Progressive Teaching Strategies and Students’ Academic Performance in Private Secondary Schools in Central Division, Kampala City, Uganda

This investigation inspects an affiliation amongst progressive teaching strategies and students’ academic performance under private secondary schools under Central Division, Kampala City, Uganda. Specific objectives included; i) To examine the relationship between peer discussion and students’ academic performance, ii) To examine the relationship between collaborative projects and students’ academic performance, and iii) To examine the relationship between concept explanation and students’ academic performance in private secondary schools in Central Division, Kampala City, Uganda. This investigation approved a research design for correlation combined with a quantifiable method. This investigation deliberated on 55 respondents’ sample size that comprised of administrators and teachers designated from 2 private secondary education institutions under Central Division,Kampala City. The quantitative main data was analyzed Kampala City under using both descriptive correlation analysis techniques. The study revealed that there exists a sturdy constructive and considerable affiliation amid peer discussion and students’ academic performances under private secondary educational institutions in Uganda's Kampala City under Central Division. This examination still disclosed that there exists a sturdy constructive and considerable affiliation amongst collaborative projects and students’ academic performances under private secondary educational institutions under Uganda’s Kampala City, Central Division. This examination also disclosed that there exists a sturdy constructive and considerable affiliation amid concept explanation and students’ academic performances under private secondary educational Institution under Uganda’s Kampala City, Central Division. The investigation deduces that progressive teaching strategies constituting peer discussion, collaborative projects, and concept explanation are significantly and positively connected to pupils' academic achievement Kampala City under in that a rise in the different progressive teaching strategies resultantly results towards an improvement under students’ academic performances in private secondary educational institutions under Uganda’s Kampala City, Central Division, . The investigation commends that schools and teachers ought to adopt learner-centered teaching approaches as these improve understanding, thinking critically, and retention of information, that would consequently result in an enhancement under students’ academic performance under private secondary educational institutions under Kampala City, Central Division, Uganda.

Progressive Teaching Strategies, Peer Discussion, Collaborative Projects, Concept Explanation

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