A Review of Teacher-Effectiveness and Students Academic Achievement.

Victor Chibueze Ijeoma PGDE chibuezeijeoma@gmail.com School of Health Information Management, (SHIM) Ahmadu Bello University Teaching Hospital (ABUTH), aria, !igeria"

Abstract
The research determined a correlation between teachers effectiveness and students academic achievement; #ith special reference to the School $f Health Information Management, Ahmadu Bello University Teaching Hospital, aria% !igeria" It #as a descriptive study involving &' (ecturers and &)& students of the school as the su*+ects" Mean percentage effectiveness of the lecturers #as determined through responses in the Student,Teacher -valuation .uestionnaire and this #as correlated #ith the mean academic achievement of students #hich #as o*tained from the school records" Specifically, the study #as meant to ans#er one research /uestion and to test one null hypothesis vi01 (&)"2hat is the relationship *et#een teacher,effectiveness and students3 academic achievement4 (5)" There is no positive correlation *et#een teacher, effectiveness and students3 academic achievement" A value of r=+0.7 indicated a si!nificant and stron! "ositive correlation between teacher#effectiveness and students academic achievement. To improve learning and academic performance, the researcher made some useful recommendations in that regard. $%e&words' (ean Percenta!e) *eacher#Effectiveness; +tudents Academic Achievement.,

-ntroduction
The issue of poor academic performance of students in Nigeria has, for long, been of much concern to all and sundry. It is however common to note that students poor performance in academic and scholastic activities are, more often than not, blamed entirely on the students lac of commitment to studies. It is rare to find teachers or administrators of academic institutions ta e a blame for being part of the problem. !arious literatures attest that the "uality of education in any given nation will, to a great e#tent, depend on the "uality and capacity of teachers it parades in that sector. $jao %&''() noted that over time, pupils academic performance in both internal and e#ternal e#aminations had been used to determine e#cellence in teachers and teaching. In our tertiary institutions, lecturers have also been shown to have an important influence on students academic achievement and they also play a crucial role in their educational attainments. This is so because the teacher is ultimately responsible for translating policies into actions during interaction with students, based on principles and practices of the institution. *oth teaching and learning depend a lot, on the teacher. $s a result, students achievement should be viewed partly as the "uality of teachers and teaching in such institution.
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In enumerating the factors that could be responsible for varying academic performance of students, +ombs %(,,') listed prominent among them, well motivated and "ualified teachers who are familiar with and capable of discharging their teaching responsibility effectively well. -n a similar note, . eje %(,,') and /afunwa %(,0,) wrote e#tensively on the prime importance of effective teachers in the development of academic institutions, especially in the area of enhancing students academic performance. 1ice %&''2) stated that researchers and policy3ma ers agree that teacher "uality is a pivotal policy issue in educational development, particularly given the investment in teacher3compensation, coupled with the evidence that teachers are the most important factor affecting student3academic achievement. 4arzano %&''2) stated that on the average the most effective teachers produce gains of about 526 points in 7tudent3 $chievement over a year, whereas, the least effective teachers produce achievement gains of about (86 points over a year. 9e stated that identifying teachers areas of role performance that positively influence student3achievement is a critical issue of concern to educators. 7tudies by -s amp : 7chultz %&''5) also reveal that teachers attitude reflects their effectiveness; which are then related to their students achievement. <nsuring that students in academic institutions achieve with high grades in tested courses, is not just the only concern for effective teachers. =romoting students academic achievement is arguably the most important component of their tas s. 9owever, teachers contribute to their students development in many diverse ways. /or instance, teachers can help students learn to wor cooperatively with their peers; conduct themselves appropriately in classrooms and schools; resolve differences peacefully; and understand their roles as citizens in classrooms and schools; communities and the society at large. Teachers also have responsibilities beyond direct instructions; such as wor ing with colleagues to identify students with special needs and developing plans to supporting them, %>oe et al &''?). In trying to determine what possible effect teacher3effectiveness may have on students scholastic achievement, 4aduegbuna %(,?') carried out a research based on "uestionnaire information gathered from ('' students on ten academic courses. 9e correlated students achievement in the courses with the graded effectiveness of the teachers and concluded that Teacher3<ffectiveness had significant effects on students achievement in each of the courses. In a similar research, Ijeoma %&'(() obtained a correlation value of @'.0', which he concluded as a strong positive correlation between teacher3effectiveness and students academic achievement. In summary, it can be deduced that students taught by more e#perienced teachers achieve at a higher level because such teachers must have mastered their course content and have, over time, ac"uired s ills to deal with varying students academic problems such as difference in abilities, prior academic nowledge, and bac ground. Teachers should therefore, realize that how the& teach) how the& behave) and how the& interact with students in attending to their academic challenges, are as important as what the& teach) in shaping students attitudes towards ac"uisition of academic and general nowledge.

