Evaluating Teaching Effectiveness and Student Performance Across Diverse Courses: An Analysis of Final Exam Scores and Teaching Techniques

• Published in: Journal of learning theory and methodology (Online) Vol. 6; no. 1; pp. 24 - 32
• Main Authors: Montano, Vicente E., Sobrejuanite, Glenndon C.
• Format: Journal Article
• Language: English
• Published: OVS LLC 30.04.2025
• Subjects: Bayesian analysis; business education; learning outcomes; pedagogical strategies; student performance; teaching effectiveness
• ISSN: 2708-7573; 2708-7581; 2708-7581
• DOI: 10.17309/jltm.2025.6.1.03

Objectives. This study examines teaching effectiveness and student performance for four business-related courses: Monetary Policy and Central Banking (FM 221), Good Governance and Social Responsibility (BAHR 213), Consumer Behavior (MM 212), and Introduction to Microeconomics (BE 121). Materials and methods. 147 students participated in the study, and Bayesian pairwise comparison, descriptive statistics, and effect size analysis were used to determine which courses had significantly different performance scores. Results. The results show that BAHR 213 and MM 212 students performed better than FM 221 and BE 121 students, indicating the role of active learning strategies, structured content delivery, and student engagement techniques for better learning. Lower performance with higher variability of scores in FM 221 and BE 121 indicates the requirement for pedagogical improvements, additional support for students, and curriculum modifications. Conclusions. Bayesian analysis confirmed that the differences are statistically significant: the first discriminant function explains 86.8% of the variation, p < 0.001; the second function explains 13.2%, p < 0.001. The paper concludes with a discussion on the need to refine instructional methods and targeted interventions to improve student outcomes. Future studies need to look into longitudinal studies and controlled pedagogical experiments that can further validate these findings and enhance best practices for effective teaching strategies.