Every Teacher Counts: Gauging the Impact of Teachers' Classroom Effectiveness on Students' Academic Achievement

Authors

  • Marilen M. De Castro
  • Rommel S. Quiming

Keywords:

teacher effectiveness, student achievement

Abstract

This descriptive study aimed to determine the impact of teachers' classroom effectiveness on students' academic achievement. Thirty-seven subject teachers in Araling-Panlipunan, Christian Living, English, Filipino, Mathematics and Science and 1,316 students in the Grade 7 to fourth year levels were involved. Data gathering procedure comprised documentary analysis of the teachers' classroom teaching performance as seen in the Teachers'Performance Appraisal Summary and the subject mean performance reflected in the Statistical Report on Students'Academic Performance. Data garnered was analysed utilising descriptive statistics, Pearson's r-and t-test for independent means. The study revealed that the mean of teachers' classroom effectiveness is 4.05 (Highly Satisfactory) while the students' academic achievement mean is 3.06 (Satisfactory). An insignificant relationship between the teachers' classroom effectiveness and students' academic achievement is noted. A 95% level of certainty is attained as regards the significant difference between the mean classroom effectiveness rating of teachers and the mean academic achievement of students. The mean of students' academic achievement is lower than the mean rating of teachers' classroom effectiveness. This reflects that the teachers are significantly more effective in classroom instruction than what the students' academic achievement indicates. This could be due to student-related factors which were not included in the study.

Published

2017-12-18