.esearch /uestion
The research "uestion that guided this study wasA 2hat is the relationship *et#een teacher,effectiveness and students3 academic achievement4 -ne hypothesis was
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formulated and tested in this study, using =earson =roduct 4oment +orrelation and simple regression analysis1 There is no positive correlation *et#een teacher,effectiveness and students3 academic achievement.

.esearch Desi!n
This research used an e -!ost-facto desi"n to determine and describe the relationship between teacher3effectiveness and students academic achievement. $ sample size of ('' students was drawn out of the one hundred and fifty3one %(5() students by proportional allocation,%Table(). Buestionnaires were administered to this group for the purpose of teacher3evaluation of the seventeen %(0) teachers of the school.

Data 0ollection and Anal&sis

Cata were collected using #uestionnaires and Records of the schools *oard <#amination 1esults from $%%& to $%'%( a five %5) year period. This e#am is conducted yearly by the 1eath .ecords 2fficers .e!istration 3oard of 4i!eria; a regulating body for the 1ealth -nformation (ana!ement $1-(, profession. The Buestionnaire was preferred for this research due to its fle5ibilit&) affordabilit&) ease of administration) accurate and 6uic7 data collection. It was suitable because it allowed the researcher to reach out to the sample within a limited time period. It also ensured confidentiality; and thus it enabled the researcher to gather more candid and objective data. The type made use of here is the self#administered) structured /uestionnaire. $ll the ('' Buestionnaires were returned and adjudged usable, because they were all properly and completely filled. Cescriptive 7tatistics were used to analyze the data obtained through the "uestionnaires and the school records. The percentage teacher3effectiveness ranged between &56 and (''6 with '3&56 and 0D3(''6 considered as ineffective and highly effective respectively. 4ean percentage academic achievement of students was obtained as their average percentage passes in the si# %D) courses for the 53year period. The two values were used to test the null hypothesis stated in 7ection2 above, using =earson =roduct 4oment +orrelation and 1egression $nalysis.

.E+89*+
7trata or levels %h) 7ample drawn =ercentage %6) of %nh) sample drawn 9NC II &' (2 (2 9NC I 88 &, &, NC II 2, &D &D NC I 8? 2& 2& T-T$E (5( ('' ('' Ta*le &1 num*er of students dra#n from each level follo#ing proportional allocation .esearch /uestion' :hat is the relationshi" between *eacher#Effectiveness $*E, and +tudents Academic Achievement $+AA,; T<F7$$ 1$N>< -/ N-. -/ 1<7=-NC<NT7 1<E$TI-N79I= 6IN/E.<N+< 1<7=-NC<NT7 6
3

No of students %Nh)

