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A Study of Relationship Between Student

A Study of Relationship Between Student

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Published by: Indra Kumari Bajracharya on Aug 01, 2010
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10/25/2012

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Mathematics Education ForumOctober 2009, Vol. 11, Issue 26. Year 13, pp 34-38
A Study on Relationship Between StudentAchievement and Teacher’s Qualification in MathematicsDr. Indra KumariBajracharya
7
 Teachers are one of the most important resources of theeducational system in any country. Thus, teacher is the central factorin the educational system. Teacher's educational background,qualification, professional skills and competence also determine thequality of education. Teachers’ role is always prominent in improvingstudent achievement. The testimony of formal education is thequalification of a teacher. Teacher’s qualification is one of theimportant teacher related variables, which is directly related to studentachievement. It has significant effect on education in developingcountries (Lockheed
et. al
: 1988). Hanushek has reviewed 96researches pursued on educational effectiveness in developingcountries in 1994. Based on this review, he noticed that 35 researchesidentified teachers’ qualification to be positively significant in studentachievement. Hence, it concludes that qualification of teachers asvariable has significant role on student achievement in mathematics.Similarly, Loxley also concludes on the basis of a research pursued inBotswana in 1984 that qualification of teacher is positively significantin mathematics achievement.Shrestha (1999) has conducted a research to assessachievement of grade five students in mathematics in terms of teachers' qualification. He studied three groups of student samplescomprised of those taught by the trained teachers with S.L.C.,
7
7
Dr. Bajracharya is an
Associate Professor of Mathematics Education, Mahendra RatnaCampus, Tahachal, Kathmandu.
 
Intermediate and Bachelors' degree holding teachers. The resultreveals that the third group of student samples whom the trainedteachers with Bachelors' Degree taught as qualification securedhighest score (37.46) in mathematics than other groups of samplestudents. Teaching performance of those with higher qualifications isbetter than those with only S.L.C. Similarly, Joshi (1997) has conducteda study to examine the factors that influence secondary level students'mathematics achievement. The result reveals that teachers'certification had significant and affect directly in mathematicsachievement. However, no study has been conducted to see whetherteachers having degree in mathematics helps in raising students'mathematics achievement. In other words, the question whetherteachers’ qualification in mathematics effects or not still remainsunanswered. Hence, the main objective of this study is to assessachievement level of students by teachers' qualification inmathematics. .
Study Procedure
 This study is limited to the Kathmandu valley. Sample schoolswere selected from Kathmandu, Lalitpur and Bhkatpur districts.Altogether 15 eight grade community schools were selected forsurvey using random sampling method. Three sample schools arelower secondary and rest of the others is secondary level schools.Sample schools were classified into three groups in terms of teachers’ qualification who has math back ground or Instructed byteachers with I. Ed. or equivalent qualification is called group A.Similarly Instructed by teachers with B. Ed. or equivalentqualification, and Instructed by teachers with M. Ed. or equivalentqualification are called group B and group C respectively. From eachgroup of schools, 20 students were selected using random method.Altogether 300 students and fifteen teachers were included in thesample size.
 
Mathematics Achievement Test tool with 64 full marks, whichwas developed by the author herself during doctoral research, wasadapted in this research too. Reliability of this test tool was determinedas 0.90. The researcher administered achievement test. She alsointerviewed mathematics teachers during that time. For analyzingdata, obtained data was analysed in the SPSS-12 program.Accordingly, descriptive statistics such as mean, variance score of each group of student was calculated. Its significance was tested byone way ANOVA test. Again, the difference between the mean scoresof two groups of student at a time was calculated by t-test.
Result of the study
Altogether 15 teacher samples were studied. Their qualificationsvaried from intermediate level to Masters Degree in math education.Among them, 4 teachers have intermediate degree in math, 4 havebachelors' degree in math and rests of 7 teachers have MastersDegree in math as qualification. The descriptive statistics of threegroups of students is given in the following table 1.
Table 1Descriptive Information of Teacher Qualification andStudent Achievement Score
GroupsNMeanStd.DeviationGroup A8036.037.58Group B8042.468.54Group C14050.2011.46As depicted in the above table, the third group of students whowere Instructed by teachers with M Ed. or equivalent qualification hasthe highest mean score( 50.20) and first group Instructed by teacherswith I Ed. or equivalent qualification, the lowest (36.03) in the mean

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