Teachers’ Attitude and Gender Factor as Determinant of Pupils’ performance in Primary Science
01 Jan 2009-African Research Review (International Association of African Researchers)-Vol. 3, Iss: 1
TL;DR: In this article, the influence of the teachers attitude and gender factor on the academic performance of the primary schools pupils was examined, which indicated that there exists a significant relationship between teachers' attitude and pupils' performance in primary science.
Abstract: Teachers are regarded as the basic tools in education and curriculum implementations. The quality of any nation’s education is determined by the qualities of the teachers and their attitude to the profession. This paper seeks to examine the influence of the teachers’ attitude and gender factor on the academic performance of the primary schools pupils. Fifty science teachers were randomly selected from seventy (70) primary schools out of the ninetyseven (97) primary schools in ondo west local Government in ondo state and two hundred pupils were randomly selected and used for the same study. Two instruments were used to collect data, the Teachers’ attitude questionnaire (TAQ) and Primary science achievement test (PSAT) .The research design adopted for this study was survey design. The reliability of the instrument was 0.78 and 0.84 by using crombach alpha and k-21 respectively. Pearson moment product correlation coefficient was used to analyze the instruments. The result indicated that there exists a significant relationship between teachers’ attitude and pupils’ performance in primary science. The result also indicated that there exists no significant relationship between the performance of pupils taught by male and female teachers in primary science. Recommendations were made on how to promote further development of primary science teaching and learning in Nigeria. Key words : Attitude, Gender, Performance, Nigeria
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TL;DR: In this paper, the effects of attitude as it relates to engineering students' learning in engineering drawing was looked into in this study. All the engineering students from the four engineering departments of Federal University of Agriculture Abeokuta, Nigeria were considered as the study population.
Abstract: The effects of attitude as it relates to engineering students’ learning in engineering drawing was looked into in this study. All the engineering students from the four engineering departments of Federal University of Agriculture Abeokuta, Nigeria were considered as the study population. However the participants were a total of 152 engineering students. The research instrument was a pre-tested self-administered questionnaire. The questionnaire was structured using close-ended Likert 5-point attitude scale format for it’s relatively easy to design, high degree of reliability and validity in using Likert technique. The data obtained was analysed using frequency, percentage, mean score and standard deviation techniques on Standard Package for Social Scientists (SPSS) 16.0, software. The analysed data showed that the students have positive attitude to engineering drawing as a subject and teaching methodology. They were unsure about classroom environment and background information but obviously negative about the instructional and educational items.
11 citations
Cites background from "Teachers’ Attitude and Gender Facto..."
...This in turn affects the quality of education (Afolabi, 2009)....
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Journal Article•
TL;DR: In this paper, the authors determined the degree to which teachers' academic qualification predicts students' attitude and academic achievement in Geography in senior secondary schools of Adamawa State using predictive correlational design.
Abstract: The recruitment of unqualified teachers to teach in Nigeria’s institutions of learning has been a persistent and age-long problem affecting students’ learning. However, it is perplexing to know that the government who made the Nigerian Certificate of Education (NCE) the minimum requirement for entry into the teaching profession has been guilty of recruiting the said unqualified teachers into the educational system. As this problem persist, without a deliberate effort made by the government to address it, this study determines the degree to which teachers’ academic qualification predicts students’ attitude and academic achievement in Geography in senior secondary schools of Adamawa State. The research design employed was the predictive correlational design. The study, which sampled 400 teachers and 400 students from senior secondary schools in Adamawa State, employed the multistage sampling technique to actualize this. The participating teachers’ and students’ responses were gathered using the Geography Teachers' Qualification Checklist (GTQC), Students' Attitudinal Scale in Geography (SASIG) and Geography Achievement Test (GAT). Two of the instruments (SASIG, GAT) were validated and trial-tested to obtain the reliability coefficients using Cronbach’s Alpha statistic. The SASIG instrument had a reliability coefficient of 0.78 while the GAT instrument indicated a coefficient of 0.77. Frequency count and percentages were used to answer the lone question in the study while the null hypotheses were tested using simple linear regression statistic. The regression statistic showed that teachers' qualifications did predict students’ academic achievement and the predictive value was significant. However, students’ attitude to Geography was not predicted by teachers’ qualification. These results emphasized the need for authorities concerned to strictly recruit qualified graduate teachers of Geography to teach in senior secondary schools in Adamawa State.
