scholarly journals The Relationship between Teachers Teaching Experience Attitude, Classroom Interaction Pattern and Students Academic Achievement in Science Subjects in Ebonyi State

2020 ◽  
Vol 5 (7) ◽  
pp. 1327-1332
Author(s):  
Chinyere G Attamah ◽  
Chisom Precious Attamah ◽  
Ukpai Patricia Ogonnaya ◽  
Chidi Nwobashi
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Science Teachers ◽  
Teaching Method ◽  
Classroom Interaction ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Interaction Pattern ◽  
Secondary Classes ◽  
The Relationship

This study investigated the relationship between teachers teaching experience, attitude, classroom interaction pattern and student’s academic achievement of science students in public secondary secondary school in Ebonyi State. This research adopted the expost facto research design. The population for this study consisted of teachers teaching science in senior secondary classes. A sample of 100 sechools were chosen for the study using stratified random sampling technique, the basis of stratification being the 3 senatorial zones of the state. 33 public schools were selected from Ebonyi south and Ebonyi north and 34 from Ebonyi central. Three instruments were used to collect data, The FIAC, the science teachers variable questionnaire (STVQ) and science subject achievement test (SSAT). The hypothesis was posited for the study and was analyzed using 0.05 alpha level of significant. Hypothesis one was tested using one way analysis of variance and Pearson product moment correlation was used to test hypothesis two and three respectively. The result of hypothesis one show a significant f-ratio for 1/D (F = 4.556 p < 0.05) and insignificant f-ratio of 1.529 D/st ratio. Given the sig fration of 1/D ratio, the result of LCD that teachers with 6 – 10 yrs has high. 1/D ratio than all other teachers while those with 21 yrs of experience was insignificant. The result of hypothesis two shows that 0.00 r value for 1/D ratio and r = 0.18 D/st ratio. This indicates no significant relation between teachers attitude and their classroom interaction pattern. On hypothesis three the result indicates positive relationship between achievement in science and classroom interaction with 1/D (r = 0.19) and D/st ratio (r = 0.39) the critical value rc = 0.19. Findings revealed that teaching experience has a lot to do with classroom interaction pattern which is positively related to students academic achievement and not science teachers attitude has no relationship with their classroom interaction pattern. This paper concluded that most teachers use direct teaching method whereas some science subjects curriculum content requires both direct and indirect teaching method. Nevertheless, science teachers should use more of indirect teaching methods because science is an activity based subject.

scholarly journals Teaching Competence and Challenges Encountered in Secondary Science Instruction

2020 ◽  
Vol 2 (4) ◽  
pp. 33-46
Author(s):  
FLORAFEL C. DATOY
Keyword(s):  
Science Teachers ◽  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Experience ◽  
Secondary Science ◽  
Laboratory Apparatus ◽  
Weighted Mean ◽  
Educational Qualification ◽  
Teaching Competence ◽  
The Relationship

The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of  teaching competence in science instruction.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

scholarly journals Moderating Effects of Teachers’ Teaching Experience on Home Learning Associated with Literacy Skills among Chinese Preschoolers

2016 ◽  
Vol 12 (2) ◽  
pp. 23
Author(s):  
Chan Mei Yee ◽  
Zarinah Arshat
Keyword(s):  
Teaching Experience ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Cluster Sampling ◽  
Moderating Effects ◽  
Hierarchical Multiple Regression ◽  
Multi Stage ◽  
Home Learning ◽  
The Relationship ◽  
Over Time

<p>This study was designed to determine the influence of home learning on Chinese preschoolers’ literacy skills is likely to be moderated by the level of teacher’s teaching experience. There were 136 preschoolers aged ranged between three to six years old with their parents and teachers recruited in this study using a Multi-Stage Cluster sampling technique. The results of the Hierarchical Multiple Regression analysis indicate that teacher’s teaching experience has a significant moderating effect on the strengths of the relationship between home learning and preschoolers’ literacy skills. Further research is needed to investigate more deeply to identify whether these relationships are upheld over time and with diverse sample. </p>

scholarly journals Efikasi Akademik dan Prokrastinasi Akademik Sebagai Prediktor Prestasi Akademik

2018 ◽  
Vol 5 (1) ◽  
pp. 74-85
Author(s):  
Zummy Anselmus Dami ◽  
Paula Alfa Loppies
Keyword(s):  
Academic Achievement ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Coefficient Of Determination ◽  
Academic Procrastination ◽  
Test Results ◽  
Academic Efficacy ◽  
Significance Level ◽  
The Relationship ◽  
Detailed Questionnaire

