THE INFLUENCE OF TEACHING METHODS ON ACADEMIC PERFORMANCES IN FRAGILE EDUCATION SYSTEMS IN MOGADISHU-SOMALIA

Improving instructional quality is a critical priority in Somalia’s fragile post-conflict education system, where secondary classrooms remain largely lecture- and examination-oriented despite growing interest in participatory pedagogy. This study investigated whether student-centered teaching methods enhance academic performance in selected public and private secondary schools in Mogadishu and examined the extent of implementation and contextual constraints affecting the uptake and effectiveness of these methods. Grounded in constructivist learning theory, this study used a descriptive and explanatory quantitative design with probability-based sampling; a Slovin-derived sample of 353 respondents (students and teachers) was drawn from an estimated population of 3,000. Data were collected via online structured questionnaires (Likert items) and triangulated with academic records, with instrument validity supported through expert review and pilot testing and reliability assessed using Cronbach’s alpha. Analyses in SPSS v31 included descriptive statistics, Pearson correlations, multiple regression, and moderation testing. Respondents strongly recognized that teaching methods influence outcomes (composite mean=4.21), and this recognition correlated with academic performance (r=0.587, p<0.01). The implementation of student-centered practices was moderate (composite mean=3.47); yet, it was strongly associated with performance (r=0.712, p<0.01); a practice-level model explained 58.4% of performance variance (R²=0.584), with encouraging questions freely the strongest implementation predictor (β=0.238, p<0.001). All five focal methods—cooperative learning, inquiry-based learning, peer teaching, collaborative discussion, and problem-based learning—were significant independent predictors of academic performance in a combined model (R²=0.679; all p<0.001), led by collaborative discussion (β=0.328) and cooperative learning (β=0.261). Major barriers were a lack of teaching materials (mean=4.27; β=−0.312), large class size (mean=4.21; β=−0.261), and insufficient teacher training (mean=4.13; β=−0.223); challenges reduced implementation (r=−0.643, p<0.01) and significantly weakened the methods–performance relationship (interaction β=−0.087, p<0.05). These findings provide locally generated evidence that student-centered pedagogy can substantially improve achievement in Mogadishu; however, the benefits depend on simultaneous investments in materials, teacher development, class-size-adapted strategies, and supportive school leadership.