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).

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

Lecturers’ Competences in Relation to Students’ Academic Performance

EDU 702 QUIZ 1 (SAMPLE ANSWER)

Lecturers’ Competences in Relation to Students’ Academic Performance

With reference to the research you are proposing,

Explain why you select the research topic/area. Provide the justification of your research

Teaching and learning are two dimensions of the academic world and both depend on lecturers capabilities therefore, an effective lecturer has been conceptualised as one who produces desired outcomes in the course of his duty as a lecturer. Therefore, upon the observed deterioration in the academic accomplishments, attitude and values of students, one curiously wonders if the high failure rates and the poor quality of the students is not a reflection of the teaching quality or lack of lecturer’s competencies. In other words the incompetence of lecturers in classroom interaction with the students could be responsible for the observed poor performance of students in the classroom (Cohen, 1981; Theall & Franklin, 2001).

A competency comprises of one or more skills whose mastery would affect the attainment of the competency. A competency has its relation with all the three fields under which performance can be assessed. These fields are knowledge, skill and attitude. Because the competencies are observable, they are also measurable. It is possible to assess a competency from the performance of a lecturer. It is not necessary that all competencies of a lecturer have the same extent of knowledge, skill and attitude. There may be some competencies involving more of knowledge than skill and attitude, whereas, same competencies may be skill or performance oriented (Doyle,2008). Richards (2006) highlighted in his research that any definition of lecturer competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable lecturer and student characteristics and the classroom context. Through the above definitions we conclude that lecturer primary aim is to make students learn effectively and efficiently. In doing so, a lecturer has to do several activities such as plan classroom activity properly, provide effective instruction and evaluate the learning using appropriate methods and techniques. The effectiveness or ineffectiveness of teaching is closely linked to lecturer competencies. Competent lecturer would also create classroom conditions and climate, which are conducive for student learning. Research shows that students are the most relevant and qualified sources to determine the extent to which the learning experience was productive, informative, satisfying or meaningful. Although opinions on these matters are not direct measures of lecturer effectiveness, they do provide legitimate indications of student academic performance and satisfaction. Furthermore, there is substantial research connecting student satisfaction to effective teaching methods (Theall & Franklin, 2001). A meta-analysis of 41 research studies provides the strongest evidence for the validity of student ratings since these studies examined the relationship between student ratings and student learning. Doyle (2008) mentioned that, “The use of students’ ratings for evaluating lecturer effectiveness is the single most researched issue in all of higher education”.

There is ample debate within the education community around the world on how teaching effectiveness may be defined and measured. Braskamp and Ory (1994) include teaching and learning in their definition, defining effective teaching as the “creation of situations in which appropriate learning occurs; shaping those situations is what successful lecturers have learned to do effectively”. There are many researchers who focused on whether or not students are legitimate judges of teaching effectiveness. Theall (2009) mentioned that the students can answer questions about the lecturers teaching quality, the value of readings and assignments, and the clarity of the instructor's explanations. Thus, students are certainly qualified to express their satisfaction or dissatisfaction through their experience. They have a right to share their opinions in any case and no one else can report the extent to which the experience was useful, productive, informative, satisfying, or worthwhile. An expectation that cannot be fulfilled on the institutions is the key factors for students’ withdrawal (Alridge & Rowley, 2001). According to the study by Kanji, Malek, and Wallace (1999) do give some insights on the real situation of the Higher Education Institutions in Malaysia. Most institutions do give a great deal of importance to meeting students expectations which is similar to business organization, but they still lack customer awareness among the staff, and it has become a common drawback for many institutions. This brings us to an understanding that students will have more opportunity to support their continued into higher educational institutions and on how well the educational programs and services met students’ expectations.

More than that I have decided to make research in this area because there are several factor that influence the incompetence lecturer that directly bring impact toward student academic performance. I have listed several research question that suit to my research that will help to answer all the confusion in this research. Supposed that the lecturers’ competence contributes towards student academic performance, it is to be wondered whether are there any significant association between them.

  These are the following questions in order to better understand the factors of lecturers’ competence.

1.         To what degree does lecturer’s competence affect students’ academic performance?

2.         Is there any significant relationship between the lecturers’ teaching skills and student academic performance?

