Modeling of teacher characteristics, skills in teaching and students’ achievement in secondary school Physics

##plugins.themes.academic_pro.article.sidebar##

Published Jul 27, 2024
https://doi.org/10.47434/JEREDA.5.2.2024.209
Download
PDF
Statistic

Downloads

Download data is not yet available.
Vol. 5 No. 2 (2024)

##plugins.themes.academic_pro.article.main##

Waliu Ayoola Fagbenro
Department of Science Education, Federal University Wukari, Nigeria
Tangsom Comfort Bulus
Department of Science Education, Federal University Wukari, Nigeria

Abstract

Introduction: Teachers with a significant amount of classroom experience and a strong background in physics, math, and education would exhibit suitable teaching abilities as evidenced by engaging lesson presentations, and assessments of the lessons' goals. Students would learn effectively and achieve better in physics if teachers demonstrated these suitable teaching techniques.


Purpose: This study looked at the associations between the qualities of a teacher and their ability to teach, as well as the implications of these associations for the physics achievement of senior secondary school students.


Methodology: The study used a correlation design, whereby path analysis was employed to evaluate the plausibility of the proposed model without manipulating any of the variables. Thirty senior secondary school physics teachers and nine hundred senior secondary school physics students were randomly selected from thirty senior secondary schools (SSS) in Taraba and Adamawa States, Nigeria. A Teacher-Students Interaction Observation Schedule was used to rate each teacher. The students took the Physics Achievement Test at the conclusion of the fourth week.


Result: The analysed data indicated a strong and favourable correlation between the qualities of teachers and their aptitude for presenting and evaluating lessons. Teachers with relevant experience and qualifications displayed effective teaching techniques.


Conclusion: Experienced and certified teachers were found to possess the necessary skills to get ready to teach physics in classrooms, and physics students' achievement was influenced by the qualities of their teachers.


