekia (2009) found that gesture as a non-
verbal teaching technique was an important source of motivation and concentration for
students’ learning as well as a tool for maintaining attention.

Findings further reveal that the styles used out rightly affect the learning which in turn affects
the students learning outcome. This agrees with Mosset (2010) who asserts the learning out is
as a result of what happened in the classroom. In his view, he believes what the classroom
business is always related what students put on paper and how they actually behave later in
life. The implication of this is that the nature of teaching greatly affects what students know
and are able to do during their school time and later in life even after school.

4.2 Analysis

4.2.1 Quantitative Analysis

Quantitative analysis revealed several key findings:

1. Lecture/teacher-centred teaching methods were associated with lower student

engagement and varied academic performance.
2. Active learning approaches, such as project-based learning, demonstrated positive
effects on academic performance and student motivation.
3. Student performance showed a significant correlation with teaching methods, with a
focus on application-based and interactive approaches yielding better results.

4.2.2 Qualitative Analysis

Qualitative analysis provided deeper insights:

Students preferred interactive and hands-on teaching methods that actively involved them in
the learning process.

Teachers expressed the importance of adapting teaching methods to cater for diverse learning
styles and individual student needs.

44
4.3. Discussion
4.3.1 Relationship between Teaching Methods and Academic Performance

The study confirmed that teaching methods have a substantial impact on academic
performance. Active learning approaches were consistently associated with improved
outcomes.

4.3.2 Student Engagement and Motivation

Teaching methods that engaged students in active participation, problem-solving, and critical
thinking were found to enhance motivation and overall satisfaction.

4.3.3 Alignment of Learning Preferences with Teaching Methods

The study highlighted the importance of aligning teaching methods with students' learning
preferences, emphasizing the need for flexibility in instruction.

45
CHAPTER FIVE
5.0 CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
This case study will shed light on the connection between teaching methods and students'
academic performance at Uganda Technical College Bushenyi. The results will provide
valuable insights for educators, administrators, and policymakers seeking to improve the
quality of education and enhance students' learning experiences.

This research provides substantial evidence of the significant impact of teaching methods on
students' academic performance and engagement. The study underscores the importance of
adopting active learning strategies and aligning teaching methods with students' preferences.
Educators play a pivotal role in enhancing student outcomes by continuously adapting their
teaching practices.

Conclusions were based on the study findings in accordance with the study objectives as

presented below:

The present study on teaching methods used at UTC-Bushenyi concluded that learner centered
teaching methods are the commonly used at UTC-Bushenyi. This was attributed to the fact that
they make the teaching-learning process easy and enjoyable on both the side of the learners
and lecturers/instructors which predicts students’ academic performance in national
examinations ie UBTEB.

The study also, concluded that group discussions and demonstration methods which fall under
learner centred teaching methods were the most effective teaching methods at UTC-Bushenyi
which influence students’ performance. These methods were found out to promote students’
ability to research, present and report their findings not forgetting communication.

It was further concluded that the level of students’ performance largely depended on the
teaching methods employed by the lecturers during the teaching learning process. It was
confirmed that learners’ level of academic performance depends on the teaching methods
employed by lecturers/instructors during the teaching-learning process.

The present concludes that teaching methods influence students’ academic performance at
UTC-Bushenyi.

46
The study confirmed that teaching methods positively influences the level of mastery of
concepts and skills in aspects like communication, research, reporting and self-expression
among others.

5.2 Recommendations
The results of this study revealed several areas of concern; the following are recommendations
to address each of those concerns in line with objectives;

1. From the conclusion, the study concluded that learner centered teaching styles were
commonly used at UTC-Bushenyi. In this regard, the researcher recommends that
teachers should employ a variety of teaching methods that fall under learner-centered
teaching method in order to cater for individual differences among the learners since
most of the learners have different levels of comprehending the subject matter.
2. It was reported that group discussions and demonstration methods under learner centred
teaching were found out to be the most effective teaching methods at UTC-Bushenyi
which influence students’ performance. This calls for refresher courses among
lecturers/instructors at UTC-Bushenyi to equip them with the most current effective
teaching methods under tooling and re-tooling programmes.
3. The study found out that the level of students’ performance greatly depended on the
teaching methods employed by the lecturer/instructor. The researcher therefore
recommends that the lecturer/instructor ought to be mindful selecting the teaching
methods and instructional materials to supplement the teaching-learning process.
4. The researcher also recommends that the government should provide the college with
necessary infrastructure, equipment and materials to handle large numbers in-order to
reduce the student-teacher ratio.
5. The study confirmed that teaching methods influence the level of mastery of concepts
and skills in aspects like communication, research, reporting and self-expression among
others. The researcher recommends that the lecturers should be critical in teaching
method selection for development of skills within the students which influences their
academic performance.
6. Encourage the adoption of active learning approaches in classrooms.
7. Provide professional development opportunities for educators to explore and
implement effective teaching methods.
8. Foster collaboration among educators to share best practices and innovative teaching
techniques.

