PEDAGOGICAL STRATEGIES AS PREDICTORS OF ACADEMIC SUCCESS: A QUANTITATIVE STUDY IN HIGHER SECONDARY EDUCATION

Abstract

The purpose of the study was to investigate the effect of classroom environment and teacher feedback on academic achievement of higher secondary school students. Four objectives and six null hypotheses were formulated for this research study. Due to limited time and resources available to the researcher the study was delimited to the Dera Ghazi Khan District. For the purpose of sampling, Purposive sampling technique was used from overall population. The data were analyzed through SPSS 26.0 with using the Mann Whitney U test, the Median test, and the Chi-square test.  The result of the research study highlighted that, a positive significant effect of classroom environment and teacher feedback in learning process on academic achievement of girls’ higher secondary school students were noted and found the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and teacher feedback was found significant. There is a positive significant effect of classroom environment and teacher feedback on academic achievement of higher secondary school students in small, rural and urban category schools. While analyzing the combined effect of classroom environment and motivation during learning process on academic achievement of higher secondary school students, the calculated value of Chi Square in the Median Test was greater than the table value. Therefore, the combined effect of classroom and motivation was found significant.