The Effect of Instructional Methods on Students’ Academic Performance in Ghana

This paper aims to establish the effect of instructional methods on students’ academic performance at the Catholic University of Ghana. A quantitative (generalized linear model-full factorial analysis) and a case study approach were employed. A total of 1,809 students’ data observations were analyzed. The findings postulate that blended instruction and the interaction between face-to-face and regular students significantly positively affect students’ academic performance. However, the interaction between face-to-face * regular students* science programs and the interaction between regular students* Science programs * Male students adversely affects students’ academic performance.