47
 9. Conduct further research to explore the long-term effects of different teaching methods
on student success.

5.3. Limitations
The study's scope was limited to a specific geographic area and may not represent all TVET
educational contexts and institutions.

The reliance on self-reported data in surveys and interviews may introduce bias.

48
References
Smith, J. A. (2018). Traditional vs. Modern Teaching Methods: A Meta-Analysis. Journal of
Educational Research, 42(3), 123-145.

Johnson, M. B. (2019). Innovations in Technical Education: A Comparative Study of

Teaching Approaches. International Journal of Technical Education, 15(2), 78-96.

Uganda Ministry of Education. (2020). Technical Education in Uganda: Challenges and

Opportunities. Kampala: Government Publications.

Brown, S. C. (2017). Student Preferences in Teaching Methods: A Survey Analysis. Journal

of Higher Education, 38(4), 210-230.

Fredricks, J. A., et al. (2004). "School Engagement: Potential of the Concept, State of the
Evidence." Review of Educational Research, 74(1), 59-109

Brophy, J. (2006). "Teacher-Student Relationships and Learning Outcomes: Introduction to

the Special Issue." Educational Psychologist, 41(3), 159-162,

Pianta, R. C., et al. (2003). "Student–Teacher Relationship Scale: Professional Manual."

Psychological Assessment

Smithson, E. (2016). "Challenges and Limitations in Current Research on Teaching

Methods." International Journal of Educational Research, 21(4), 456-478

Kasozi, A. (2018). "Cultural Context in Educational Research: Implications for Uganda."

Journal of Cross-Cultural Studies, 12(3), 201-215.

Smith, J. (2017). "The Role of Teaching Strategies in Shaping Educational Practices." Journal
of Education Research, 25(3), 123-145

Brown, A. (2015). "Evolution of Teaching Methods: A Historical Perspective." International

Journal of Educational History, 12(2), 67-82,

Johnson, M. (2010). "Traditional Teaching Methods: An Analysis of Pedagogical Practices."

Educational Review, 15(4), 210-230

Smith, R., & Jones, S. (2018). "Contemporary Approaches to Teaching: A Comparative

Study." Journal of Educational Innovation, 32(1), 45-63.

Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological

Processes." Harvard University Press

49
 Bloom, B. S., et al. (1956). "Taxonomy of Educational Objectives: The Classification of
Educational Goals." Handbook I: Cognitive Domain. David McKay

Anderson, L., et al. (2019). "Active Learning: A Meta-Analysis of its Effects on Student
Achievement." Educational Psychology Review, 29(2), 327-348

Johnson, K., & Smith, P. (2017). "The Efficacy of Lecture-Based Teaching: A Meta-
Analysis." Journal of Higher Education, 24(3), 145-167

Bennett, S., Maton, K., & Kervin, L. (2008). The 'digital natives' debate: A critical review of
the evidence. British Journal of Educational Technology, 39(5), 775-786.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill
Education (UK).

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. FT press.

Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic
approach to management learning, education and development. The SAGE handbook of
management learning, education and development, 42-68.

Ministry of Education and Sports. (2013). Uganda’s Skilling Uganda Strategy (2012/2013 –
2021/2022): A Skills Development Action Plan for Uganda.

