TEACHING STRATEGIES AND STUDENT ACADEMIC PERFORMANCE IN AGRICULTURE STUDIES: THE MEDIATING EFFECT OF TEACHERS' SELF-EFFICACY

Abstract

Recognizing the factors stimulating the student's academic performance requires investigating different learning strategies influencing teachers' self-efficacy. With the growing diversity of teaching methods, motivational and instructional strategies have gained significant attention, potentially leading educationists to use them as the critical benchmark of superior student performance. This study’s primary objective is to analyze the impact of teaching strategies on student academic performance while considering the mediating role of teachers' self-efficacy. The data was collected from 260 students from different universities and colleges by using the convenience sampling method. The study results reveal that motivational and instructional strategies significantly affect teacher self-efficacy and student academic performance. Teacher self-efficacy mediates the relationship between instructional strategies, motivational strategies, and student academic performance.