Instructional Strategies and Student Achievement

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Sandra Gupton

Advisor Department

Educational Leadership and School Counseling


In this study, the teaching practices of certified school teachers in the same South Mississippi public school district were evaluated to determine whether or not there was a significant relationship between the use of three specific teaching strategies and student achievement. The three teaching strategies examined in this study were: (1) administering an effective set, (2) teaching to the objective in a given lesson, and (3) closing each objective by restating the learning and involving the learners. The participating teachers' application of these strategies were recorded during walk-through evaluations conducted once in each of three nine week academic periods and, using t-tests, the researcher measured the level of significance of the relationship between the use of these strategies and student achievement (as measured by district-wide nine weeks test scores). Results of this study revealed that there were significant relationships between the use of effective sets and student achievement and the practice of teaching to the objective and student achievement. The study further revealed no significant relationship between the practice of closing each lesson by restating the learner and involving the learners and student achievement.