Teaching is often called both an art and a science. While the art comes from creativity, empathy, and passion, the science comes from evidence—research findings that show us what actually works for learners. Too often, teachers rely solely on tradition or intuition. However, decades of educational research provide us with clear insights that can sharpen our practice. Here are seven robust findings that can transform your teaching and help your students achieve more.
1. Feedback is more potent than grades
John Hattie’s landmark research in Visible Learning reveals that feedback is among the most significant influences on student achievement. What matters is not just telling students whether they are right or wrong, but giving specific, actionable guidance on how to improve. For example, “You need to support this argument with evidence” is far more potent than a simple grade like 50%. Grades may measure, but feedback teaches. Teachers who build routines of timely feedback – whether through peer review, conferencing or written comments – equip their students to grow continuously.
2. Retrieval practice strengthens memory.
Cognitive psychologists have proven that recalling knowledge is more effective for long-term learning than simply re-reading notes. This is known as retrieval practice. In practical terms, this means giving learners opportunities to test themselves, quiz each other or answer oral questions. Even a short “exit ticket” at the end of a lesson, where students jot down what they remember, cements learning better than another round of passive study. The brain is like a muscle: it strengthens through active recall, not passive exposure.
3. Spacing out practice beats cramming
We all know students who attempt to master a topic the night before exams. However, research consistently shows that this approach is less effective than spaced practice. The spacing effect, highlighted in a meta-analysis by Cepeda and colleagues (2006), proves that reviewing content at intervals over time creates stronger, more durable memory. Teachers can apply this by revisiting key topics weeks later, spiralling back to earlier lessons, or designing homework that requires recall of previously covered material. Learning is a marathon, not a sprint.
4. Active learning outperforms passive learning
Lectures have their place, but research leaves no doubt: students learn better when they actively engage with ideas rather than simply listen. A study by Freeman et al. (2014), which covered more than 29,000 students, found that active learning strategies significantly reduced failure rates and improved exam performance compared to traditional lectures.
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This can take many forms, such as discussion, debate, group problem-solving, think-pair-share, role-plays, or hands-on projects. The principle is simple: students learn by doing, not just by hearing.
5. Growth mindset boosts resilience
Psychologist Carol Dweck’s studies on mindset revealed a critical difference: students who believe intelligence is fixed tend to give up when challenged, while those who see ability as something that grows with effort persist and improve. For teachers, the implication is profound. Praise should focus on strategies, effort and persistence, not innate intelligence. Saying “You worked really hard on this method” encourages resilience, while “You’re so smart” may create fear of failure. Cultivating a growth mindset culture in class equips learners to tackle challenges with confidence.
6. Classroom relationships matter most.
Beyond strategies and methods, one of the strongest predictors of student success is the quality of teacher-student relationships. Research by Pianta and Hamre (2009) shows that learners engage more deeply and perform better when they feel respected, supported and cared for by their teachers. A classroom built on trust becomes a safe space for risk-taking, questioning, and creativity. Something as simple as greeting learners by name, listening attentively to their concerns, or celebrating their efforts can create bonds that unlock motivation and foster a sense of belonging.
7. High expectations lead to higher achievement.
Perhaps the most famous finding of all is the “Pygmalion Effect,” discovered by Rosenthal and Jacobson in 1968. When teachers expect students to perform well, students often rise to meet those expectations, even when their initial ability is low. Perhaps that is what informed the Competency-Based Education four-test score measurements: Below Expectations, Approaching Expectations, Meeting Expectations, and Exceeding Expectations. Conversely, when teachers lower the bar, students often underperform. This means teachers must guard against labelling learners as weak or hopeless. Instead, set ambitious yet realistic goals for all, communicate your belief in their potential, and provide the scaffolding to help them reach those goals.
Individually, each of these findings is powerful. Combined, they point toward a vision of teaching that is evidence-informed, student-centred, and transformative. Imagine a classroom where feedback flows daily, students actively quiz themselves and each other, content is revisited over time, and lessons are filled with active problem-solving rather than passive note-taking. Picture learners who believe effort grows ability, who trust their teacher’s care and who rise to meet high expectations because they know their teacher believes in them.
As teachers, we cannot control every factor that influences learning, including resources, home environments, and systemic inequalities. But within our classrooms, we can apply what research tells us works. The art of teaching is made stronger by the science of learning. When we blend passion with proven strategies, we not only teach content; we shape resilient, motivated and capable learners.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-County and serves as Dean of Studies.
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