The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics

Ekmekci, Adem; Serrano, Danya M.

doi:10.3390/educsci12100649

Cited by 20 publications

(11 citation statements)

References 76 publications

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“…Additionally, Affum's [88] study suggests that the internet is essential for student learning outcomes, although it can also have adverse effects that may impede student progress. Finally, Ekmekci and Serrano's [89] study found that teacher quality significantly impacts student motivation in STEM fields, with students who receive instruction from educators who prioritize unique teaching methods and emphasize subject specific skills, such as mathematics, demonstrating higher levels of motivation towards the subject.…”

Section: Discussionmentioning

confidence: 99%

Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning

Gumasing,

Cruz,

Piñon

et al. 2023

Sustainability

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Since the COVID-19 pandemic, the world has experienced a shift in education, forcing students to transition from traditional face-to-face classes to distance learning. Students found these adjustments challenging, thus affecting their academic performance. In order to address this issue, this study sought to identify the factors affecting students’ learning motivation and academic attention in distance learning using a novel framework of ergonomic domains. Using purposive sampling, 311 senior high school students who took part in online learning at selected schools in NCR Plus answered an online survey. Partial least square structural equation modeling (PLS-SEM) was utilized to investigate and assess the physical, cognitive, and macro-ergonomic factors influencing their learning motivation and academic attention. The study’s results revealed that cognitive and macro-ergonomic factors significantly influence students’ learning motivation, affecting students’ academic attention, while the physical ergonomic factors were found to be insignificant. The findings and analysis imply that academic professionals should be aware of and apply physical, cognitive, and macro-ergonomic concepts to positively influence students’ learning in an online setup. Furthermore, intrinsic motivation should be the main driving force behind learning because it is more successful and beneficial in the long term. The study concludes that as online learning has become more prevalent than ever, it is imperative that ergonomic factors are considered to establish an effective online education system and improve students’ learning motivation and academic attention in distance learning.

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Section: Discussionmentioning

confidence: 99%

Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning

Gumasing,

Cruz,

Piñon

et al. 2023

Sustainability

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show abstract

“…Investing in teacher training for career guidance has significant benefits, including creating an educational environment where students are better prepared to make informed choices and build a successful professional future. Teachers can influence students' career choices by becoming role models while teaching and evaluating their subjects [39,40], making the content more relevant, accommodating long-term goals, and learning from a long-term perspective [39]. Trained teachers can perform career-guidance activities at a basic level in three complementary dimensions of the career-guidance process: personal development, learning, and career planning [8].…”

Section: Training Teachers For Academic and Career Guidancementioning

confidence: 99%

Training Teachers for the Career Guidance of High School Students

Bersan,

Lustrea,

Sava

et al. 2024

Education Sciences

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The article addresses the decision-making process of career choice among high-school students and emphasizes the importance of supporting their informed decisions by trained teachers acting as career-guidance counselors. While, ideally, school counselors handle career counseling, their limited availability necessitates the involvement of other resources, such as trained teachers. The present study introduces a career-guidance training program for teachers, implemented with 20 Romanian and 20 Serbian teachers. The research conducted simultaneously with the training aimed to assess the effectiveness of this cross-national program in enhancing teachers’ competence in career guidance. Utilizing a longitudinal mixed methodology, the study assessed the teachers’ perceptions of the training’s effectiveness and sustainability over a period of 24 months. Two questionnaires featuring multiple-choice and open-choice questions were employed. The results consistently indicated that teachers rated the training as excellent or very good across various dimensions, including content, trainers, didactic materials, and applications. Challenges were noted in designing and implementing group career activities compared to individual ones, with no significant differences observed between Serbian and Romanian teachers. After 24 months, a deductive content analysis of open-ended questions assessed the sustainability of acquired competencies. Our findings indicated active teacher participation in career-guidance activities, primarily with final-year students serving as class teachers or subject instructors. In the context of a scarcity of career-counseling specialists, training teachers as career-guidance advisors emerges as a viable solution. The study highlights the potential of such training programs to address the critical need for comprehensive career guidance in schools.

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“…There is a scarcity of research focusing on Oyi Local Government Area, particularly in the context of teacher motivation and its consequences on student achievement in basic science and technology subjects. The existing literature primarily draws from broader national or global studies (Bardach & Klassen, 2021;Ekmekci & Serrano, 2022), making it essential to investigate this issue in the local context. The educational system in Oyi Local Government Area of Anambra plays a crucial role in motivating preservice teachers and influencing their performance.…”

Section: Introductionmentioning

confidence: 99%

Surveying the Motivation of Pre-service Teachers and the Performance of Nigerian Primary School Pupils

Okeke

2024

IJCE

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This study investigates the crucial interplay between the motivation of pre-service teachers and the academic performance of primary school pupils in basic science and technology subjects within the Oyi Local Government Area of Anambra State, Nigeria. A descriptive survey method was used. The sample comprised 200 pre-service teachers and primary six students in government primary schools in Oyi Local Government Area. The researchers also constructed questionnaires and administered them to the sampled population in Oyi Local Government Area of Anambra State. Preliminary findings underscore the significance of pre-service teacher motivation in shaping the academic success of primary school pupils. These attributes contribute to a more conducive and effective learning environment, ultimately benefitting the academic performance of primary school pupils. However, challenges persist in providing consistent settlements, recognition, instructional materials, and retraining opportunities for pre-service teachers. Addressing these challenges is crucial for sustaining teacher motivation, improving teaching quality, and enhancing the educational experience for students.

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The Impact of Teacher Quality on Student Motivation, Achievement, and Persistence in Science and Mathematics

Cited by 20 publications

References 76 publications

Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning

Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning

Training Teachers for the Career Guidance of High School Students

Surveying the Motivation of Pre-service Teachers and the Performance of Nigerian Primary School Pupils

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