Evaluating the Effect of Teaching Approaches on Student Performance in Primary Education: Evidence from Albania

Abstract

This study investigates the relationship between teaching approaches and student performance in primary education, with a particular focus on language learning outcomes in Albania. The research is grounded in data derived from the National Assessment of Pupils’ Achievement, administered at the end of grade five. Given the increasing emphasis on improving educational quality, understanding the role of instructional practices in shaping student outcomes has become essential. A mixed-method research design was employed, combining quantitative statistical analysis with qualitative interpretation of teaching practices. The quantitative component involved descriptive statistics and comparative analysis of student achievement across different instructional approaches. The qualitative component focused on identifying patterns in pedagogical practices and their influence on learning outcomes. The findings indicate that student-centered teaching approaches, characterized by interaction, collaboration, and active engagement, are significantly associated with higher levels of student achievement. In contrast, teacher-centered approaches show lower effectiveness in developing language competencies. These results are consistent with established educational theories emphasizing active learning and social interaction. The study contributes to the existing body of knowledge by providing real evidence from a national educational context and offers practical recommendations for improving teaching practices. The findings are particularly relevant for educators, policymakers, and researchers seeking to enhance student performance in primary education.