The Impact of Teaching Methods of the English Language Subject on the Scores of Secondary School Students in the Surman Education Directorate

Abstract

This study examines the impact of teaching methods on the academic performance of secondary school students in English language in Surman, under the supervision of Surman Education Directorate. Employing a mixed-methods design, data were collected from 234 participants, including nine school principals, 45 English teachers, and 180 students. Quantitative data were gathered through structured questionnaires administered to teachers and students and analyzed using descriptive statistics in SPSS, while qualitative data from principal interviews were thematically analyzed to extract key categories. Findings revealed that the lecture method was the most frequently used (19.5%), followed by question-and-answer (16.4%) and group work (14.4%), whereas presentation and drama-based approaches were least applied. A majority of students (60.6%) rated the teaching methods as ineffective, 29.4% considered them effective, and only 10% very effective.