3.         Is there any relationship between the lecturers’ experience and students’ academic performance?

4.         Is there any relationship between the lecturers’ subject matter expertise and students’ academic performance?

5.         Is there any relationship between the lecturers’ qualification and students’ academic performance?

6.         Is there any relationship between the lecturers’ attitude and students’ academic performance?

In addition with regard to my research, there are several significant why I choose to carry out research for this topic that will bring advantages toward certain people or organization. A major concern in higher education is to increase student achievement. One of the ways to do this is to focus on the lecturers’ competences which will influence student achievement. The empirical investigation of the distinct effects of diverse elements of the lecturer competence on student’s academic performance in education management remains on the area of substantial interest to education researchers. This study provides some relevant insights on the distinct magnitudes to which distinct lecturer competence elements affect students’ academic performances. Moreover, such knowledge will help academic staff in designing more effective teaching strategies that can improve learners’ academic achievements. In addition, this study will be useful to both lecturers and students who may want to know the factors that could make or hinder the student academic achievement. Understanding lecturer teaching skills will allow for professional development for lecturer to focus on the areas to increase student academic performance. Lastly, understanding the importance of lecturers and the impact on student performance will help universities administrators retain lecturers to make their teachings student-centred.

What will you are measuring?

This study aims at determining the impact of lecturers’ competencies on students’ academic performance at Mara University of Technology Shah Alam in Selangor Malaysia.  Lecturers’ competencies are one of the most critical objectives in all institutions of higher learning. Institution that fails to ensure good and excellence lecturers’ competencies’ will definitely affect their reputation as  excellence higher institution. Incompetence lecturers may also affect their students’ academic performance. This study employed qualitative method in examining the hypothesis. Survey method is used for data collection. Five competencies are selected to be measured for this study and total of 30 lecturers’ are chosen as sample in this case study. Competencies such as, subject matter expertise, lecturers experience, lecturers teaching skills, lecturer qualification and lecturer attitude are significantly relates to student academic achievement positively.

How you will ensure that the research is scientific?

As we all know the purpose of the research is divided into 4 categories, which are to describe - describe the shape, colour, change over time, relation to other constructs and so on, to predict - given what is known the scientist attempts to predict what might happen, to control - by manipulating certain variables the scientist is interested in determining whether it will lead to controlling a particular condition, to explain in the form of a theory - ultimately the scientist is interested in forming a theory to explain the phenomena being investigated.

I have ensure that my research on the lecturers’ competence in relation to student academic performance is the scientific research because of the research that I want to carry out have several evidences and prove to make it valid and reliable. More that the research that I’m going to carried out does not based on the intuition. Intuition can be defined where sometimes beliefs are held because they appear to be self-evidence or just common sense. There is several evidence that would back up my research. In addition, my research is rationalistic. Rationalistic is the knowledge derived from reasoning.

While the ability to reasoning fundamental in the scientific method of problem solving and I need to be careful with the conclusion and every conclusion that are about to be withdraw need to be support by the supporting evidence. The empirical method is fundamental in every research. Although everything that have been said so far appears conclusions because of faulty data collection and interpretation. I must be careful to remain objective when evaluating data.

What is your dominant research approach? (Qualitative or quantitative)

This study aims at determining the impact of lecturers’ competencies on students’ academic performance at Mara University of Technology Shah Alam in Selangor Malaysia.  Lecturers’ competencies are one of the most critical objectives in all institutions of higher learning. Institution that fails to ensure good and excellence lecturers’ competencies’ will definitely affect their reputation as  excellence higher institution. Incompetence lecturers may also affect their students’ academic performance. This study employed quantitative method in examining the hypothesis. Survey method is used for data collection. Five competencies are selected to be measured for this study and total of 30 lecturers’ are chosen as sample in this case study. Competencies such as, subject matter expertise, lecturers experience, lecturers teaching skills, lecturer qualification and lecturer attitude are significantly relates to student academic achievement positively.

If your research is quantitative, describe how it is different from a qualitative one.

Sample size- QUANTITATIVE RESEARCH will be large (small)

Information per respondent- QUANTITATIVE RESEACH will be varies (much)

Types of analysis- QUANTITATIVE RESEARCH will be statistical and summarization (subjective, interpretive)

Ability to replicate- QUANTITATIVE RESEARCH will be high (low)

Hardware- QUANTITATIVE RESEARCH will be questionnaire and computer print- out (tape recorder, projection devices, videos, pictures and discussion guide)

Type of research- QUNTITATIVE RESEARCH will be exploratory (descriptive causal)

Motivational and Learning Processes of Off-Campus University Students

The study of motivational and learning processes of university students has focused mainly on on-campus, mainstream students. Until recently few studies have explored the complex relationships between motivation and learning among working, off- campus adult learners given that continuing education and lifelong learning are gaining grounds in the Malaysian educational scene, it is important to develop a better understanding of the relationships between motivation and learning processes among these adult learners.