The purpose of this research is to investigate the relationship between significance or know the academic efficacy and procrastination academic with achievement students academic of project study guidance and counseling, Teaching and Education Faculty University PGRI East Nusa Tenggara. The number of samples used in the study as much as 92 students drawn from population 1180 includes force 2009 as much as much as 102 students 2010 force 205 students, 2011 as much as 368 students, and force as many as 505 2012 student. The sampling technique used is the purposive sampling technique. Tool collecting data using a detailed questionnaire with Likert scale, which consists of a detailed questionnaire for academic procrastination and academic efficacy. While the achievement of student learning is measured based on the CPI. The analysis used in this study is the technique of correlation of Product Moment with the help of SPSS Version 18.0. The first hypothesis test results showed that the relationship between academic procrastination and academic achievement, known (r) correlation coefficient between academic procrastination and academic achievement of 0.015 with p 0.890 > 0.05 negative correlation, direction and with the guidelines of the wear level of significance of 5%, obtained p 0.890 > 0.0.5 then correlation between academic procrastination and academic achievement is declared not significant. The second hypothesis test results showed a relationship between academic efficacy with academic achievement, known coefficient of correlation (r) between academic efficacy and academic achievement -0.004 0.970 > with p 0.05, direction correlation negative and wear guidelines significance level 5%, obtained p 0.970 > 0.05 then correlation between academic efficacy with academic achievement is expressed is not significant. While the third hypothesis test results showed the absence of significant correlation between academic procrastination and academic efficacy simultaneously toward academic achievement with the retrieved R square (coefficient of determination) of 0000, and the coefficient correlation of 0.015 with 0.990 > p 0.05. Further, it is known from the Fcount of 0.010 of Ftable of 3.10, so that H0 is accepted and Ha was rejected.

scholarly journals Parental Involvement and Children’s Academic Achievement: In the Case of Some Selected Government Primary Schools Bahirdar City, Ethiopia

2019 ◽  
Vol 2 (1) ◽  
pp. p43
Author(s):  
Bezabih, Mezgebu Bayu
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Spearman Correlation ◽  
Significant Difference ◽  
Parental Level ◽  
The Relationship ◽  
One Way Anova

The purpose of this study was to examine the relationship between parental involvement and academic achievement of children in some selected full cycle government primary schools of Bahirdar city. To achieve this objective, 180 sample students were selected by using simple random sampling technique. The collected data was analyzed through, spearman correlation, analysis of variance and independent-test. The finding of the study revealed that the statistical analysis on independent t-test showed that there was a statistically significant difference between male and female students with regard to their academic achievement (t=6.25, df = 178, p<0.05). The finding of spearman correlation indicates that there was significant relationship between parental involvement and academic achievement of students (r=.56, p <.05). The result on one way ANOVA displayed that there was statistical significant difference among respondents academic achievement with regard to their parental level of education (F 2, 176) = 17.084, P<0.05. In conclusion, parental involvement is positively correlated with academic achievement of students and males have better academic performance than their female counter parts.

scholarly journals Efikasi Kendiri Guru Pendidikan Islam Sekolah Menengah Kebangsaan Malaysia

2015 ◽  
Vol 15 ◽  
pp. 1-21
Author(s):  
Noornajihan Jaafar
Keyword(s):  
Teaching Experience ◽  
Sampling Technique ◽  
Peninsular Malaysia ◽  
Cluster Sampling ◽  
Policy And Practice ◽  
Islamic Studies ◽  
Multi Stage ◽  
Positive Correlations ◽  
Main Instrument ◽  
The Relationship

Kajian ini bertujuan untuk meninjau tahap efikasi kendiri (EK) guru Pendidikan Islam (GPI) sekolah menengah kebangsaan di Semenanjung Malaysia. Kajian perbezaan berdasarkan beberapa faktor demografi terpilih seperti jantina dan lokasi sekolah turut dijalankan. Kajian korelasi juga dijalankan bagi menilai hubungan antara EK GPI dengan tempoh pengalaman mengajar. Kajian ini adalah berbentuk tinjauan yang menggunakan pendekatan kuantitatif dan soal selidik merupakan instrumen utama kajian. Teknik pensampelan kelompok atas kelompok digunakan bagi menentukan sampel kajian. Saiz sampel yang terlibat dalam kajian ini adalah seramai 544 orang GPI yang mewakili populasi seramai 8562 orang GPI di SMK semenanjung Malaysia. Dapatan kajian menunjukkan EK GPI berada pada tahap sangat tinggi (min=4.32). Analisis ANOVA dua hala pula menunjukkan tiadanya perbezaan EK GPI terhadap faktor persekitaran berdasarkan jantina. Analisis Pearson pula menunjukkan terdapatnya korelasi yang lemah dan positif antara tempoh pengalaman mengajar dengan EK (r=0.098). Kajian ini dilihat memberi implikasi kepada polisi dan amalan pengajaran GPI.This study was designed to examine self-efficacy (SE) teachers of Islamic Studies (TIS) in national secondary schools in Peninsular Malaysia. A research on the differences of SE based on a number of demographic factors was also carried out. The study also aimed to assess the relationship between teaching experiences with SE. This study used a quantitative approach and the questionnaire was the main instrument. Multi stage cluster sampling technique was used to determine the sample. The sample size involved in this research were 544 TIS representing a population of 8562 TIS national secondary school in Peninsular Malaysia. The results showed that SE of TIS were very high (min=4.32). Two Ways ANOVA analysis showed there was no difference in the SE of TIS based on gender and school location. Pearson analysis showed that there were weak and positive correlations between teaching experience with SE (r=0.098). In addition, this study has also seen to have implications for the policy and practice of teaching among TIS.

