Main Article Content
The education quality cannot be assessed only by looking at one specific influential factor because it is a multifaceted phenomenon. As a result, the learner, their classroom environment, their teachers, the instructional approaches, the curriculum, the teaching materials, administration, and pedagogic leadership all contribute to the quality of learning as a continuous process. According to UNICEF (2002), activities that take place both within and outside of the classroom but are nevertheless integrated into the educational environment have an impact on how well a student is educated. In other words, the effectiveness of a teacher and their teaching in a certain setting can be evaluated in light of the results of the students who attend. According to Alton Lee, pedagogical technique is the single most important component that has a direct impact on students' learning results (2003). The necessary knowledge, skills, aptitudes, and values that pupils should have attained at the end of their time in school are known as learning outcomes for students. Education professionals and pedagogy experts are still divided on what constitutes high-quality instruction. Let's take another look at that now. However, it is not intended for this topic to be repeated in this section because the difficult issue of defining performance and efficiency education has already been examined in more detail in the prior chapters, especially in the first chapter of this thesis. Therefore, the main topics discussed in this chapter are a brief summary of the research, the key findings, the outcomes of the data analysis provided in the previous chapter, and the study's pedagogical implications.