Suppose you want to conduct a research based on this statement.

a.    How do you operationalize “motivation of adult learner” (propose an operational definition of the phrase)

Motivation is the attribute that “moves” us to do or not do something (Gredler, 2001). Students can be described as self-regulated if they personally initiate and  direct their own efforts to acquire knowledge and skill rather than relying on  teachers, parents, or other agents of instruction (Zimmerman 1989, cited in Cole  and Chan, 1994). Responsible learners are the ones who accept the idea that their own efforts are crucial to progress in learning, and behave accordingly. Responsible learners consciously monitor their own progress and make an effort to use available opportunities to their benefit including classroom activities and assignments (Scharle and Szabo 2000). Regarding to this research, which link to the motivation of adult  learner it related on how the motivation of the learner affect the learner to continue studying even though it was off-campus learning. For example, e-PJJ that have already been practiced in Malaysia.

Distance education: An educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including  written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning, audio- and videoconferencing, interactive TV, and FAX. Distance education does not preclude the use of the traditional classroom. The definition of distance education is broader than and entails the definition of e-learning.  E-Learning (electronic learning): A term covering a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes delivery of content via Internet, intranet/extranet (LAN/WAN), audio-and videotape, satellite broadcast, interactive, TV, CD-ROM, and more.

b.    Write two research question for this research problem

1.    What is the level of motivation of adult learner in off-campus learning?

2.    Are there any differences in the learners’ who prefer off-campus learning in terms of their gender, major field and proficiency level?

Introduction: Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences in Relation to Students’ Academic Performance

Introduction

This chapter focuses the background of the study which is on competencies of lecturers. It also emphasizes effects of competence lecturers toward the academic performance of the students. Section 1.1 discusses the background of study; section 1.2 explains the problem statement and section 1.3 states the research questions. Section 1.4 on the other hand, 1.5 states the research objectives ad section 1.6 is on the information regarding to the scope of study and lastly section 1.7is all about definition of terms and concepts.

This study aims at determining the impact of lecturers’ competencies on students’ academic performance at Mara University of Technology Shah Alam in Selangor Malaysia.  Lecturers’ competencies are one of the most critical objectives in all institutions of higher learning. Institution that fails to ensure good and excellence lecturers’ competencies’ will definitely affect their reputation as  excellence higher institution. Incompetence lecturers may also affect their students’ academic performance. This study employed quantitative method in examining the hypothesis. Survey method is used for data collection. Five competencies are selected to be measured for this study and total of 30 lecturers’ are chosen as sample in this case study. Competencies such as, subject matter expertise, lecturers experience, lecturers teaching skills, lecturer qualification and lecturer attitude are significantly relates to student academic achievement positively. 

Significance of Study : Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences in Relation to Students’ Academic Performance

Significant of Study

A major concern in higher education is to increase student achievement. One of the ways to do this is to focus on the lecturers’ competences which will influence student achievement. The empirical investigation of the distinct effects of diverse elements of the lecturer competence on student’s academic performance in education management remains on the area of substantial interest to education researchers. This study provides some relevant insights on the distinct magnitudes to which distinct lecturer competence elements affect students’ academic performances. Moreover, such knowledge will help academic staff in designing more effective teaching strategies that can improve learners’ academic achievements. In addition, this study will be useful to both lecturers and students who may want to know the factors that could make or hinder the student academic achievement. Understanding lecturer teaching skills will allow for professional development for lecturer to focus on the areas to increase student academic performance. Lastly, understanding the importance of lecturers and the impact on student performance will help universities administrators retain lecturers to make their teachings student-centred.

Limitation: Lecturers’ Competences in Relation to Students’ Academic Performance Limitation

Lecturers’ Competences in Relation to Students’ Academic Performance

Limitation

This study centre on the effects of lecturers’ competence on academic performance of students in Mara University of Technology Shah Alam in Shah Alam, Selangor. It aimed at all students in Mara University of Technology Shah Alam, but due to the time, money and other factors it will be limited to only Faculty of Administrative Science and Policies Studies.

