Title: Effect Of Modern Instructional Strategies On Students' Academic Performance In Niger Delta University, Bayelsa State, Nigeria
Authors: Matthew Witadu MICAH, Dr. COMFORT G. Surveyor
Volume: 9
Issue: 10
Pages: 348-355
Publication Date: 2025/10/28
Abstract:
This study examined the effect of modern instructional strategies on students' academic performance in Niger Delta University, Bayelsa State, Nigeria. Specifically, it focused on three innovative strategies, Flipped Classroom Approach, Gamified Instructional Strategy, and Collaborative Online Learning and assessed their influence on students' academic outcomes. The research employed a descriptive survey design using a structured questionnaire instrument. A stratified sample of 258 academic staff was drawn from a population of 860 lecturers at the university, representing 30% of the target population. Data collected were analysed using mean and standard deviation for the research questions, and Analysis of Variance (ANOVA) was used to test the hypothesis at a 0.05 level of significance. The findings revealed that all three instructional strategies had a positive and substantial effect on students' academic performance. The Flipped Classroom Approach improved learner engagement and knowledge retention; Gamified Instruction fostered motivation and active participation; while Collaborative Online Learning enhanced critical thinking, problem-solving, and group interaction. The ANOVA results confirmed that there was a statistically significant difference in students' academic performance based on the instructional strategies adopted. The study concluded that modern instructional strategies are essential for improving academic achievement in higher education and recommended their systematic integration into teaching and learning at Niger Delta University and similar institutions.