Utilization of innovative teaching- learning strategies on students academic performance in undergraduate health sciences programs at Masinde Muliro University of Science and Technology, Kenya

Janephaar  Abuti Ogot; Gladys Mengich; Harun Chemjor

doi:10.51867/ajernet.7.4.64

Authors

Janephaar Abuti Ogot Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0008-5564-4344
Gladys Mengich Masinde Muliro University of Science & Technology https://orcid.org/0000-0003-3966-5854
Harun Chemjor Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-7379-9448

DOI:

https://doi.org/10.51867/ajernet.7.4.64

Keywords:

Academic Performance, Health Professions Education, Innovative Teaching Strategies, Kenya, Problem-Based Learning, Simulation-Based Learning, Social Cognitive Theory, Undergraduate Students

Abstract

Health professions education is undergoing significant transformation due to evolving healthcare needs, technological advancement, and the demand for competent, reflective, and practice-ready healthcare professionals. Innovative teaching and learning strategies, including Problem-Based Learning, Peer-Assisted Learning, Simulation-Based Learning, Flipped Classrooms, Evidence-Based Medicine, Interprofessional Education, and technology-enhanced learning, have gained prominence as alternatives to traditional teacher-centred approaches. These strategies promote active engagement, critical thinking, clinical reasoning, collaboration, and lifelong learning. However, evidence regarding their utilization and influence on academic performance among undergraduate health sciences students in Kenyan universities remains limited. This study, anchored in Albert Bandura's Social Cognitive Theory (SCT), assessed the utilization of innovative teaching and learning strategies and their influence on academic performance among undergraduate Health Sciences students at Masinde Muliro University of Science and Technology (MMUST), Kenya. SCT provides a relevant framework by explaining how observational learning, self-efficacy, and reciprocal interactions among personal cognitive factors, behaviour, and the social environment shape students' learning behaviours and academic achievement within innovative teaching environments. An institution-based analytical cross-sectional study was conducted among undergraduate Health Sciences students at MMUST. A stratified random sampling technique was used to select participants from different Health Sciences programmes. Data were collected using a structured self-administered questionnaire assessing demographic characteristics, utilization of innovative teaching strategies, perceived influence on academic performance, and academic outcomes. Data were analyzed using descriptive statistics, Chi-square tests, and logistic regression analysis. Statistical significance was determined at a p-value of <0.05. A total of 223 students participated in the study. Most respondents were aged 20–24 years (90.6%), and third-year students constituted the largest proportion (49.8%). The most frequently utilized innovative teaching strategies were Peer-Assisted Learning (80.8%), Problem-Based Learning (76.7%), Evidence-Based Medicine (75.4%), Flipped Classroom (74.9%), and Interprofessional Education (74.8%). Gamification, Community-Based Education, and Computer-Assisted Learning recorded lower utilization. Students reported that innovative teaching approaches enhanced critical thinking, knowledge retention, motivation, clinical skills acquisition, confidence, and problem-solving abilities. Overall, 97.4% of students demonstrated good academic performance. Innovative teaching and learning strategies are widely utilized among undergraduate Health Sciences students at MMUST and are perceived to positively influence academic and clinical learning outcomes, consistent with Social Cognitive Theory's emphasis on observational learning, self-efficacy, and environmental support. Strengthening faculty development, digital infrastructure, simulation facilities, and educational resources is recommended to enhance sustainable implementation of innovative approaches in health professions education.

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