Recommendation:  Policy makers, educators and schools should hire qualified individuals to teach physics in senior secondary schools.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Fagbenro, W. A., & Bulus , . T. C. (2024). Modeling of teacher characteristics, skills in teaching and students’ achievement in secondary school Physics. Journal of Educational Research in Developing Areas, 5(2), 209-222. https://doi.org/10.47434/JEREDA.5.2.2024.209
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abanihe, I. M. (2008). Teacher-student interaction sheet (TSIS), Unpublished research instrument. Institute of Education, University of Ibadan, Nigeria.
  2. Adeoye, F. A. (2010). Impact of systematic assessment of instruction on secondary school students' physics achievement at cognitive level of knowledge. Eurasian Journal of Physic and Chemistry Education, 2(1), 44-52.
  3. Adeyemi, T. O. (2008). Teachers’ teaching experience and students’ learning outcomes in secondary schools in Ondo State, Nigeria. Educational Research and Review, 3(6), 204 -212.
  4. Agharuwhe, A. A. (2013). Effects of teachers’ effectiveness on students’ academic performance in public secondary schools, Delta State – Nigeria. Journal of Educational And Social Research, 3(3), 105-111.
  5. Agbor, C. N., Onnoghen, U. N., & Etan, M. O. (2023). Teachers' qualification and academic performance of environmental education students in the university of Calabar. LWATI Journal of Contemporary Research, 20(2), 2-12.
  6. Ajogbeje, O. J., Ojo, A. A., & Ojo, O. A. (2011). Effect of formative testing with feedback on students' achievement in junior secondary school mathematics in Ondo State Nigeria. International Education Research, 1(2) 08-20.
  7. Akinsolu, A. O. (2010). Teachers and students academic performance in Nigeria secondary schools: Implications for planning. Journal of Educational Administration and Policy, 3(2), 105 – 114.
  8. Allen, K. P. (2010). Classroom management, bullying and teacher practices. The Professional Educators, 34(1), 1-15.
  9. Badmus, O. T., & Jita, L. C. (2022). Pedagogical implication of spatial visualization: a correlation of students’ achievements in physics. Journal of Turkish Science Education, 19(1), 97–110.
  10. Casian, M., Mugo, L., & Claire, M. (2021). Impact of teachers qualification on students academic performance in public secondary schools in Rwanda. Journal of Education, 4(2),75-88.
  11. Clark, C. M., & Yinger, R. J. (2007). The context of teaching: How schools make a difference. Lawrence Erlbaum Associates.
  12. Daniels, H. (2008). Designing and using performance tasks. Routledge.
  13. Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certificate matter? High school teacher certificate and student achievement. Educational Evaluation and Policy Analysis, 22, 129 – 145. http://dx.doi.org/10.3102/01623737022002129.
  14. Hanane, T. (2016). The effects of lesson plan on teacher’s classroom management. Case study: Second Year English Students of LMD at Biskra University. Corwin Press.
  15. Humphrey, D. A., Laud, N., Eric A. & James, K. A. (2023). A review of students’ academic performance in physics: attitude, instructional methods, misconceptions and teaching qualification. European journal of Education and Pedagogy, 4(1), 84-92.
  16. Ichazu, K. A., & Omoregie, N. (2020). The influence of teachers qualifications on academic performance of secondary school students in Delta state, African Scholars Journal of Contemporary Education Research, 19(8), 207-220.
  17. Jega, S. H., & Julius, E. (2018). Effect of teachers academic qualification and experience on students achievement and interest in Mathematics in Kebbi state. International Journal of Advanced Academic Research, Arts and Humanities, 4(6), 15-29.
  18. Jöreskog, K. G., & Sörbom, D. (2015). LISREL 9.3 Student version for Windows [Computer Software]. Scientific Software International.
  19. Lineage, C., & Bartlett, L. (2008). Lesson planning: A step-by-step guide. Corwin Press.
  20. Mullens, J. E (2019). The relationship between teacher qualifications and students’ learning: A study of standard one classrooms in Belize, Central America. Unpublished EDD Thesis, Harvard University USA.
  21. Neisari, M., & Heidari, M. (2014). The impact of knowledge sharing on organizational innovation: The mediating role of absorptive capacity. Knowledge Management Research & Practice, 12(4), 374-385. http://dx.doi.org/10.1080/14626701.2014.949163.
  22. Ojera, N. (2016). Impact of teachers qualification on pupils academic achievement in Kenya. Journal of Education Research, 3(7), 1-20.
  23. Oladokun, T. A. (2010). A path analytic model of school and teacher variables on primary school pupils learning outcomes in Mathematics. Unpublished doctoral thesis, Institute of Education, University of Ibadan, Nigeria.
  24. Olagunju, A. M. (2015). The effect of formative assessment on students' achievement in secondary school mathematics. International Journal of Education and Research, 3(10), 481-490.
  25. Papay, J., & Kraft, M. (2014). Productivity returns to experience in the teacher labour market: Methodological challenges and new evidence on long-term career improvement. Brown University. Car Michael Press.
  26. Planet, J. (2015). Importance of lesson planning. International Journal of Humanities and Social Science, 5(3), 43-50.
  27. Rhalmi, K. (2010). The importance of lesson planning. Journal of the International Society for Teacher Education, 14(1), 25-30.
  28. Rowan, B., Correnti R., & Miller, R. J. (2002). What large scale survey research tells us about teacher effects on students’ achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104(8), 1525-1567.http://dx.doi.org/10.1111/1467-9620.00212.
  29. Sanjaya, W. (2016). Strategi pembelajaran. Jakarta: Kencana Prenada Media Group. Journal of Instructional Psycholog, 4(3), 43-55.
  30. Singh, K. (2007). The importance of lesson planning in English language teaching. English Language Teaching, 10(3), 1-10. http://dx.doi.org/10.5539/elt.v10n3p1.
  31. Strong, M. (2021). The Art of Lesson Planning: Strategies for Effective Teaching. Routledge.
  32. Thomas, O. O., & Israel, O. O. (2013). Assessing the relative effectiveness of three teaching methods in the measurement of students’ performance in Physics. International Journal of Material, Methods,and Technologies, 1(8), 116–125.
  33. Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Association for Supervision and Curriculum Development.
  34. Ugodulunwa, C. A. & Okolo, U. P. (2016). Effects of formative assessment on mathematics test anxiety and performance of senior secondary school Students in Jos, Nigeria. /CAS'/? Journal of Research & Method in Education (IOSR-JRME), 5(2), 38-47.
  35. Udoukpong, B.E. & Okon. C.P. (2012). Perception of formative evaluation practices and students" academic performance in Junior Secondary Certificate Examination in Social Studies. Internal tonal. Journal of Business and Social Science, 3(15), 204-212.
  36. Whalen III, W. V. (2012). Northeastern University Libraries. http://hdl.handle.net/2047/d20002836.
  37. Woolfolk, A. E., & Margetts, K. (2019). Educational psychology: Active learning edition. Pearson.
  38. Yusuf, H. O., & Dada, A. A. (2016) Impact of teachers qualification and experience on the performance of students. Journal of Quality in Higher Education, 3(2), 52-60.