Literature review: Lecturers’ Competences in Relation to Students’ Academic Performance

    Literature review: Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences and Students’ Academic Performance

 Allexander Muzenda Department of Research & Publications Regenesys Business School; South Africa International Journal of Humanities and Social Science Invention

ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714

www.ijhssi.org  Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13

 Lecturer’s Attitude

Research in education policy reveals that lecturer attitude refers to consistent tendency by the teacher to react in a particular way; often positively or negatively toward an academic matter (Eggen & Kauchak, 2001).

Another study by Fazio & Roskes (1994) indicates that attitude possesses both cognitive and emotional components which strongly influence the manner in which a teacher thinks and responses to specific experiences.

In proceeding further with the analysis, Eggen &Kauchak (2001) found out that positive teachers’ attitudes are fundamental to effective teaching and students’ academic achievements. Another study by Brunning et al. (1999) indicated a number of elements that constitute teachers’ attitudes that will facilitate a caring and supportive classroom environment.

 These elements include caring, enthusiasm, teaching efficacy, democratic practices to promote students’ responsibility, effective use of lesson, constructive interaction with learners and high expectation to promote learners’ motivation. Further analysis in this study found out that these factors are associated with increase in students’ academic performances.

Academic Journal of Interdisciplinary Studies

MCSER Publishing, Rome-Italy

Vol 2 No 7 September 2013

The Effect of Lecturer’s Attitude toward the Performance of Students in Purchasing Management in Ramat Polytechnic Maiduguri

Sule Maina

The Department of Marketing Ramat Polytechnic, Maiduguri, Nigeria

Lecturer attitude

The teacher who is real pivot of the whole education system and the success of the whole system directly hinges upon the teaching-learning activities, including the formulation of instructional aims and objectives, identification and rearrangement of the teaching-learning materials in order to stimulate curiosity to encourage student’s participation in learning activities and ensuring better learning process (Kaplan, 1982).

Throughout the history of social psychology; attitudes have played central role in the explanation of social behaviour. An attitude is usually defined as a disposition to respond favourably or ‘unfavourably’ to an object, person, institution or event. All port (1960) states that attitude is a mental and neural state of readiness, organized through experience, exerting a directive influence upon the individual’s response to all objects and situations with which it is related. Attitude towards study has great contribution in academic achievement and good study pattern.

Every individual has a variety of attitudes, which might be positive or negative and can vary according to their favourability and unaffordability for various attitudinal objects.

Luthans (1993) says that professional attitude serves in many valuable ways and knowing these attitudes can also serve a lot. Behaviour is a response which an individual shows to his environment at different times.

Wudpecker Journal of Educational Research ISSN 2315-7267

Vol. 3(3), pp. 035 - 043, April 2014 2014 Wudpecker Journals

Relationship between teacher’s attitude and student’s academic achievement in senior secondary schoolchemistry.

A case study of Ijebu-Ode and Odogbolu

Abudu, Kamal A. & Gbadamosi, Muideen R.

Lecturer attitude

A common hypothesis with respect to teacher’s attitude and student achievement is that students taught using the right approach or attitude achieve at a higher level because their teachers have displayed the right attitude and acquired classroom management skills to deal with different types of classroom problems (Slavin, 1987, Evan, 1992, Gibbons et al., 1997) attitude towards assessment practices on student’s achievement and their attitude towards physics was positive. In the same vein, Onocha (1985) reported in one of his findings that teacher’s attitude towards science is a significant predictor of learner’s achievement as well as their attitude.

Also Igwe (1985) showed that, the effect of teachers’ attitude to chemistry was stronger on the student’s chemistry achievement that on their attitudes.

Five Attitudes of Effective Teachers: Implications for Teacher Training

Bonni GourneauUniversity of North Dakota

Lecturer attitude

Calderhead (1996), Pianta (1999), and Watson (2003) have described teaching as an intensely psychological process and believe a teacher’s ability to maintain productive classroom environments, motivate students, and make decisions depends on her personal qualities and the ability to create personal relationships with her students. These effective attitudes and actions employed by teachers ultimately can make a positive difference on the lives of their students.

