The Influence of Teaching Effectiveness on Student Academic Performance in Higher Education

Abstract

Teaching effectiveness is a key determinant of educational quality and student achievement in higher education. This study examined the influence of teaching effectiveness on student academic performance in higher education institutions. Teaching effectiveness was evaluated based on instructional clarity, teaching methods, classroom interaction, assessment practices, and constructive feedback. A quantitative, cross-sectional research design was utilized. Data were obtained from 250 undergraduate and postgraduate students enrolled in selected public and private higher education institutions through a structured questionnaire. Participants were chosen using convenience sampling. The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Results indicated relatively high levels of perceived teaching effectiveness (M = 3.89, SD = 0.67) and student academic performance (M = 3.81, SD = 0.64). Pearson correlation analysis revealed a significant positive relationship between teaching effectiveness and student academic performance (r = .610, p < .001). Simple linear regression further demonstrated that teaching effectiveness was a positive and statistically significant predictor of student academic performance (β = .610, t = 10.72, p < .001), explaining 37.2% of the variance in academic performance (R² = .372). These findings indicate that greater perceived teaching effectiveness is associated with stronger student academic outcomes. The study concludes that strengthening instructional clarity, appropriate teaching strategies, classroom interaction, assessment practices, and constructive feedback may contribute to improved student learning outcomes in higher education.