Quantifying The Influence Of Pedagogical Approaches On Student Achievement In Lagos State, Nigeria

Abstract

Abstract —This study investigates the relationship between teachers' quality and the academic performance of junior secondary school students in Islamic Studies. Conducted in Oshodi-Isolo Local Government Area, Lagos State, 90 students were randomly assigned to three groups, each taught using one of the methods. Pre-tests and post-tests were administered to assess student performance. Statistical analysis was conducted using t-tests and regression models in SPSS. The results indicated no significant difference between the methods, with significance levels above 0.05, suggesting that no single method consistently outperforms the others in terms of improving student performance. The study concludes that teachers should adapt their methods to the needs of the students and the nature of the subject matter to maximize effectiveness.