THE IMPACT OF TEACHER COMPETENCE IN PUBLIC

AND INDEPENDENT SCHOOLS IN SWEDEN

Eva Myrberg, Gothenburg University, Sweden

Monica Rosen, Gothenburg University, Sweden

Lecturer experience

One common indicator of teacher competence is teaching experience. However, according to Wayne and Youngs (2003), the findings regarding experience are difficult to interpret for several reasons. First, experience captures the effect of whether teachers were hired during a shortage or a surplus. Cohorts will have experienced similar competition, and selection effects are likely to confound effects of experience. Secondly, experience measures capture differences in teacher motivation resulting from time constraints on parents during years when their own children require more attention. Finally, if there are differences in effectiveness between those who leave the profession and those who stay, experience measures would capture those as well. Such differences are probably dynamic, changing with labour markets and cultural trends.

Several studies have found a positive relationship between teacher experience and student achievement (e.g., Murnane & Philips, 1981; Klitgaard & Hall, 1974). This relationship is not simple and linear however.

 According to Darling-Hammond(1999), teachers with less than three years of experience are less efficient than are colleagues with more experience. After five years the additional contribution weakens.

 Andrew and Schwab (1995) noted that inexperienced teachers from lengthy teacher education programs can be as efficient as experienced teachers. Teachers' age may also be of importance for effectiveness but this variable is of course highly correlated with experience.

TEACHER FACTORS INFLUENCING STUDENTS’ ACADEMIC

ACHIEVEMENT IN SECONDARY SCHOOLS IN NYANDARUA COUNTY,

KENYA

International Journal of Education and Research Vol. 1 No. 3 March 2013

Gerald N. Kimani1, Augustine M. Kara1, Lucy W. Njagi2

Corresponding author: Augustine Kara. augustinemuchiri@gmail.com

Cell phone: +254 727 833 373

Lecturer experience

Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’ experience and educational qualifications were the prime predictors of students’ academic achievement.

However, Ravkin et al (2005) found that teachers’ teaching experience and educational qualifications were not significantly related to students’ achievement.

According to Rivkin, Hanusheck and Kain (2005), there has never been consensus on the specific teacher factors that influence students’ academic achievement. Researchers have examined the influence of teacher characteristics such as gender, educational qualifications and teaching experience on students’ academic achievement with varied findings.

Wudpecker Journal of Educational Research ISSN 2315-7267

Vol. 3(3), pp. 035 - 043, April 2014 2014 Wudpecker Journals

Relationship between teacher’s attitude and student’s academic achievement in senior secondary schoolchemistry.

A case study of Ijebu-Ode and Odogbolu

Abudu, Kamal A. & Gbadamosi, Muideen R.

Lecturer experience

Furthermore, more experienced teachers are considered to be more able to concentrate on the most appropriate way to teach particular topics to students who differ in their abilities, prior knowledge and background (Rauden bush and Williams, 1991).

Lecturers’ Competences and Students’ Academic Performance

Allexander Muzenda Department of Research & Publications Regenesys Business School; South Africa International Journal of Humanities and Social Science Invention

ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714

www.ijhssi.org  Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13

Lecturer Qualification

 According to Akiri & Ugborugbo (2009), that lecturer competence is regarded as a multidimensional construct teaching which encompasses numerous interconnected elements towards transformation of knowledge to learners.

Previous studies conducted by Schacter & Thum (2004), Adediwura & Tayo (2007) and Adu& Olatundun, (2007) reveal that different elements of lecturer competence include lecturer’s subject knowledge, teaching skills, lecturer attitude and lecturer attendance.

MALAYSIAN ONLINE JOURNAL OF EDUCATIONAL MANAGEMENT (MOJEM) A CONCEPTUAL FRAMEWORK ON TEACHING QUALIFICATIONS, CHARACTERISTICS, COMPETENCE AND LECTURER PERFORMANCE FOR HIGHER EDUCATION INSTITUTIONS IN NIGERIA

Esuh Ossai-Igwe Lucky1 (PhD) & Nurahimah Bt Mohd Yusoff (PhD)

Lecturer qualification

A teaching qualification or teacher qualification can simply be defined as those academic and professional degrees that enable a person to become a registered, professional and qualified teacher in primary or secondary school or in higher institutions particularly in the faculty of education. Such qualifications include, but are not limited to, the Masters in Education, Postgraduate Certificate in Education (PGCE), the Professional Graduate Diploma in Education (PGDE) and the Bachelor of Education (Teachers Registration Council of Nigeria, 2010).

Furthermore, empirical documentation has shown that teaching qualifications play a critical role in teaching as well as imparting knowledge on the students (Khurshid, 2008).

