Teachers’ Academic Behaviors on Students’ Academic Achievement (original) (raw)
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An International Peer Reviewed & Referred Scholarly for Inter Disciplinary Studies, 2015
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Journal of Social Sciences Advancement, 2021
Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's p...
Impact of Teacher’s Behaviour on the Academic Achievement of Professional College Students
International Journal of Advance Research and Innovative Ideas in Education, 2015
This research article discusses the impact of teacher’s behaviour on the academic achievement of professional college students. All the teachers and students of professional colleges constituted the population. From the 5 Medical/Nursing/Pharmacy/Physiotherapy colleges of Malwa region of Punjab, 44 teachers and 329 students were selected as a sample. Two questionnaires were developed and administered to the sample for the collection of data. The researcher personally visited respondents, thus 100% data were collected. The collected data were tabulated and analyzed by using chi-square and Pearson’s product moment coefficient of correlation (r). The major conclusions of the study were that teachers felt proud to be teachers, they adjusted themselves with the prevailing situation and circumstances, and they used different motivational techniques for teaching. Students were found to be satisfied with the positive behaviour of their teachers. The relationship between the teachers’ behavi...
Role of the Teacher’s in Academic Performance of Students
International Journal of Indian Psychology, 2018
This study was conducted to examine the contribution of teachers to the ongoing academic progress of students. As no suitable measures were available, so scale was constructed to measure the role of the teacher in academic performance. An item analysis was done to select the statistically sounds items. Factor analysis was done to determine the factorial structure of these scales.121 students (both boys and girls) from different schools (government and semi government) constituted the sample. The results showed that the role of the teacher was positively correlated to actual academic performance (obtain from school records). Vis a visa boys, girls obtained higher scores on both scales and perceived role of the teacher in positive manner. No significant school differences were found.
Students' Perception toward Teachers' behavior
This research shares findings from a study to determine if there were significant differences in the identified behaviors of teachers and students’ perceptions in the eleventh grade classrooms in schools. The purpose of the study is to examine the perception of the secondary school students towards their teacher’s behaviors. Teachers are the major role players in building a better civilized society. They do this by providing proper skills and knowledge to their students. Students are highly motivated by their teachers’ behavior in class and outside. This research paper is fully based on primary data and non-probability random sampling technique has been used for collecting data. The data have been collected from five secondary schools in Hosanna city and surrounding and the sample size was 50. For making questionnaire Likert scale has been used. Out of 38 teachers’ behaviors, it has been found that 5 factors have highly affected students’ perceptions. The major finding is teachers’ behavior significantly affects students’ perception. Therefore, it is very important that teachers need training and are expected show good behavior towards their students for a good academic outcome.
Teachers’ Attitude as a Correlate of Students’ Academic Performance
International Journal of Research and Innovation in Social Science (IJRISS) , 2019
- The classroom climate which is often times set by the teacher is determined by the teacher’s attitude. Attitude as a major determinant of a person’s behavior influences the way a teacher relates with the students and thus affects students’ academic performance. The study examined teacher’s attitude as a correlate of students’ academic performance in geography. Descriptive survey design was adopted and a sample size of four hundred selected from a population of nine hundred and sixtyeight using the Taro Yamane sample size formula. Two research questions and a research hypothesis were proposed in line with the study objectives. Average Mean Score was used to analyze responses for the research questions while Multiple Regression Analysis was used to test the research hypotheses. The findings show that attitude of teachers correlated positively and significantly with students’ academic performance. Poor government attitude to teachers, lack of job satisfaction, poor remuneration and delayed salary, students’ learning interest and absence of teaching materials/instructional aid were found to influence the attitude of teachers. The paper strongly recommends among others thatsalaries and remuneration of teachers should be paid as at when due; teachers should go beyond Instruction and focus on the interpersonal aspects of teaching; constant in-service training should be provided for teachers and also provision should be made for teachers to attend educational conferences both locally and internationally as this would help them grow on the job.