T< C-<7 N-T 9$!< %'3&5)6 $NG 7I>NI/I+$NT IN/E.<N+< -N 7$$ T< *$1<EG 9$!< %&D35')6 7I>NI/I+$NT IN/E.<N+< -N 7$$

' (5

' (5

T< 9$!< %5(305)6 && && 4-C<1$T< IN/E.<N+< -N 7$$ T< 9$!< 7T1-N> %0D3('')6 D2 D2 IN/E.<N+< -N 7$$ T-T$E ('' ('' Ta*le51 Summary of responses to the 6esearch .uestion" Table& data show that the student3respondents have varying opinions on the influence of teacher3effectiveness on students academic achievement. 9owever, D26 of them agree to a strong influence. .esearch 1&"othesis' *here is no "ositive correlation between teacher#effectiveness and students academic achievement. This hypothesis was tested using =earson =roduct 4oment +orrelation and 1egression $nalysis. Ta*le7" Summary of 88M9 and S6A *et#een T- and SAA"(88M9, 8earson 8roduct Moment 9orrelation% S6A,Simple 6egression Analysis% T-,Teacher,-ffectiveness% SAA, Students3 Academic Achievement% S:, Standard :eviation% ;ar", ;ariance% r", 9orrelation 9oefficient% *",6egression 9oefficient)" Count )o. S* Var. r. b. Score +,ean TE & %.%. %.%%. -..% +,ean SAA /$& %.%' %.%%' 1%.21%.2% 0'.% Table2 above shows a strong positive correlation%rH@'.08) between teacher3effectiveness and students academic achievement. Therefore, the Null 9ypothesis is rejected; the researchers were led to accept that there is strong positive correlation between teacher3 effectiveness and students academic achievement in 7chool of 9ealth Information 4anagement, $hmadu *ello .niversity Teaching 9ospital, Iaria, Nigeria.

*iscussions
The study found that the lecturers were rated 4oderately3<ffective %with a 64ean <ffectiveness of 8,6), by the students. The problem of accuracy and reliability of student3teacher rating probably informed 1onald %&''5) to propose a unified conceptuali0ation of teacher effectiveness which uses multiple sources of teaching evidence that includes eleven other methods of teacher3effectiveness evaluation. These includeA %() =eer ratings, %&) 7elf3evaluation, %2) !ideos, %8) 7tudent interviews, %5) $lumni ratings, %D) <mployer ratings, %0) $dministrator ratings, %?) Teaching
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scholarship, %,) Teaching awards, %(') Eearning outcome measures, and %(() Teaching portfolios. It is however, noteworthy that the mean academic achievement of the students was as high as ?(6. This finding is in agreement with the report of a similar study by *lan tein %(,,D) which found that students grades and test scores do not %accurately) reflect the "uality of instruction because teachers inputs are not the only factors that influence students academic performance in schools. This reported high performance may be due to student3related factors such as intelligence, parental education, socio3 economic status, interest etc. The performance is also evident from students level of preparedness and commitment for this e#am as more value is placed on it than on their semester e#ams. The study showed that the performance in the *oard <#am, of students of 7chool -f 9ealth Information 4anagement, $hmadu *ello .niversity Teaching 9ospital, Iaria, was very high compared to the rated effectiveness of their lecturers. This is because student3 and environment3related factors might have contributed to the results of the e#am within the reviewed period. There is however, a strong positive correlation between teacher3effectiveness and academic achievement of students in this e#am. Institutions vested with the responsibility of teacher3education must not waver in enforcing standards. <ven in the face of dwindling resources, socio3political instabilities, and other challenges which threaten academic programmes, they should strive and persevere to produce high "uality teachers for schools. 7ome teachers, especially those in the tertiary institutions, are usually more concerned with covering their course content within a stipulated time. 9owever, this should be balanced by the desire to see that Eearning -bjectives have been attained. Eecturers concern should be more on ensuring that the domains of nowledge are achieved in the students. This will no doubt, prepare the students for higher academic achievement. Teachers in any institution must continue to ta e advantage of policies that encourage +ontinuing =rofessional Cevelopment. These programmes among others are aimed to develop the teachers to further improve their effectiveness in teaching. Institutions where such or similar policies are lac ing, efforts should be made to establish one; to ensure ade"uate 9uman 1esource Cevelopment %91C) in schools. *ecause 7tudent31elated factors are other major predictors to academic achievement, students should be encouraged to show serious commitment to their studies. $ right attitude towards learning; academic resiliency; self3discipline; ade"uate class attendance; and the ta ing up of responsibilities; amongst others, will definitely enhance students academic achievement.

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