DIDACTIC TEACHING AND ACADEMIC ACHIEVEMENT: EXPLORING THE CONNECTION

Abstract

The effectiveness of teaching methods in shaping learning outcomes is a topic of extensive discussion within educational circles. However, this discourse often lacks empirical grounding due to a paucity of evidence linking students' performance to specific instructional approaches. Addressing this gap, this paper leverages data from a cohort of English secondary schools to investigate the association between teaching methods and educational outcomes.

Commencing with a comprehensive review of the literature, the paper examines the diverse perspectives on teaching methodologies and their potential impact on student achievement. Subsequently, it provides a detailed description of the dataset employed in the study, elucidating the methodology and scope of the research. Employing rigorous statistical analysis, the paper explores the relationship between teaching methods and students' academic performance, thereby contributing to a deeper understanding of effective pedagogical practices.

The findings of the statistical analysis are critically discussed, offering insights into the implications for educational practice and policy. By bridging the gap between theory and practice, this study aims to inform educators, policymakers, and stakeholders about the efficacy of different instructional approaches in secondary education.