Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools

Olagbaju, Oladotun Opeoluwa

doi:10.1155/2020/8897719

Cited by 9 publications

(5 citation statements)

References 5 publications

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“…The interplay between Teachers' Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology Bizimana, E. result supports the previous studies that addressed the influence of teacher attitude, efficacy, and effectiveness on students' academic performance (Akiri, 2013;Olagbaju, 2020;Oviawe, 2016;Tella, 2008).…”

Section: Discussion Of the Findingssupporting

confidence: 82%

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

Bizimana

2023

Af. J. Educ. Stud. Math. Sci.

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The purpose of this study was to determine the association between teachers' efficacy, teachers’ effectiveness, attitude toward biology, and students' achievement in biology among lower secondary schools in Nyamagabe district, Rwanda. The study used an ex-post-facto research design to accomplish this. Eighty-eight respondents including 44 head teachers and 44 biology teachers were purposively selected from 46 schools as a sample. Data were collected using the Teacher Efficacy Scale (TE), Teachers Attitude towards Teaching Biology Questionnaire (TATBQ) for teachers, and Biology Teacher Effectiveness Questionnaire (BTEQ) for headteachers. Besides, the 2018 Biology National Examination 2018 results were used as a measure of student academic performance in biology. The Pearson Correlation and Multiple Regression analyses were used in the data analysis. Correlation results revealed a positive and significant relationship between the teachers’ attitudes towards teaching biology, efficacy and effectiveness, and student's academic performance in biology. Multiple regression analysis indicated that teachers’ attitudes, efficacy, and effectiveness have a positive contribution to the model. It was concluded that good biology knowledge, efficacy, and effectiveness, as well as biology teachers' positive attitudes, are key elements that, when combined, are thought to lead to greater academic success in biology in lower secondary schools. It was recommended, among other things, that school officials should monitor and supervise classroom teaching and learning at their schools regularly to ensure that teachers are performing their tasks properly. Teachers should be exposed to professional advancement programs such as seminars, workshops, and retraining to develop a more positive attitude towards the teaching of Biology and to improve their teaching strategies.

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Section: Discussion Of the Findingssupporting

confidence: 82%

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

Bizimana

2023

Af. J. Educ. Stud. Math. Sci.

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“…e teacher is indispensable in the instructional procedure; therefore, the attributes of a teacher do not only influence curriculum implementation but students' learning outcomes to a large extent, making teacher-related factors paramount [7,8]. Teacher-related factors could be internal (psychological) and external [9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.

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“…A study conducted in Gambia, on teacher-related factors as predictors of academic achievement in English Grammar (Olagbaju, 2020) recommended based on its findings that more research focusing on teacher-related variables influencing learners' academic achievement should be conducted in contexts where English is used as a second language for instructional purposes in developing countries. It is based on this recommendation that the current study that sought to report on teacher factors influencing rural school learners' performance in Grade 12 Business Studies was conducted in a developing country.…”

Section: Discussionmentioning

confidence: 99%

Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

Mtshali

Ngwenya

Myende

2022

pie

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The purpose of this study is to examine teachers’ perceptions of teacher factors affecting the dwindling Grade 12 learners’ performance in Business Studies National Senior Certificate (NSC) examinations at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. The study employed a qualitative research methodology to explore teachers’ perceptions. Five Grade 12 teachers were purposively selected from five rural secondary schools that offered Business Studies as a subject of teaching and learning in the Umbumbulu circuit. The case study research design was used to focus on a few participants who had lived experiences of teaching Business Studies at Grade 12 in rural schools and could relate to dominant factors influencing learner performance in this subject. Data were generated through faceto- face, semi-structured interviews, and thematic analysis was used as a method of analysing qualitative data with the purpose of identifying salient traits in data that could develop into themes. The study found that teacher factors influencing learner performance in Grade 12 Business Studies were teacher approaches to teaching Business Studies, timetabling and impediments to innovative teaching and assessment in the form of rural contextual factors such as large classes and a shortage of textbooks. The study nurtures awareness of teacher factors influencing rural school learners’ performance in Grade 12 Business Studies, so that Business Studies teachers in emerging economies can think of ways to address these factors to improve learner performance.

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Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools

Cited by 9 publications

References 5 publications

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

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