With regard to this research it will focus on the lecturers competence based on five competencies are selected to be measured for this study and total of 30 lecturers’ are chosen as sample in this case study. This study employed quantitative method in examining the hypothesis. Survey method is used for data collection. Five competencies are selected to be measured for this study and total of 30 lecturers’ are chosen as sample in this case study. Competencies such as, subject matter expertise, lecturers experience, lecturers teaching skills, lecturer qualification and lecturer attitude are significantly relates to student academic achievement positively.

Operational Definition: Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences in Relation to Students’ Academic Performance

Operational Definition

Relative to this study, definition to the following terms are provided in order to clarify each in the context of the topic:

Academic achievement- student performance on state assessments Cunningham (2003). However the propose study; overall will be measure of academic achievement used. This tern is used interchangeably with student achievement.

Student achievement- the act of achieving or in another word the accomplishments as a result gained by great effort. In the context of academic it basically based on the quantity and quality of students’ work. More than that, it is one form of acquirement by a person or students with relates to a skill of mind or body usually resulting from continued endeavour. (Merriam Webster)

When students feel safe, engaged, and respected, they can focus on their academic goals. Effective character educators ensure that these needs are met. Character education is the foundation upon which students can reach academic achievement. It’s not just about teaching kids to be good. It’s teaching them to be their best.

Lecturer experience- Sometimes experience means accumulated knowledge and sometimes it refers to a single spectacular event. Learning by experience is a method of acquiring knowledge by doing and not by reading.

The knowledge or skill acquired by a period of practical experience of something, especially which gained in a particular profession. With relates to the academic lecturer experience can be illustrates through an educational talk to an audience, especially one of students in a university in each course there are supporting lectures and tutorials. Lecturers’ experience also can be defined as the ways lecturers handle their students and through this phenomenon they can gain more experience.

Lecturer subject matter expertise- A Subject Matter Expert is an individual who understands a business process or area well enough to answer questions from people in other groups who are trying to help. It is most commonly used to describe the people who explain the current process to IT and then answer their questions as they try to build a technology system to automate or streamline the process.( F. John Reh. ). With regard to the academic field lecturer need to have a major understanding in subject that they are going to teach onward. This is really important because without optimal knowledge on subject that they are going to give lecture to their student, they are unable to carry out smooth teaching and learning processes.

Lecturer qualification-Capacity, knowledge, or skill that matches or suits an occasion, or makes someone eligible for a duty, office, position, privilege, or status. Qualification denotes fitness for purpose through fulfilment of necessary conditions such as attainment of a certain age, taking of an oath, completion of required schooling or training, or acquisition of a degree or diploma. Qualification does not necessarily imply competence. Precise limitation (from general to particular) of language, scope, or terms that would otherwise be interpreted broadly or differently. Teacher’s professional qualification is tied to his/her competence in instruction and management of students and materials in the classroom. First, Nigeria educational system requires that all teachers in all educational institution nationwide should be professionally trained. This is with the view of enhancing teacher’s commitment to the teaching profession. Hence, the national policy on education stipulated that the minimum qualification for entry into the teaching profession shall be the Nigerian Certificate of Education (NCE); it is therefore on the recognition of this fact that government setup the Teacher’s Registration Council of Nigeria (TRCN) under Act 31 of 1993 to control and regulate the practice of the profession. Federal Republic of Nigeria, National Policy on Education, Lagos: NERDC (2004)

Lecturer attitude-An attitude is an expression of favour or disfavour toward a person, place, thing, or event (the attitude object). Prominent psychologist Gordon Allport once described attitudes as "the most distinctive and indispensable concept in contemporary social psychology." In a lay man’s language, attitude may refer to the distinct concept of mood, or be especially synonymous with teenage rebellion. An attitude can be defined as a positive or negative evaluation of people, objects, event, activities, ideas, or just about anything in your environment, but there is debate about precise definitions. Eagly and Chaiken, for example, define an attitude "a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour." Though it is sometimes common to define an attitude as affect toward an object, affect (i.e., discrete emotions or overall arousal) is generally understood to be distinct from attitude as a measure of favourability. A good lecturer is expected to be committed to his work, would have the ability to take the initiative. A lecturer’s personality in the attitudinal sense is a significant factor in lecturer’s attitude and it has great impact on student’s achievement. The lecturers or teachers as professional must know the art of communication, understanding others and ability to learn from the experiences. They should be able to facilitate learning effectively. The main purpose of this study was to investigate the impact of lecturer’s attitude towards student’s performance on the academic achievement of students in purchasing Management and the study is also designed to sort out the relationship between teacher’s attitude and academic achievement and performance of students with a particular reference to purchasing management.

