EFFECT OF DIFFERENT TEACHING METHODS ON STUDENT PERFORMANCE IN STATISTICS COURSES AT NASARAWA STATE UNIVERSITY, KEFFI

This study examined the effect of different teaching methods on students’ performance in statistics at Nasarawa State University, Keffi (NSUK). Specifically, it compared students’ achievement under traditional lecture methods and student-centered approaches, while also assessing the influence of technology-supported instruction across faculties. A descriptive survey research design was adopted, involving 150 undergraduate students selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed with descriptive statistics, paired-sample t-tests, and one-way ANOVA. The findings revealed that students taught with student-centered methods significantly outperformed those taught with traditional lectures, with a large effect size (Cohen’s d = 2.315). Conversely, technology-supported teaching improved performance uniformly across faculties, with no significant differences observed. The study concludes that active, student-centered pedagogies and the integration of technology enhance learning outcomes in statistics, making abstract concepts more accessible and engaging. It recommends that lecturers adopt interactive strategies such as group discussions and collaborative problem-solving, while institutions should invest in technology integration and continuous professional development to improve the quality of statistics education in Nigerian universities.