Modeling the effects of teaching methods on
Student Academic Performance using Multilevel Statistical Techniques

Enoch Deyaka Mwini ORCID iD, Susuoroka Gabina ORCID iD, Aloliga Golbert ORCID iD & Joyce Asante Afful ORCID iD

Issue: Vol. 7 No. 5 2026 Article 6 pp.560 – 573
DOI : https://doi.org/10.38159/jelt.2026756 Published online 30th June 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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This study examined the impact of various teaching methods on students’ academic performance using advanced multilevel statistical techniques. The research adopted a quantitative explanatory cross-sectional design involving 30 teachers and 300 students drawn from 15 basic schools in a selected district in Ghana. Data was collected through structured questionnaires, classroom observations, and students’ academic records. Hierarchical Linear Modeling (HLM) was employed to analyze both student-level and teacher-level predictors of academic achievement, thereby providing a comprehensive understanding of the factors influencing students’ learning outcomes. The findings revealed that lecture-based instruction remains the most frequently used teaching method in classrooms; however, it demonstrated a weak negative relationship with students’ academic performance. Conversely, inquiry-based and problem-based learning approaches showed significant positive effects on academic achievement, suggesting that student-centered pedagogies are more effective in enhancing learning outcomes. The study concludes that effective classroom practices and the adoption of learner-centered teaching methods are essential to improving academic performance among students. Consequently, the study recommends intensified teacher professional development programmes, continuous training in innovative pedagogical approaches, and educational policy reforms that promote data-driven instructional practices and active learning strategies in schools. In terms of contribution to scholarship, this study contributes to the growing body of educational research by demonstrating the applicability and effectiveness of Hierarchical Linear Modeling (HLM) in analyzing educational data within the Ghanaian basic school context.

Keywords: Teaching Methods, Academic Performance, Multilevel Modeling, Student Motivation, Hierarchical Linear Modeling (HLM), Inquiry-Based Learning.

 

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Dr. Enoch D. Mwini holds a BSC. MSC. and PHD (Applied Statistics). A Lecturer and Head of the Department of Mathematics and Computer Studies at Tamale College of Education.

Dr. Susuoroka Gabina is a Ghanaian mathematics educator, researcher, and lecturer at the University of Business and Integrated Development Studies (UBIDS). He holds a Bachelor of Education (B.Ed.) in Mathematics, a Master of Education (M.Ed.) in Mathematics, a Master of Philosophy (M.Phil.) in Mathematics Education, and a PhD in Mathematics Education. His academic and research interests focus on innovative teaching strategies, mathematics pedagogy, curriculum development, educational technology, and improving students’ achievement in mathematics.  Dr. Gabina has published numerous scholarly works on mathematics education, including studies on cooperative learning, guided discovery, differentiated instruction, game-based learning, constructivist approaches, and the use of manipulatives in mathematics classrooms. His research primarily seeks to bridge the gap between theory and classroom practice by promoting learner-centred and evidence-based instructional approaches that enhance students’ conceptual understanding and academic performance.  Beyond research, Dr. Gabina is actively involved in curriculum development, teacher education, and mentoring pre-service and in-service teachers. He has collaborated with scholars on curriculum studies and educational research projects aimed at improving teaching and learning outcomes in Ghanaian schools and higher education institutions.

Aloliga Golbert is a Doctor of Philosophy in Mathematics for Continuing Education, St. Vincent College of Education, Yendi, Ghana, and a Lecturer for Distance Education at the University for Development Studies (UDS) and the University of Education, Winneba. He holds MSc in Mathematics with research, a Bachelor’s degree in Mathematics from the University for Development Studies, Tamale, Ghana, and a Postgraduate Diploma in Education in Mathematics from the Catholic University College of Ghana, Fiapre. He also holds a PhD degree in Mathematics from the University for Development Studies, Tamale. He lectures in Mathematics at the Department of Mathematics/ICT at St. Vincent College of Education, Yendi. His research interests include Boundary layer flows of non-Newtonian fluids and the effects of a magnetized sheet on the boundary layer flows.

Joyce Asante Afful is a Ghanaian mathematics educator and academic with a strong background in mathematics and mathematics education. She holds a Bachelor of Science (BSc) in Mathematics and a Master of Science (MSc) in Mathematics. She is currently completing her Doctor of Philosophy (PhD) in Mathematics Education. She is passionate about teaching, learning, and the improvement of mathematics instruction at various levels of education. Her academic and professional interests focus on enhancing students’ understanding of mathematics through effective pedagogical approaches and research-informed practices. Joyce is dedicated to advancing mathematics education through research, teaching, and academic engagement, contributing to the development of learners and the broader educational community.

Mwini, Enoch Deyaka., Susuoroka Gabina, Aloliga Golbert , and  Joyce Asante Afful, “Modeling the effects of teaching methods on Student Academic Performance using Multilevel Statistical Techniques.” Journal of Education and Learning Technology  7, no.5 (2026):560 – 573. https://doi.org/10.38159/jelt.2026756

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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