Evaluating the Impact of Instructional Strategies on Students’ Performance: Statistical Evidence from ANOVA and Tukey's HSD Post Hoc Test

This study aimed to evaluate the most effective in-class instructional strategies that enhance the academic performance of pre and post-graduate students in Karachi, Pakistan. It reviewed the three instructional strategies, including the Lecture-Based Instructional Strategy, Activity-Based Instructional Strategy, and Constructivist Instructional Strategy. The targeted population of the study was comprised of the pre and post-graduate students currently enrolled in various public-sector universities in Karachi. The achieved scores for writing and reading English text from the students were measured along with the implemented instructional strategies in their classes. The findings reveal that the academic performance of pre and post-graduate students, in terms of writing and reading English text, differs based on the various in-class instructional strategies (teacher-centred, activity-based and constructivist). Since the constructive method was found to be producing the highest writing and reading scores, significantly outperforming both traditional lecturer-based and activity-based methods, the study recommends that teachers and curriculum developers consider the constructive instructional method.