The Effect of Instructional Methods on Students’ Academic Performance in Ghana
DOI:
https://doi.org/10.54536/jtel.v2i2.3219Keywords:
Instructional Methods, Face-To-Face Instruction, Online Instruction, Blended Instruction, Students’ Academic PerformanceAbstract
This paper aims to establish the effect of instructional methods on students’ academic performance at the Catholic University of Ghana. A quantitative (generalized linear model-full factorial analysis) and a case study approach were employed. A total of 1,809 students’ data observations were analyzed. The findings postulate that blended instruction and the interaction between face-to-face and regular students significantly positively affect students’ academic performance. However, the interaction between face-to-face * regular students* science programs and the interaction between regular students* Science programs * Male students adversely affects students’ academic performance.
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Copyright (c) 2024 Asafo Adjei Anning, Augustine Owusu-Addo, Alex Kwaku Peprah, Clara Owusuaa-Konadu Snr
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