Impact of Didactic Strategies on the Academic Performance of University Students at ULEAM, Chone Extension

Abstract

The primary objective of this research is to identify and improve didactic strategies at the ULEAM Chone extension, with the aim of enhancing the quality of education and the academic performance of university students. A mixed-methods research approach is employed, combining quantitative and qualitative methods. Surveys are administered to students, and interviews are conducted with faculty members to gather data on didactic strategies and their effectiveness. The identified issues include challenges in the implementation of these strategies—such as a lack of clarity in explanations and a decline in active student participation—which may be negatively affecting both academic performance and student satisfaction levels. Expected outcomes include the identification of more effective strategies and recommendations for improving instruction, such as fostering greater classroom interaction, incorporating practical examples, and utilizing formative assessments. Furthermore, the study seeks to promote an active role for students in refining didactic strategies and to explore the potential implementation of student feedback as a standard practice. The discussion section will analyze the findings in relation to the research objectives  and highlight their implications for the ULEAM Chone extension. The conclusions will summarize key recommendations for improving didactic strategies and the quality of education at the institution, with a focus on university student learning.