Psychological Impact of a New Teaching Method on Students’ Academic Achievement: An Experimental Study

Abstract

In the field of education, the use of various teaching methods to enhance students’ academic achievement is increasing. It is important to examine whether new teaching methods are more effective than traditional methods in influencing students’ psychological, intellectual, and academic development. The objective of the present study was to examine the psychological impact of a new teaching method on students’ academic achievement. A sample of 30 students from Grade 10 was selected, and they were given special training for 15 days. An achievement test prepared by the researchers was used to measure students’ academic performance. Statistical analysis included Mean, Standard Deviation (SD), Independent Samples t-test, and Cohen’s d effect size. The findings revealed that the new teaching method resulted in a statistically significant improvement in students’ academic scores (t(28) = 3.20, p < 0.01). The effect size (Cohen’s d = 0.90) indicated a large practical impact. The mean score of the experimental group (Mean = 60) was higher than that of the control group (Mean = 50), demonstrating the effectiveness of the new method. The study concludes that new teaching methods are beneficial for students’ academic progress. Teachers should incorporate such methods to enhance students’ knowledge, understanding, and psychological development. This study provides useful guidance for future research in education and educational psychology.

Introduction

The study examines the psychological impact of a new teaching method on Grade 10 students’ academic achievement. It emphasizes that effective and systematic teaching methods play a crucial role in students’ cognitive and intellectual development. Although many studies highlight the importance of innovative teaching strategies, limited research has been conducted in Marathi medium contexts using effect size to measure impact.

An experimental research design was used with 30 Grade 10 students divided into control and experimental groups. The experimental group received a 15-day special training program based on educational psychology principles, while the control group followed traditional teaching methods. Academic achievement was measured using a researcher-developed test.

Statistical analysis, including mean, standard deviation, independent samples t-test, and Cohen’s d, revealed that the experimental group performed significantly better than the control group (t(28) = 3.20, p < 0.01). The effect size (Cohen’s d = 0.90) indicated a large and practically meaningful impact.

The findings conclude that the new teaching method significantly enhances students’ academic achievement and has strong psychological benefits, suggesting that innovative teaching strategies should be integrated into educational practice.

Conclusion

The new teaching method is effective in improving students’ academic achievement. The 15-day training program had a significant psychological impact. Increased implementation of such methods can enhance educational quality.

References

[1] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Academic Press. [2] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. [3] Santrock, J. W. (2011). Educational psychology (5th ed.). McGraw-Hill Education. [4] Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education. [5] Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4th ed.). Harcourt College Publishers.

Copyright

Copyright © 2026 Mayuri Pawar, Sagar Kamane. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.