Teaching Effectiveness and Academic Performance as Moderated by Gender
Keywords:
Academic performance, Teaching effectiveness, Gender, Moderation analysisAbstract
This research was undertaken to determine the moderating effect of gender on the relationship between teaching effectiveness and the academic performance of university students. It utilizes descriptive correlational design using survey questionnaires to a sample of three hundred twenty-two students in the Bachelor of Science in Business Administration (BSBA) during their first- and second-year as the main participants. Results showed that a significant comparative difference existed between female students who performed better than the male students. A significant relationship exists between teaching effectiveness as well as gender as primary determinants in determining the academic performance of students. Findings revealed that the academic performance proved to be predicted by teacher effectiveness and gender notwithstanding the interrelatedness of its relationships. To determine the moderating effect of gender, the logistic hierarchical regression analysis was employed. When moderated, gender did not show any interactive effect on the relationship between teaching effectiveness and academic performance. With the on set of outcomes-based approach in the higher education system, notable findings of this study may pave the way for academic and administrative sectors to unceasingly develop innovative methodologies in improving the management of learning of the millennial generation.
References
Adigun, J., Onihunwa, J., Irunokhai, E., Yusuf, S., & Adesina, O. (2015). Effect of gender on students’ academic performance in computer studies in secondary schools in New Bussa, Borgu local government of Niger state. Journal of Education and Practice, 6(33) 1-7.
Akiri, A. A., & Ugborugbo, N. M. (2017). Teachers’ effectiveness and students’ academic performance in public secondary schools delta state, Nigeria. https://www.tandfonline.com/doi/abs/10.1080/09737189.20 09.11885284
Akram, M. (2019). Relationship between students’ perceptions of teacher effectiveness and student achievement at secondary school level. Bulletin of Education and Research, 41(2) 93-108. https://files.eric.ed.gov/fulltext/EJ1229453.pdf
Ahmad, N., Hussain, S., & Khan, F. N. (2018). Test anxiety: Gender and academic achievements of university students. Journal of Postgraduate Medical Institute, 32(3), 295–300.
Alserhan, S., & Yahaya, N. (2021). Teachers’ Perspective on Personal Learning Environments via Learning Management Systems Platform. International Journal of Emerging Technologies in Learning, 16(24), 57–73. https://doi.org/10.3991/ijet.v16i24.27433
Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Social Sciences & Educational Studies, vol 3(3) 51-54. https://doi.org/10.6007/IJARBSS/v7-i11/3475Al-
Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: Causes and results. Theory and Practice inLanguage Studies, 5(11) 2262-2268. Retrieved https://www.academypublication.com/ojs/index.php/tpls/article/view/tpls051122622268
Ampofo, E. T., & Owusu, B. O. (2015). Students’ academic performance as mediated by students’ academic ambition and effort in the public senior high schools in Ashanti Mampong municipality of Ghana. International Journal of Academic Research and Reflection, 3(5) 19-35.
Arora, N., & Singh, N. (2017). Factors Affecting the Academic Performance of College Students. I-Manager’s Journal of Educational Technology, 14(1), 47. https://doi.org/10.26634/jet.14.1.13586
Batugal, M. L. C. (2019). Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs). World Journal of Education, 9(2), 123. https://doi.org/10.5430/wje.v9n2p123
Bibiso, A., Olango, M., & Bibiso, M. (2017). The relationship between teachers commitment and female students academic achievements in some selected secondary schools in Wolaita Zone, Southern Ethiopia. Journal of Education and Practice, vol 8(4) 75-80. https://files.eric.ed.gov/fulltext/EJ1132934.pdf
Binyamin, S. S., Rutter, M. J., & Smith, S. (2020). The moderating effect of gender and age on the students’ acceptance of learning management systems in Saudi higher education. Knowledge Management and E-Learning, 12(1), 30–62. https://doi.org/10.34105/j.kmel.2020.12.003
Bird, D. O. (2017). Relationship between teacher effectiveness and student achievement: An investigation of teacher quality (Dissertation). Ball State University, Indiana. https://cardinalscholar.bsu.edu/bitstream/handle/123456789/200666/BirdD_2017-2_BODY.pdf?sequence=1&isAllowed=y
Biunno, M. (2019). Exploring the moderating effect of teacher practice on the relationship between prior student academic performance and current student academic performance in a New Jersey public school district. (Graduate Theses and Dissertations). Seton Hall University, USA. https://scholarship.shu.edu/cgi/viewcontent.cgi?article=3701&context=dissertations
Brew, E. A., Nketiah, B., & Koranteng, R. (2021). A Literature Review of Academic Performance, an Insight into Factors and their Influences on Academic Outcomes of Students at Senior High Schools. OALib, 08(06), 1–14. https://doi.org/10.4236/oalib.1107423
Chalak, A., & Fallah, R. (2019). Effect of Classroom Management and Strategies on Students’ Achievement at Undergraduate Level. Language Teaching Research Quarterly, 11(January), 81–98.
