<b>INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON ELECTRICAL TECHNOLOGY EDUCATION STUDENTS’ PERFORMANCE IN UNIVERSITIES IN NORTH EAST NIGERIA</b>

Abstract

This study investigated the influence of teachers’ instructional strategies on students’ academic performance in electrical technology education in universities in North-East Nigeria. A descriptive survey research design was adopted, involving a population of twenty-six lecturers and fifty-eight 300-level students from three universities offering electrical technology education. Data were collected using a validated Instructional Strategies Questionnaire (ISQ) with a reliability coefficient of 0.940. Descriptive statistics and linear regression analysis were used to analyze the data. Findings revealed that teachers employ instructional strategies at a moderate level (grand mean = 3.23), with greater emphasis on traditional methods such as lecturing, demonstration, and group discussions, while innovative approaches like flipped classroom and gamification were minimally utilized. The regression analysis indicated no significant influence of instructional strategies on students’ academic performance (R = 0.039, R² = 0.002, p > 0.05). The study concluded that the moderate and limited application of diverse instructional strategies may not be sufficient to significantly impact students’ performance. It was recommended that lecturers adopt more innovative, learner-centered, and technology-integrated instructional approaches to enhance learning outcomes.