6 citations
Cites background from "Teachers’ Attitude and Gender Facto..."
...As defined by Smith (as cited in Afolabi, 2009), attitude is a relatively enduring predisposition to respond in a relatively consistent manner towards a person, object situation or, idea....
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TL;DR: In this paper , the authors integrate research on the perceived instructor attitude towards students, which consists of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, with research on flipped learning.
Abstract: Despite the increased importance of constructivist learning environments, especially flipped learning formats, in management education, empirical evidence on their effects is mixed. While many studies find positive effects of flipped learning formats on student learning, others report no or even a negative impact. As most of the mechanics behind these effects remain unknown, we draw on flipped learning and educational psychology research, and look beyond the direct effects of the learning format to explain the inconsistent results. We integrate research on the perceived instructor attitude towards students, which consists of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, with research on flipped learning. More specifically, we propose that a positively perceived instructor attitude towards students mediates the positive impact of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students enrolled in an international business strategy course at a German university support our hypotheses. We contribute to management education research on flipped learning formats by hinting at the importance of active learning and the perceived attitude of the instructor. Thus, management education scholars should take indirect effects that have already been studied in other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitudes are positively perceived by students to facilitate improved perceived learning outcomes.
4 citations
25 Oct 2020
TL;DR: In this paper, the authors examined teachers' teaching methodologies and attitudes as correlate of pupils' learning outcomes in Surulere Local Government, Lagos State, and found that a positive significant relationship exists between primary schools' teachers' attitudes and pupil's learning outcomes (r =.100; N = 80; p<0.05).
Abstract: Effective teaching at any stage in education particularly at the primary school level is to equip learners with life skills and bring out desired positive learning outcomes. Learning outcomes of pupils is very important because it showcases learners’ level of achievement. Hence, effective teaching at the primary school level becomes highly imperative. Despite this, empirical evidence has revealed that pupils are found to have poor learning outcomes. This disheartening situation has prompted numerous scholars to examine factors that could be responsible for this consistence poor performance. Among the factor were teachers’ characteristics, school climate, lack of instructional materials, teachers’ content knowledge, teaching motivation among others. However, much research attention has not been directed to the issue of teachers’ teaching methodologies and attitudes. Hence, this study examined teachers’ teaching methodologies and attitudes as correlate of pupils’ learning outcomes in Surulere Local Government, Lagos State. Two hypotheses were formulated and tested. Descriptive survey research design of the correlational type was used for the study. Simple random sampling technique was used to select eighty (80) teachers and pupils respectively. Three validated self-designed instruments were used to collect data for the study. The first instrument was titled “Primary Schools’ Teachers’ Attitude Questionnaire (PSTAQ)” (0.77). The second instrument was titled “Observational Schedule for Primary Schools’ Teachers’ Teaching Methodologies (OSPSTTM)” (0.81). The third instrument was titled “Primary Schools’ Pupils’ Achievement Test (PSPAT)” (0.89). Data collected were analysed using inferential statistics of Pearson Product Moment Correlation (PPMC) for the hypotheses tested at 0.05 level of significance. Findings from the study revealed that a positive significant relationship exists between primary schools’ teachers’ attitudes and pupils’ learning outcomes (r = .100; N = 80; p<0.05) and a positive significant relationship exists between teachers’ teaching methodologies and pupils’ learning outcomes (r = .120; N = 80; p<0.05). Hence, it was recommended that the federal government of Nigeria and private schools’ owners should ensure prompt payment of teachers’ salaries to enhance teachers’ attitudes and that trainings and seminars should be organised for teachers on how to identify methods of teaching that best suit each topic as specified in the curriculum.
Keywords: Teachers; Attitudes; Teaching Methodologies; Pupils’ Learning Outcomes
3 citations
Cites background or result from "Teachers’ Attitude and Gender Facto..."
