INFLUENCE OF TEACHING EFFECTIVENESS ON STUDENT ACADEMIC PERFORMANCE
Abstract
Teaching effectiveness is widely recognized as a critical factor influencing student learning and academic success. This study aimed to examine the influence of teaching effectiveness on student academic performance using a quantitative research design based on secondary data analysis. The dataset included variables related to teaching clarity, teaching helpfulness, feedback timeliness, and student-related factors such as attendance, study hours, and class participation. Descriptive statistics, correlation analysis, and multiple regression analysis were employed to analyse the data. The
results revealed that teaching effectiveness variables exhibited only weak relationships with student academic performance, with minimal predictive power observed in the regression model. Although factors such as feedback and teaching helpfulness showed slight positive associations, the overall findings suggest that academic performance is influenced by a broader set of variables beyond teaching effectiveness alone. The study concludes that while teaching effectiveness remains an important component of the educational process, its direct statistical impact on academic performance may be limited when considered in isolation. These findings highlight the need for a more comprehensive approach that integrates instructional, psychological, and contextual factors in understanding student achievement
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