scholarly journals HUBUNGAN DISIPLIN BELAJAR DAN PRESTASI BELAJAR MAHASISWA DENGAN PERILAKUNYA DALAM MEMELIHARA KEBERSIHAN LINGKUNGAN KAMPUS

1970 ◽  
Vol 16 (1) ◽  
Author(s):  
Rendra Gumilar ◽  
Yoni Hermawan
Keyword(s):  
Academic Achievement ◽  
Correlation Analysis ◽  
Random Sampling ◽  
Student Behavior ◽  
Sampling Technique ◽  
Education Administration ◽  
Training And Education ◽  
R Value ◽  
The University ◽  
The Relationship

This study aims to find, analyze and examine the relationship between the discipline oflearning and achievement with behavior in maintaining the cleanliness of the environment.The study design used in this study was student class of 2011 Program StudiesEconomics Education / Administration Commerce Teacher Training and Education Facultyof the University of Siliwangi Tasikmalaya totaling 193 people. The sampling techniqueused in this study is proportional random sampling technique, the sample size of 60 people.Instrument in this study using a questionnaire to learn discipline and student behaviorquestionnaire in maintaining the cleanliness of the environment. While the data analysistechniques used were correlation analysis, simple and multiple regression.The results showed that the discipline variables studied included strong categories,including categories of academic achievement variable low and variable behavior of studentsin maintaining the cleanliness of the environment, including strong category.There is a relationship between the discipline of studying the behavior of students inmaintaining the cleanliness of the campus. This can be evidenced by the acquisition of an rvalue of 0.767 and a strong cohesion category contributes by 58.8%. The better the disciplineof learning, the better the behavior of students in maintaining the cleanliness of the campus.There is a relationship between the behavior of student achievement in maintaining thecleanliness of the campus. This can be evidenced by the acquisition of an r value of 0.319and a low of closeness category contributed 10.1%.The better achievement, the better thebehavior of students in maintaining the cleanliness of the campus.There is a relationshipbetween the discipline of learning and academic achievement with student behavior inmaintaining the cleanliness of the campus. This can be evidenced by the acquisition of an rvalue of 0.781 and a strong cohesion category contributes 61%. The better the discipline oflearning and the achievement of learning, the better the behavior of students in maintainingthe cleanliness of the campus.

The Relationship between “Compulsory Teaching Method” and “Joyful Sport”

2011 ◽  
Vol 187 ◽  
pp. 368-370
Author(s):  
Jian Hui Wang ◽  
Yang Yang
Keyword(s):  
Teaching Method ◽  
Teaching Experience ◽  
Teaching Process ◽  
Existing Problems ◽  
The Relationship ◽  
Practical Teaching

With the widespread trend of the educational idea “joyful sports” implemented in colleges, this paper analyzes the teaching process of “joyful sports” thoroughly and summarizes the existing problems of it basing on the practical teaching experience. Furthermore, this paper concludes that compulsory teaching method is the foundation of “joyful sports”. The educational idea of “joyful sports” can not be fully realized without the participation of compulsory teaching method.

scholarly journals Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation

2017 ◽  
Vol 10 (4) ◽  
pp. 160 ◽  
Author(s):  
Serpil Ozdemir
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Teaching Experience ◽  
Computer Assisted ◽  
Screening Model ◽  
Technology Competency ◽  
Dependent Variables ◽  
Basic Technology ◽  
High Level ◽  
The Relationship

The present research was done to determine the basic technology competency of Turkish teachers, their attitude towards computer-assisted education, and their technology operation level in Turkish lessons, and to designate the relationship between them. 85 Turkish teachers studying in public schools in Bartin participated in the research. The research was designed with relational screening model. The results obtained in the research are as follows: The information technology competency of Turkish teachers was determined as high-level in technologies usually used vocationally, and as mid-level in others The Turkish teachers had high-level of attitude towards computer-assisted teaching. However, they tended to use technology in their lessons at mid-level. The dependent variables did not indicate remarkable differences based on gender, teaching experience, and education level. Results showed that there was a high-level relationship between the attitude towards computer-assisted education and using information technology in Turkish lessons. Also, there existed a mid-level relationship between the basic technology competency and attitude towards computer-assisted education.

Sign in / Sign up

Export Citation Format

Share Document