• Tariq Mehmood Bhuttah1*, Naeem Ullah2, Naseer Ahmad Shahid3
Keywords: Teaching, effective teaching, evaluation, methods of teaching, students achievement.


The present study aims to investigate the effectiveness of teaching and teaching methods which can be effective for any institute, other teachers and students. It also explore  the perception of students about these methods and to what extent these methods are useful and for different analysts which methods are effective and which are not and what ought to do to enhance the efficiency of teaching for better outcomes. Various educationalist put forward different methods and behaviors of teachers that influence the achievement of students in the process of learning. Some of the most important methods like lecture, discussion, the combination of lecture and discussion, role play and case study were presented in this study to check the efficiency of teachers and students. Different educators favor different methods. At the end, to judge the effectiveness of various teachings the remarks of students are collected, so that the effectiveness of teachers can be evaluated.


Barnes, D., & Blevins, D. (2003). An anecdotal comparison of three teaching methods used in the presentation of microeconomics. Educational Research Quarterly, 27(4), 41-60.
Berliner, D. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 207.
Chou, T. D. (1997). Teacher-student relationship in universities of Taiwan (Unpublished doctoral dissertation). National Chengchi University, Taipei, Taiwan.
Doyle.T. (n.d.). Evaluating Teachers Effectiveness. Retrieved July 24, 2008, from
Franklin, J. (2001). Interpreting the numbers: Using a narrative to help others read student evaluations of your teaching accurately. In K. G. Lewis (Ed.), Techniques and strategies for interpreting student evaluations. New Directions for Teaching and Learning, 87, 85-99. San Francisco, Ca: Jossey-Bass.
Henson, K. T. (1988). Methods and Strategies for Teaching in Secondary and Middle Schools. New York, NY: Longman. P; 89, 9, 17.
Hill, Y., Lomas, L., & MacGregor, J. (2003). Students’ perceptions of quality in higher education. Quality Assurance in Education, 11(1), 15-20.
Hobson, S.M. & Talbot ,D.M. (2001). Understanding student evaluations, College Teaching,49 (1),pp. 26–31.
Hofman, F.E. & Kremer,L. (1980). Attitudes toward higher education and course evaluation, Journal of Educational Psychology,72 (5), pp. 610–617.
Joseph, M., Yakhou, M., & Stone, G. (2005). An educational institution’s quest for service quality: Customers’ perspective. Quality Assurance in Education, 13(1), 66-82.
Kochkar, S.K. (2000). Methods And Techniques Of Teaching. New Delhi: Sterling. Singh, U.K and Sudarshan, K.N. (2005).Teacher Education. New Delhi: Discovery Publishing House. P.345, 347.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Lammers, W. J., & Murphy, J. J. (2002). A profile of teaching techniques used in the university classroom: A descriptive profile of a US public university. Active Learning in Higher Education, 3(1), 54-67.
McCarthy, P. (1992). Common Teaching Methods. Retrieved from,
Morgan, R., Whorton, J., & Gunsalus, C. (2000). A comparison of short term and long term retention: Lecture combined with discussion versus cooperative learning. Journal of Instructional Psychology, 27(1), 53-58.
Murray, H.G. (1991). Effective teaching behaviors in the college classroom. In J.C. Smart (Ed.), Higher education: Handbook of theory and research (vol. 6) (pp.135-172). New York: Agathon Press.
Phipps, L. J., & Osborne, E. W. (1988). Handbook on agricultural education in public schools. Danville, IL: Interstate Printers & Publishers.
Quina, J. (1989). Effective Secondary Teaching: Going Beyond The Bell Curve. New York, NY: Harper & Row Publishers. p; 5.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. Chicago, IL: The University of Chicago Press. P; 65.
Voss, R., & Gruber, T. (2006). The desired teaching qualities of lecturers in higher education: A means end analysis. Quality Assurance in Education, 14(3), 217-242.
Wright, W.A. & O’Neil, M. C. (1992). Improving summative student ratings of instruction practice, Journal of Staff, Program, and Organizational Development, 10. pp. 75–85.
Yelon, S. L. (1996). Powerful Principles of Instruction. Lancing, ML Longman Publishers. P; 3-4.
Yining Chen & Leon, B. Hoshower. (2003). Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation, Assessment & Evaluation in Higher Education, 28:1, and 71-73. Retrieved from
How to Cite
Tariq Mehmood Bhuttah1*, Naeem Ullah2, Naseer Ahmad Shahid3. (2020). THE IMPACT OF TEACHING EFFECTIVENESS ON STUDENT’S LEARNING: A CRITICAL APPRAISAL. Epistemology, 7(3), 175-183. Retrieved from