Ruhela and Singh (1990) in the examination of the significant role of qualifications affirmed that no institute of educational learning can succeed without trained teachers. Here there is a need for teacher education as well as teaching qualification. If trained teacher with the essential qualification imparts knowledge on the student, there is likelihood that the students' performance pretty well due to the fact that teachers are viewed as the most important factor in the education process (Khurshid, 2008).

Idris et al., (2006) investigated how Malaysian teachers prepare professionally. The study focused on the teaching implementation, learning mathematics and science in English with the major aim of surveying the perception of Malaysian. The study found that the pre-service and in-service training are crucial for teacher professional. It further revealed that although, teachers are professionally prepared to teach, however, they still need more preparation, and this preparation perhaps would be achieved by ensuring that teachers possess the essential teaching qualifications.

Kingdom (2006) investigated how teacher attributes affect the performance of the student in all subjects through variation approach in India.

The most recent study by Lai, Sadoulet and Janvry (2009) provided clear evidence on the effect of teaching qualifications and student performance.

Koledoye (2000) examined how teacher academic qualification affects the performance of the students in the secondary level.

THE IMPACT OF TEACHER COMPETENCE IN PUBLIC

AND INDEPENDENT SCHOOLS IN SWEDEN

Eva Myrberg, Gothenburg University, Sweden

Monica Rosen, Gothenburg University, Sweden

Lecturer qualification

Teacher education differs considerably, however, between countries, which makes comparisons difficult. In OECD countries, for example, teacher education for lower grades usually takes places outside of the universities, even though several countries, for example Greece, Spain and France, in recent years have moved teacher education to the universities (Gustafsson & Myrberg, 2002).

Hanushek, Kain and Rivkin (1998), like many other researchers (see for example Darling-Hammond, 1999), have concluded that the school effect on achievement derives mainly from variations in teacher quality.

Elliot (1998) noted in a longitudinal study that well-qualified teachers had a significant influence on high school students' achievement in mathematics and science. In this study teacher qualification was measured by education, experience and teaching methods.

Evertson, Hawley & Zlotnik (1985) compared well-educated teachers with less educated teachers. The results showed achievement gains for students with well-educated teachers. They also showed that achievement was related to teachers' knowledge of the subjects taught.

In a review, Wayne and Youngs (2003) examined the evidence on teacher characteristics and student test scores in a U.S. sample, controlling for students' prior achievement and socioeconomic status. Wayne and Youngs could not draw any conclusions about the importance of teacher degrees and coursework for elementary students since too few studies were available. Results showed, however, that high school students' mathematical achievement improved when their teachers had standard certification.

Lecturers’ Competences and Students’ Academic Performance

Allexander Muzenda Department of Research & Publications Regenesys Business School; South Africa International Journal of Humanities and Social Science Invention

ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714

www.ijhssi.org  Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13

Subject Knowledge

According to Eggen & Kauchak (2001) ,there are three dimensions under which a teachers’ knowledge of subject matter can be measured; namely content knowledge, pedagogical knowledge of content and general knowledge. The implications of these dimensions are that a lecturer cannot teach what he or she does not know.

Adediwura & Tayo (2007) further emphasised existence of high correlation between what teachers subject knowledge and what they teach students.

 In line with these finding, Adediwura & Tayo (2007) further accentuated that the ability of a lecturer to teach effectively depends on the depth of knowledge the teacher possesses.

Therefore, a lecturer whose understanding of the subject content is thorough uses clearer expressions comparative to those whose backgrounds of subject mastery are weaker.

THE IMPACT OF TEACHER COMPETENCE IN PUBLIC

AND INDEPENDENT SCHOOLS IN SWEDEN

Eva Myrberg, Gothenburg University, Sweden

Monica RosŽn, Gothenburg University, Sweden

Subject knowledge

According to Darling-Hammond (2000), subject-matter knowledge has often been found to be an important factor in teacher effectiveness.

EFFECTS OF TEACHERS’ COMPETENCE ON STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF IKEJA LOCAL GOVERNMENT AREA OF LAGOS STATE

BY OMOTERE TOPE N.C.E., B.A. (Ed) JANUARY, 2012

Published Online By: EgoBooster Books www.omotere.tk  © 2012 Omotere Tope

Published By:EgoBooster Books, Ogun State, Nigeria.