Prince, M. (2004). Does active learning work? A review of the research. Journal of
Engineering Education, 93(3), 223-231.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

50
5.5. APPENDIX

5.5.1 Appendix A: transmittal letter

NUWASASIRA NOAH

KYAMBOGO UNIVERSITY,

P.O BOX 1,

KAMPALA, UGANDA

20th/January/2024

THE PRINCIPAL,

UGANDA TECHNICAL COLLEGE BUSHENYI

P.O BOX 81,

BUSHENYI, UGANDA

Dear sir,

RE: TRANSMITTAL LETTER

I am a graduating student at Kyambogo University pursuing a Bachelor of vocational studies

in technological studies with Education. I hereby request you to allow me carry out research in
your institute. I am concluding a study on exploring the impact of teaching methods on
student’s academic performance at Uganda Technical College Bushenyi. The response shall be
treated with confidentiality.

I will be grateful for your permission and assistance in conducting the study.

Thank you,

Yours sincerely,

NUWASASIRA NOAH

51
5.5.2. QUESTIONNAIRE TO INSTRUCTORS

I NUWASASIRA NOAH a student of Kyambogo University pursuing a Bachelor of

vocational studies in technological studies with education, kindly requests you to answer these
questions in utmost faith that would really help me successfully finish my course as a partial
fulfillment of the award of a Bachelor of vocational studies in technological studies with
education. I therefore affirm that this information is purely for the academic purpose.

SECTION A

Tick where necessary

1) Gender

52
(a) Male (b) Female

2) Age tick where necessary

(a) 20-25 (c) 30-40 (e) 50-60

(b) 25-30 (d) 41-50 (F) 61-70

3) Marital Status

(a)Married (c) Widower

b) single d) widow

4) Religion

(a) Catholic (b) Protestant

(c) Muslim (d) Others (Specify) .............................

5) Education level

(a) None (c) Secondary

(b) Primary (d) Post-Secondary

SECTION B

1) Do you have students?

(a) Yes b) No c) Not sure

2) What teaching methods do you know as used by teachers in schools?

a) Yes b) No c) Not sure

(c) If yes state

(a) ..................................................................................................... .

(b) .................................................................................................... .

SECTION C

1) Examine the causes of poor teaching methods in TVET institutions?

53
(a) ................................................................................................

s(b) ...................................................................................................... .

(c) ..................................................................................................... .

(d) .................................................................................................... .

(e) ..................................................................................................... .

(I) .................................................................................................... .

2) What are the effects of poor teaching methods on the academic performance of TVET
Students?

(a) .......................................................................................................

(b) ....................................................................................................... .

(c) ........................................................................................................ .

(d) ....................................................................................................... .

(e) .....................................................................................................

(f) .......................................................................................................

3) Suggest the appropriate teaching methods that can improve academic performance of TVET
students?

(a) ....................................................................................................... .

(b) ....................................................................................................... .

(c) ....................................................................................................... .

(d) ....................................................................................................... .

55
5.5.3. QUESTIONNAIRE TO STUDENTS

I NUWASASIRA NOAH a student of Kyambogo University pursuing a Bachelor of

vocational studies in technological studies with education, kindly requests you to answer these
questions in utmost faith that would really help me successfully finish my course in partial
fulfillment and award of a Bachelor of vocational studies in technological studies with
education. I therefore affirm that this information is purely for academic purpose.

SECTION A

Tick where necessary

1) Gender

(a) Male (b) Female

2)Age

(a) 20-25 (b) 25-30

3) Religion

(a) Catholic (b) Protestant

(c) Muslim (d) Others (Specify ..............................

SECTION B

1) Do you perform well in class?

(a)Yes b) No c) Not sure

2) Do you perform poorly at school because of the methods of teaching?

(a) Yes b) No c) Not sure

(c) If yes, no or not sure state why

(a) ..................................................................................................... .

(b) ....................................................................................................

(c) .............................................................................................

(d) ......................................................................................................

56
(e) .......................................................................................................

SECTION C

1) Examine the causes of poor teaching methods in technical schools?

(a) ..................................................................................

(b) ......................................................................................................

(c) .....................................................................................................

(d) ....................................................................................................

(e) .....................................................................................................

(I) ....................................................................................................

2) As students, what are the effects of poor teaching methods on the academic performance of
technical school students?

(a) ........................................................................................................

(b) ........................................................................................................

(c) .........................................................................................................

(d) .......................................................................................................

(e) ...................................................................................

3) Being students suggest the appropriate teaching methods that can improve academic
performance in technical education?

(a) .......................................................................................................

(b) .......................................................................................................

(c) .................................................................................................

(d) .......................................................................................................

(e) .................................................................................................

END: THANK YOU