Studying teachers' contribution to academic achievement of third-year highschool students based on national exam data

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HEJAZI A.; SAKI R.; HASHEMI S.; Yoseliani Gh.A.

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Journal: Technology of Education Journal Year:2020 | Volume:14 | Issue:4 (56) Page(s): 971-980

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Title

Studying teachers' contribution to academic achievement of third-year highschool students based on national exam data

Author(s)

HEJAZI A. | SAKI R. | HASHEMI S. | Yoseliani Gh.A. | Issue Writer Certificate

Keywords

Teaching ProgressQ2

StudentsQ1

TeacherQ1

Abstract

Background and Objectives: The important status of education in human life is undeniable. In this regard, academic career is one of the most important aspects of people’ s life that has a great impact on other aspects of one’ s life. As a result, the academic achievement of Students has always been the main concern of families and, at the same time, the education system. Therefore, identifying the factors that may reduce Students’ academic failure and improve and increase their academic achievement is always of great importance. Based on the aforementioned issues, the main purpose of this research is studying personal and individual factors, features of learning and knowledge, skill features and personality traits related to Teachers ' qualifications in the academic achievement of the third grade high-school Students, based on data collected from the national entrance exams in order to determine the Teachers' share in this regard from the perspective of Students, Teachers, and principals. Moreover, based on the findings of this study, the study aims at providing guidelines for Teacher training at Farhangian University as well as empowering the Teachers at the high schools. Methods: The research method was descriptive and causal-comparative. The statistical population of this study included the provinces with the highest and lowest academic achievement. In this study, sampling of Students, Teachers and school principals was done based on multistage cluster sampling. Descriptive statistics, t-test and analysis of variance were used for data analysis. The research instrument was a researcher-made questionnaire to determine the Teachers' contribution to Students' academic achievement. Findings: The results showed that for the provinces with high academic achievement, the mean scores obtained for individual and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect were 57. 34, 27. 72, 43. 10 and 40. 79, respectively. The mean scores obtained for the provinces with low academic achievement were 32. 33, 14. 97, 23. 57, and 20. 86 for the aspects of personal and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect, respectively. The results of the multivariate analysis of variance showed that there is a significant difference between the provinces with high and low academic achievement in terms of the personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of the Teachers. Due to the adjusted means, the Teachers in the provinces with high academic achievement scored higher in these aspects. Therefore, there was a significant difference between the provinces with high and low academic achievement in terms of personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of Teachers (p = 0. 001). Conclusion: Individual characteristics and the aspects of knowledge, skill and personality of Teachers have a sensible effect on improving the academic achievement of the third-year high-school Students. Determining the qualifications required for the Teachers can function as the guideline for identifying the direction and the strategy of the Teacher training and in-service Teacher training programs. According to the research findings, it is recommended to the policy makers of education and Teacher training arenas to pay special attention to the impact of personal, scientific, skill and personality qualifications of Teachers and increase their share in the programs that are developed for Teachers’ professional improvement while revising Teacher training and the in-service training programs. The limitations of the study may have had an influence on the generalizability of its findings since it was not possible for the researchers to control intervening variables such as intelligence and gender. Also, due to time and place limitations and obtaining the necessary approvals, this study was conducted only among the third-year high-school Students in provinces with high academic achievement, such as South Khorasan, Mazandaran, Yazd, Tehran, and Isfahan and some provinces which have the lowest academic achievement, including the provinces of Bushehr, Hormozgan, Khuzestan, Lorestan and Sistan and Baluchestan. Obviously, increasing the sample population will certainly lead to more accurate results.

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APA: Copy

HEJAZI, A., SAKI, R., HASHEMI, S., & Yoseliani, Gh.A.. (2020). Studying teachers' contribution to academic achievement of third-year highschool students based on national exam data. JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION), 14(4 (56) ), 971-980. SID. https://sid.ir/paper/375451/en

Vancouver: Copy

HEJAZI A., SAKI R., HASHEMI S., Yoseliani Gh.A.. Studying teachers' contribution to academic achievement of third-year highschool students based on national exam data. JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION)[Internet]. 2020;14(4 (56) ):971-980. Available from: https://sid.ir/paper/375451/en

IEEE: Copy

A. HEJAZI, R. SAKI, S. HASHEMI, and Gh.A. Yoseliani, “Studying teachers' contribution to academic achievement of third-year highschool students based on national exam data,” JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION), vol. 14, no. 4 (56) , pp. 971–980, 2020, [Online]. Available: https://sid.ir/paper/375451/en

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