All rights reserved. Identification No: 20 File No: 2011122213

Project Classification: Education

Subject knowledge

Does content knowledge in addition to knowledge about teaching make a difference in student achievement (Kaplan & Owings, 2001)? One group believes quality teachers possess content knowledge and have studied instructional ideas and practices that have increased student achievement, while another group believes teachers just need strong content knowledge.

Kaplan and Owings (2001) found disagreement in the literature over whether traditional teacher preparation positively affected student achievement. They found that teachers who learn and practice sound pedagogical practices techniques can affect students’ measured achievements and also students whose teachers had strong content knowledge and had learned to work with students who came from different cultures or special needs tested higher than one full grade over their peers.

Lecturers’ Competences and Students’ Academic Performance

Allexander Muzenda Department of Research & Publications Regenesys Business School; South Africa International Journal of Humanities and Social Science Invention

ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714

www.ijhssi.org  Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13

Teaching Skills

 The teaching skills of a lecturer can be measured based on the lecturer’s abilities around comprehension and transformation of knowledge concepts to be imparted to learners (Ganyaupfu, 2013). Teaching requires one to first understand the specific outcomes of the topic as well as the subject matter structures of the respective discipline (Shulman, 1992).

Therefore, comprehension of purpose is a very important element of lecturer competence. According to Shulman (1992), the educational purposes for engaging in teaching are to assist learners gain literacy, develop skills and values to function well in the society, equip them with opportunity to acquire and discover new information, enhance understandings of new concepts, enable students to enjoy their learning experiences, enhance learners’ responsibility to become productive in the economy, contribute to the well-being of the social, economic and business community.

Moreover, the lecturer’s ability to distinguish the knowledge base of his or her teaching lies at the intersection of content and pedagogy in the respective teacher’s capacity to transform content knowledge into practices that are pedagogically influential and adaptive to numerous students’ abilities and backgrounds (Glatthorn, 1990).

 Transformations require some combination effective presentation of ideas in the form of new analogies and metaphors, instructional selections, adaptation of student materials and activities that reflect the student’s characteristics of student’s learning styles and tailoring of adaptations to students in classrooms.

Glatthorn (1990) further emphasized that it is also imperative that teachers consider the relevant aspects of students’ distinct abilities, languages, cultures, motivations and prior knowledge and skills that affect their responses to different forms of representations.

International Education Studies; Vol. 7, No. 1; 2014

ISSN 1913-9020 E-ISSN 1913-9039

Published by Canadian Center of Science and Education

An Analysis on the Relationship between Lecturers’ Competencies and Students’ Satisfaction.

Teaching skills

This suggests that the most significant gains in student achievement will likely be realized when students receive instruction from lecturers with good teaching competencies.

Matzler and Woessmann (2010) study the relationship between lecturer competencies and students outcome.

They discover that the teaching quality is directly related to the students’ achievement and it is very important for lecturers to develop strong teaching competencies in order to deliver quality teaching.

 One of the lecturer competencies they specifically mentioned in their study was lectures subject knowledge because without having subject knowledge, the lecturer is unable to comprehend the students with relevant knowledge and skills required for that particular subject.

Therefore, the subject knowledge is essentially important for lecturers so that students could meet the desired learning outcome and are satisfied with their learning.

THE IMPACT OF TEACHER COMPETENCE IN PUBLICAND INDEPENDENT SCHOOLS IN SWEDEN

Eva Myrberg, Gothenburg University, Sweden

Monica Rosen, Gothenburg University, Sweden

Teaching method

During the last decades however, a growing body of studies has revealed considerable differences related to teachers' efficiency in teaching students. Hanushek (2002) found that having five years of good teaching can overcome the average achievement difference between low-income students and students from higher income families. Good teachers can thus make up for the typical deficits in preparation of students from low-income backgrounds.

EFFECTS OF TEACHERS’ COMPETENCE ON STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF IKEJA LOCAL GOVERNMENT AREA OF LAGOS STATE

BY OMOTERE TOPE N.C.E., B.A. (Ed) JANUARY, 2012

Published Online By: EgoBooster Books www.omotere.tk  © 2012 Omotere Tope

Published By:EgoBooster Books, Ogun State, Nigeria.

All rights reserved. Identification No: 20 File No: 2011122213

Project Classification: Education

Teaching method

Competent teachers are the most critical piece in improving students’ achievement and closing the achievement gap. The single most important influence on student learning is the quality of teaching, yet most schools don’t define what good teaching is (Danielson, 2006).