Abstract
The study examined how students' academic performance in Uganda's public institutions related to the teacher-student educational approach. The study concentrated on student inspiration, conceptual learning, and clear expectations. Teachers' academic performance was categorized as factual knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge attainment. With cross-sectional and correlational designs using a questionnaire of 375 students, the study embraced the positivist paradigm. The Meta-synthesis method was used to combine and analyze the more considerable relevance of the findings over the whole research process, offering a more complete knowledge of the field of inquiry. This method highlighted more general consequences by helping to interpret a lot of quantitative data. Descriptive and inferential analysis were applied to the data. While clarifying expectations and motivating pupils favorably affected achievement, the inferential analysis revealed that the link was positive but negligible using conceptual learning. It, therefore, suggests that more studies may investigate the elements that might improve the efficacy of conceptual learning in raising academic performance, especially by looking at the situations under which it becomes a significant influence. Therefore, the teacher-student pedagogical project became a significant instructional tool for student academic performance. Thus, it is advised that university professors give clear expectations of their students' top priority and motivate them to support significant learning.
