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

Abstract

Health professions education increasingly requires teaching approaches that develop critical thinking, clinical reasoning, collaboration and practice-ready competencies. This study determined the association between innovative teaching and learning strategies and academic performance among undergraduate Health Sciences students at Masinde Muliro University of Science and Technology, Kenya. The study was anchored in Social Cognitive Theory, which posits that knowledge is actively constructed through social interaction, collaboration, and meaningful engagement with authentic learning tasks rather than passively received through didactic instruction. From this theoretical perspective, innovative teaching strategies such as Problem-Based Learning, Peer-Assisted Learning, Case-Based Learning, Collaborative Learning and Interprofessional Education create social learning environments in which students co-construct knowledge, learn from peers and instructors, and develop shared understandings of clinical practice. An institution-based analytical cross-sectional design was employed. Using stratified random sampling, 223 students were selected from nine undergraduate Health Sciences programmes. Data were collected using a structured self-administered questionnaire and analysed using frequencies, percentages, weighted scores and Pearson's Chi-square tests at a significance level of p < .05. Most respondents were aged 20–24 years (90.6%), while 49.8% were third-year students. The most frequently utilised strategies were Peer-Assisted Learning (80.8%), Problem-Based Learning (76.7%), Evidence-Based Medicine (75.4%), Flipped Classrooms (74.9%) and Interprofessional Education (74.8%). Students generally perceived innovative strategies as beneficial: 85.7% agreed that peer collaboration enhanced critical thinking, 80.3% reported improved knowledge and skills retention, and 76.2% indicated improved classroom and practical performance. Overall, 97.4% of respondents were classified as having good academic performance. Significant associations were established between academic performance and Problem-Based Learning, Interprofessional Education, Skills-Based Laboratory Learning, Flipped Classrooms, Case-Based Learning, Collaborative Learning, Evidence-Based Medicine and Peer-Assisted Learning (p < .05). However, Computer-Assisted Learning, Community-Based Education, Simulation-Based Learning, Gamification, and Social Media and Online Learning were not significantly associated with performance (p > .05). Consistent with Social Cognitive Theory, the strategies demonstrating the strongest associations were those that fostered social interaction, collaborative knowledge construction and authentic, context-rich learning experiences. The study concluded that the association between innovative teaching strategies and academic performance was strategy-specific, with structured, socially interactive, learner-centred and practice-oriented approaches demonstrating the strongest relationships. MMUST should strengthen faculty development, skills laboratories, digital infrastructure and the systematic integration of effective innovative strategies across Health Sciences curricula.