Teaching method -The principles and methods of instruction can also be defined as the pedagogic. Mostly it related to the profession of a teacher or lecturer and been used in education, instruction, teaching, didactics, educational activity. Pedagogy is recognized as an important profession for teacher to teach and give instruction during teaching and learning processed. In addition, teaching method is the activities of educating or instructing activities that impart knowledge or skills to students or learners.

Research Question:Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences in Relation to Students’ Academic Performance

Research Question

Supposed that the lecturers’ competence contributes towards student academic performance, it is to be wondered whether are there any significant association between them.  These are the following questions in order to better understand the factors of lecturers’ competence.

1.    To what degree does lecturer’s competence affect students’ academic performance?
2.    Is there any significant relationship between the lecturers’ teaching skills and student academic performance?
3.    Is there any relationship between the lecturers’ experience and students’ academic performance?
4.    Is there any relationship between the lecturers’ subject matter expertise and students’ academic performance?
5.    Is there any relationship between the lecturers’ qualification and students’ academic performance?
6.    Is there any relationship between the lecturers’ attitude and students’ academic performance?
  

Purpose : Lecturers’ Competences in Relation to Students’ Academic Performance

Lecturers’ Competences in Relation to Students’ Academic Performance

Purpose

The main purpose of this study is to investigate the association of lecturers’ competences in relation to student academic performance. To achieve this purpose, the lecturers should have competency that competence and suit the condition and improve student academic performance.

 Thus, the specific purposes of the study are as follow:

     1 To identify the effectiveness of lecturers’ teaching method in relation to students’ academic performance
2 To investigate the association of lecturers’ experience in relation to students’ academic performance
3  To examine the association of lecturers’ subject matter expertise in relation to students’ academic performance
4  To identify the association between lecturers’ qualification in relation to students’ academic performance
5  To examine the association between lecturers’ attitude on student’s academic performance

https://www.youtube.com/watch?v=VfK7tfDCSIk

Research Problem: Lecturers’ Competences in Relation to Students’ Academic Performance

 Lecturers’ Competences in Relation to Students’ Academic Performance

Research Problem

This study is undertaken to investigate the effect of lecturer competence towards student academic performances. Lecturers are regarded as most important person that would whether directly or indirectly influence students’ performance and academic achievement level.

Teaching and learning are two dimensions of the academic world and both depend on lecturers capabilities therefore, an effective lecturer has been conceptualised as one who produces desired outcomes in the course of his duty as a lecturer. Therefore, upon the observed deterioration in the academic accomplishments, attitude and values of students, one curiously wonders if the high failure rates and the poor quality of the students is not a reflection of the teaching quality or lack of lecturer’s competencies. In other words the incompetence of lecturers in classroom interaction with the students could be responsible for the observed poor performance of students in the classroom (Cohen, 1981; Theall & Franklin, 2001).

As we all know, today world achievement level of student in their academic performances highly influence by their lecturer attributes and competences. Lecturer competence refers to the right way of conveying units of knowledge, application and skills to students. The right way includes knowledge of content, process, methods, and means of conveying content. Lecturer competence also refers to the ability of the lecturer to help guide and counsel his or her student to achieve high grades.

A competency comprises of one or more skills whose mastery would affect the attainment of the competency. A competency has its relation with all the three fields under which performance can be assessed. These fields are knowledge, skill and attitude. Because the competencies are observable, they are also measurable. It is possible to assess a competency from the performance of a lecturer. It is not necessary that all competencies of a lecturer have the same extent of knowledge, skill and attitude. There may be some competencies involving more of knowledge than skill and attitude, whereas, same competencies may be skill or performance oriented (Doyle,2008).

Richards (2006) highlighted in his research that any definition of lecturer competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable lecturer and student characteristics and the classroom context. Through the above definitions we conclude that lecturer primary aim is to make students learn effectively and efficiently. In doing so, a lecturer has to do several activities such as plan classroom activity properly, provide effective instruction and evaluate the learning using appropriate methods and techniques. The effectiveness or ineffectiveness of teaching is closely linked to lecturer competencies. Competent lecturer would also create classroom conditions and climate, which are conducive for student learning.