TEACHERS ATTITUDE AND STUDENTS'ACHIEVEMENT IN SELECTED PRIVATE SECONDARY SCHOOLS IN RUBAVU DISTRICT
This study is entitled “Teachers Attitudes and Students Achievement in selected Private Secondary schools in Rubavu District, Rwanda”. This study was carried out in fourteen private secondary schools. The objectives of this study were: to determine the profile of the respondents in terms of age, gender, education, qualification and working experience; to determine the type of teachers attitudes in selected private secondary schools in Rubavu District, to determine students level of performance in selected private secondary schools in Rubavu District, and to find out if there is any relationship between the degree of teachers attitude and level of students achievement in the selected private secondary schools in Rubavu District. The study used the descriptive survey method design, and data were analyzed using, mean and Pearson’s correlation coefficient. The study target population was 142 respondents and it had a sample size 142 respondents. Self administered questionnaires were employed which were researcher made. The findings of the study indicated that majority of the respondents were male (86%) compared to female (14%). The findings revealed also that the majority of the respondents were Bachelor Degree holders (59.1%) whereas the Diploma holders were at (22.5%) and certificate holders at (18.3%). The study also revealed that the most experienced teachers are ranging between 6-10 years of teaching. The level of students’ achievement was high in 2010 with the range mean of (2.5) whereas in 2011 with the range mean of (2.3). This shows that the level of teachers attitude tend to be negative which affected the level of students achievement. The findings also revealed a positive relationship between the level of teachers’ attitude and the level of students’ achievement with a sig.value of 0.000 and r-value of 0.01. It was recommended that the Government of Rwanda especially the Ministry of Education should also give support to private schools, either financially or materially in order to promote quality education among all Rwandese and control seriously the type of education which is provided in private schools. Areas of further studies suggested included: Staff conditioning and schools efficiency, School facilities and students’ performance, School management and students effectiveness, The implementation of Nine and Twelve Years Basic Education policy in Rwanda and Students performance.
Pupils’ Classroom Behavior and Academic Performance
International Journal of Research Publications, 2023
Pupils' behavior in the classroom today takes various forms depending on the social and cultural context. This study focused on the pupils' perception of the classroom behavior: Physical Aggression, Verbal Expression, Non-Verbal Communication, Disrespecting Teacher, and Peer Pressure, the pupils' academic performance for the second quarter, and the relationship between pupils classroom behavior and academic performance for the School Year 2022-2023. This study was conducted among the one-hundred-fifty (150) Grade V pupils in schools under South 1 District, Division of Gingoog City. This study used an adapted questionnaire from Lampasaran (2018). The researcher utilized the descriptive–correlational research. Statistical analysis like mean, standard deviation, and Pearson Product Moment Correlation Coefficient were employed to analyze the gathered data. The results revealed that overall, pupils' perception of classroom behavior was sometimes level. Non-verbal communication was rated the highest. The majority of the Pupils' academic performance was at a fairly satisfactory level. Pupils' classroom behavior has a significant impact on academic performance, except for physical aggression. Academic performance has a fairly satisfactory level, which means that pupils should improve their academic performance for better results. The researcher recommends that the school, teachers, and parents may help each other in improving pupils' positive behavior and academic performance.
International Journal of Psychosocial Rehabilitation, 2020
This study seeks to create understanding on the significance between the relationship between teachers and students in an academic set up. The research has used a simple random sampling method to determine a population sample of 200 respondents. This sample size consisted of 100 students and 100 teachers. Data was collected by use of questionnaire forms and interviews. After collecting the primary data, the data was subjected into quantitative analysis using various statistical methods so as to get understanding of the topic which was being investigated. Based on the research, it was realized that there is a positive correlation between teach-student relationship and academic performance. This means that positive relationship between teachers and students improve the performance of students. On the other hand, negative relationship between teachers and students deteriorate the performance of students. It was also realized that learners find it easy to share with teachers the predicaments they undergo when there is a positive relationship. However, in a situation where teachers do not show any concern to students, academic performance usually deteriorates because students are not in close intimacy with the teachers. Therefore, the study recommended that teachers should devise mechanism of developing a positive relationship with students so as to address their needs including those associated with academic performance.