Student-Centred Pedagogical Strategies and Academic Achievement of Students at Kyambogo and Makerere Universities

Harriet Ludigo; Christopher B. Mugimu; Anthony Muwaga Mugagga

doi:10.37284/eajes.7.1.1819

Harriet Ludigo, PhD Makerere University
Christopher B. Mugimu, PhD Makerere University
Anthony Muwaga Mugagga, PhD Makerere University

DOI: https://doi.org/10.37284/eajes.7.1.1819

Keywords: Active Learning, Contextual Learning, Motivation of Learners, Authority Sharing, Learning Facilitation

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Abstract

The study investigated the relationship between student-centred pedagogical strategies and academic achievement at Kyambogo and Makerere universities. Data on a sample of 375 students was obtained using a questionnaire following the cross-sectional research design. Quantitative data were analysed using correlation and regression analyses. All student-centred pedagogical strategies were positively and strongly correlated with academic achievement. Nevertheless, all of the regression analysis outcomes—except those for learning facilitation, active learning, and authority sharing—were in line with the correlational results. According to the study's findings, lecturers should prioritize group learning, contextual learning, and student motivation overactive learning, authority sharing, and learning facilitation. It was recommended that lecturers focus more on group learning, contextual learning, and learner motivation rather than active learning, authority sharing, and learning facilitation

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