...Again, in a study by Afolabi (2009), the result indicated that there exists a significant relationship between teachers’ attitude and pupils’ performance in primary science....
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...This finding corroborates the results of Afolabi (2009), Al-Harthy, Shahrir and Abedalazi (2013), Kurgat and Gordon (2014) and Reyhan and Muzaffer (2016) who found in their various studies that there was significant correlation between teachers’ attitudes and pupils’ academic performance....
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TL;DR: In this article, the authors investigated the extent to which parental factors, involvement in household chores, and school factors influenced girls' performance in agriculture in the sub county's public mixed day secondary schools.
Abstract: For many of the world’s people, agriculture is both a source of food and a means of livelihood. In Kenya, the agriculture sector has immense contribution to the economy in terms of providing food, employment and foreign exchange among other roles. Women make essential contributions to the country’s agricultural and rural economy. Besides their daily routine consisting of cooking, cleaning, and other domestic chores, women are heavily involved in all aspects of the country’s agricultural sector; from crop production to livestock rearing. Secondary school girls’ performance in agriculture is therefore vital for it determines their future ability to engage in productive agricultural activities that would enhance food security and generate income for the family and the society at large. Unfortunately, girls in Kirinyaga Central sub county’s public mixed day secondary schools continue to perform poorly in the Kenya Certificate of Secondary Education (KCSE) agriculture examination. This study therefore aimed at investigating the extent to which parental factors, involvement in household chores, and school factors influenced girls’ performance in agriculture in the sub county’s public mixed day secondary schools. Target population was form three girls taking agriculture and agriculture teachers in the public mixed day secondary schools in Kirinyaga Central sub county. Descriptive survey research design was used. Systematic random sampling technique was used to select girls for the study. Agriculture teachers were purposively sampled. Sample size included 20 teachers and 131 girls out of a population of 195 girls. Questionnaires and a standardized form three agriculture examination were used to collect data. A t-test and ANOVA at α = 0.05 were used to analyze the data. Study findings indicated that parental factors (parents / guardians’ education and parental support), girls’ involvement in household chores and school factors (teachers’ academic qualification, teachers’ experience and agriculture facilities) had a statistically significant p ≤ 0.05 influence on girls’ KCSE performance in agriculture. The study concluded that parental factors, girls’ involvement in household chores and school factors are all important determinants of girls’ performance in agriculture. To improve girls’ performance in agriculture, the study recommended: support by the parents, reduced household chores for girls, adequate facilities for teaching agriculture, and use of agriculture teachers with higher academic qualifications and experience.
1 citations
Additional excerpts
...Though with mixed results, studies also show that teacher‟s gender may influence the student‟s academic performance (Antecol, Eren, & Ozbeklik, 2012; Beilock, Gunderson, Ramirez, & Levine, 2010; Carrel, Marianne, & James, 2010; Folashade, 2009; Neugebauer, Helbig, & Landmann, 2010)....
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TL;DR: In this article, the authors evaluate a rank-order tournament among teachers of English, Hebrew, and mathematics in Israel and find that performance incentives have a significant effect on directly affected students with some minor spillover effects on untreated subjects.
Abstract: Performance-related incentive pay for teachers is being introduced in many countries, but there is little evidence of its effects. This paper evaluates a rank-order tournament among teachers of English, Hebrew, and mathematics in Israel. Teachers were rewarded with cash bonuses for improving their students' performance on high-school matriculation exams. Two identification strategies were used to estimate the program effects, a regression discontinuity design and propensity score matching. The regression discontinuity method exploits both a natural experiment stemming from measurement error in the assignment variable and a sharp discontinuity in the assignment-to-treatment variable. The results suggest that performance incentives have a significant effect on directly affected students with some minor spillover effects on untreated subjects. The improvements appear to derive from changes in teaching methods, after-school teaching, and increased responsiveness to students' needs. No evidence found for teachers' manipulation of test scores. The program appears to have been more cost-effective than school-group cash bonuses or extra instruction time and is as effective as cash bonuses for students.
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