A characteristic of a competent teacher is that the teacher encourages students to reflect on social reality and empowers them to transform the existing conditions that shape their lives. Moreover, a competent teacher is one who engages student in dialogue and manages through dialogue to achieve genuine learning because when student and teachers are engaged in shared critical dialogue, they mutually create and construct knowledge instead of passively transmitting it, since they can share their experiences, reflect upon them and finally make critical evaluation regarding the way they themselves have obtained that knowledge and those experiences. Gutek (2004)

 Some attributes of teacher competences is because of poor teachers subject knowledge.  Means teachers do not have the capability of teaching and handling the subject that they are supposed to give the lecture.  According to Eggen & Kauchak (2001), there are three dimensioning 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 teacher 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 teacher to teach effectively depends on the depth of knowledge the teacher possesses. Therefore, a teacher whose understanding of the subject content is thorough uses clearer expressions comparative to those whose backgrounds of subject mastery are weaker.

Teaching method is the factors that contribute to the teacher competences. Teaching is an interactive process which encompasses participation by both students and the teacher. In addition, lecturer teaching skill is may also become the attributes that would affect student academic performances. Adunola (2011) indicated that teaching methods used by the teachers’ should be best for the subject matter because if the method is not aligned with the specific outcome, then the result will be either poor or a failure. In certain cases, poor students’ achievements are attributed to poor teaching styles Kang’ahi ( 2012).

 Since every individual student interprets and responds to questions in a unique way (Chang, 2010), alignment of teacher’s teaching methods with students’ preferred learning styles helps to improve students’ achievements (Zeeb, 2004). Ayeni (2011) maintained that teaching is a continuous process that involves bringing about desirable changes in learners.

Bharadwaj & Pal (2011) indicate that teaching methods work effective if they suit learners’ needs. Adunola (2011) further maintained that bias in selection of teaching methods by teachers in areas in which they exclusive monopoly knowledge should be avoided to improve students’ results.

More than that, teacher’s experience sometimes directly affects the student academic performance.  Experienced teachers as those who have taught for many years (5 years and above) and are able to motivate students and hold their attention, know how to manage their classroom effectively and can change course in the middle of a lesson to take advantage of unforeseen opportunities to enhance students learning. Rodniques (2010)

Teacher’s professional qualification is tied to his or her competence in instruction and management of students and materials in the classroom. First, Nigeria educational system requires that all teachers in all educational institution nationwide should be professionally trained. This is with the view of enhancing teacher’s commitment to the teaching profession. National Policy on Education, Lagos: NERDC (2004).

According to the Teachers Registration Council of Nigeriaother acceptable qualifications are degrees in education B.SC. Ed, M.Ed, PH.D in education. It is emphasized that those with degrees ordiplomas in non- education field must possess post graduates diploma in education (PGDE) or Technical Teachers Certificate (TTC). It is not an enough to accept or describe someone as a teacher merely because a certificate is presented in support of the claims. Thus, the Teacher Registration Council of Nigeria, posited that teacher trainee must be well equipped with adequate and appropriate characters, professional and academic knowledge and skills in the art of teaching. Guideline for Teachers Registration, Abuja: NERDC (2005).

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.

Teachers’ attitude in class and while teaching also several of the attribute that will somehow affect the student academic performance. 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. It is known that attitudes have a profound impact on teacher practices and behaviours. Richardson (1996) states, "Attitudes and beliefs are a subset of a group of constructs that name, define, and describe the structure and content of mental states that are thought to drive a person’s actions" With effective attitudes, teachers and students can develop relationships of mutual respect and trust. Studies on each of these five attitudes have been completed by researchers, and a brief summary will follow that reinforces the findings from the Introduction to Teaching and Learning course. Research by Larson and Silverman (2000) and Noddings (1984) has emphasized the importance of developing a caring and respectful relationship between teachers and students.

They support students’ needs for both communication and care in order to achieve a personal relationship with their teachers. Noddings (1984) believes the entire school curriculum should be built around the ethic of care. She contends that with this construction, caring will become an integral part of a committed, reciprocal relationship between the teacher and student. As for the conclusion does lecturers performances really bring affect toward the student performance especially in academic performance.

Problem Tree: Lecturers’ Competences in Relation to Students’ Academic Performance

  Lecturers’ Competences in Relation to Students’ Academic Performance

Problem Tree

Lecturers’ Competences in Relation to Students’ Academic Performance