Students’ Perception of Teacher Classroom Effectiveness and Academic Achievement: A Case of Secondary School Students in Hamisi Sub-County, Kenya

Shayne Khavere; Joel P. Ogutu; Kennedy Bota

doi:10.51867/ajernet.4.2.8

Auteurs

Shayne Khavere
shayneamalemba@gmail.com
Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-3831-7041
Joel P. Ogutu Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-4845-7822
Kennedy Bota Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0000-0002-2006-7478

Mots-clés :

Academic Achievement, Classroom Effectiveness, Hamisi Sub-County, Secondary Schools, Students’ Perception

Résumé

Teacher classroom effectiveness plays a crucial role in influencing students' perceptions and academic achievement. This study aimed to address this research gap by examining students' perceptions of teachers' classroom effectiveness and its impact on academic achievement in Hamisi Sub County. The study employed a descriptive survey research design. A sample size of 373 (357 students and 16 teachers) from 16 secondary schools participated in the study. Data was collected through questionnaires administered to students, interviews conducted with teachers, and document analysis to assess students' academic performance. Quantitative data was analysed using descriptive statistics and regression analysis, while qualitative data was analysed using thematic analysis. The findings revealed a statistically significant relationship between students' perception of teachers' classroom effectiveness and their academic achievement (t = 15.093, p < 0.005). It is recommended that teachers focus on cultivating positive perceptions of their classroom effectiveness among students. By doing so, teachers can positively influence students' academic achievement. These findings have implications for education stakeholders, including school administrators, teachers, and policymakers, as they can guide efforts to improve overall academic achievement in students. Overall, the study findings contribute to the understanding of the importance of students' perceptions of teachers' classroom effectiveness and its impact on academic achievement.

Dimensions

REFERENCES

Akiri, A. A., & Ugborugbo, N. M. (2009). Teachers' effectiveness and students' academic performance in public secondary schools in Delta State, Nigeria. Studies on Home and Community Science, 3(2), 107-113. https://doi.org/10.1080/09737189.2009.11885284 DOI: https://doi.org/10.1080/09737189.2009.11885284

Antonakis, J., Bendahan, S., Jacquart, P., & Lalive, R. (2010). On making causal claims: A review and recommendations. The leadership quarterly, 21(6), 1086-1120. https://doi.org/10.1016/j.leaqua.2010.10.010 DOI: https://doi.org/10.1016/j.leaqua.2010.10.010

Bartilol, S. J. (2016). Teachers' perceptions on the influence of selected teacher factors on pupils' academic performance in public primary schools in Keiyo South Sub-County, Kenya (Doctoral dissertation, Egerton University).

Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30. https://doi.org/10.33235/jarna.22.2.27-30 DOI: https://doi.org/10.33235/jarna.22.2.27-30

Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K. & Schmidt, W. (2019). A review of the literature on teacher effectiveness and student outcomes. Teaching for excellence and equity: Analysing teacher characteristics, behaviours and student outcomes with TIMSS, 7-17. https://doi.org/10.1007/978-3-030-16151-4_2 DOI: https://doi.org/10.1007/978-3-030-16151-4_2

Caldwell, C. A., Renner, E., & Atkinson, M. (2018). Human teaching and cumulative cultural evolution. Review of Philosophy and Psychology, 9, 751-770. https://doi.org/10.1007/s13164-017-0346-3 DOI: https://doi.org/10.1007/s13164-017-0346-3

Farrimond, H. (2017). The ethics of research. The BERA/SAGE handbook of educational research, 72-89.

https://doi.org/10.4135/9781473983953.n4 DOI: https://doi.org/10.4135/9781473983953.n4

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.

Goldman, Z. W., & Goodboy, A. K. (2014). Making students feel better: Examining the relationships between teacher confirmation and college students' emotional outcomes. Communication Education, 63(3), 259-277. https://doi.org/10.1080/03634523.2014.920091 DOI: https://doi.org/10.1080/03634523.2014.920091

Graham, S., & Weiner, B. (1986). From an attribution theory of emotion to developmental psychology: A round-trip ticket? Social Cognition, 4(2), 152-179. https://doi.org/10.1521/soco.1986.4.2.152 DOI: https://doi.org/10.1521/soco.1986.4.2.152

Heck, R. H. (2009). Teacher effectiveness and student achievement: Investigating a multilevel cross‐classified model. Journal of Educational Administration, 47(2), 227-249. https://doi.org/10.1108/09578230910941066 DOI: https://doi.org/10.1108/09578230910941066

Kerlinger, F. N. (2004). Fundamentals of Behavioural Research (7th Ed). New York: Holt Rinehart and Wiston Inc.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308 DOI: https://doi.org/10.1177/001316447003000308

Lin, Y. (2016). Teacher Effectiveness in Improving Both Academic Achievement and Social-Emotional Skills. University of California, Riverside.

Mertler, C. A. (2019). Quantitative methodology in adolescent research. The Encyclopaedia of Child and Adolescent Development, 1-14. https://doi.org/10.1002/9781119171492.wecad313 DOI: https://doi.org/10.1002/9781119171492.wecad313

Ni, Y., Zhou, D. H. R., Cai, J., Li, X., Li, Q., & Sun, I. X. (2018). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research, 111(6), 704-719. https://doi.org/10.1080/00220671.2017.1402748 DOI: https://doi.org/10.1080/00220671.2017.1402748

Oviawe, J. I. (2016). Teachers' effectiveness as correlates of students' academic achievement in basic technology in Nigeria. International Journal of Academic Research in Progressive Education and Development, 5(2), 111-119. https://doi.org/10.6007/IJARPED/v5-i2/2129 DOI: https://doi.org/10.6007/IJARPED/v5-i2/2129

Owoh, T. M. (2016). Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology. Journal of Education and Practice, 7(29), 120-124.

Seiz, J., Voss, T., & Kunter, M. (2015). When Knowing Is Not Enough--The Relevance of Teachers' Cognitive and Emotional Resources for Classroom Management. Frontline Learning Research, 3(1), 55-77.

Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioural programs: Do they enhance students' development in the area of skill, behaviour, and adjustment? Psychology in the Schools, 49(9), 892-909. https://doi.org/10.1002/pits.21641 DOI: https://doi.org/10.1002/pits.21641

Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International journal of foreign language teaching and research, 4(14), 69-88.