Cherry, K. (2019, October 7). Self-determination theory and motivation. https://www.verywellmind.com/what-isself-determination-theory-2795387
Christopher, D., Ruth, I., & Christopher, D. (2019). Influence of Gender and School Location on Science and Mathematics Students ’ Achievement in Western Senatorial District of Nasarawa State , Nigeria. 4413(8), 259–264. https://doi.org/10.36349/EASMB. 2019.v02i08.001
D, E. I. P., & Harcourt, P. (2019). Influence of Teaching Effectiveness on Students ’ Learning Outcome. International Journal of Innovative Social & Science …, 7(2), 37–48. https://seahipaj.org/journals-ci/june-2019/IJISSER/full/IJISSER-J-4-2019.pdf
Eddaif, B., Boriky, D., Mustapha, F., Sadik, M., Hanine, M. A., Kasour, R., Moustad, M., & Talbi, M. (2017). Transition from high-school to university: Obstacles and difficulties. Journal of Research & Method in Education, 7(2) 33-37. Retrieved from https://www.iosrjournals.org/iosr-jrme/papers/Vol-7%20Issue-2/Version-1/F0702013337.pdf
Frost, J. (n.d.). How to interpret regression models that have significant variables but a low r-squared. Retrieved from https://statisticsbyjim.com/regression/low-rsquared-regression/
Hdii, S. & Fagroud, M. (2018). The effect of gender on university students’ school performance: The case of the national school of agriculture in Meknes, Morocco. https://dx.doi.org/10.7220/2335-8777.9.1.4
Gandhi, H. K., & Lynch, R. (2016). A comparative study of teachers’ knowledge of commonict software, their perceptions towards using ict and their perceived self-confidence in integrating ict in their classes according to gender in two international schools in Thailand. Schoolar: Human Behaviours, 8(2), 78–93.
Gupta, M., & Verma, G. (2021). Teaching Effectiveness of School Teachers: A Theoretical Perspective. International Journal of Creative Research Thoughts (IJCRT), 9(10), 172–179.
Islam, A., & Tasnim, S. (2021). An Analysis of Factors Influencing Academic Performance of Undergraduate Students:A Case Study of Rabindra University, Bangladesh (RUB). Shanlax International Journal of cation, 9(3), 127–135. https://doi.org/10.34293/education.v9i3.3732
Jaeger ,V . A.L. (2013). Transitions from high school to college. Retrieved https://www.ncbi.nlm.nih.gov/pubmed /25522648
Jeschke, C., Kuhn, C., Heinze, A., Zlatkin-Troitschanskaia, O., Saas, H., & Lindmeier, A. M. (2021). Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics. Frontiers in Education, 6(July), 1– 8. https://doi.org/10.3389/feduc.2021.683962
Kiamba, E. W., Mutua, F., & Mulwa, D. (2017). Influence of teacher’s subject matter knowledge on students’ academic achievement of Kiswahili language in public secondary schools in Kathonzweni sub-county, Kenya. Scholarly Research Journal for Humanity Science & English Language, 6(29). 8052-8059. http://oaji.net/articles/2017/1201-1539425229.pdf
Kumar, M., Talib, S. A., & Ramayah, T. (2017). Business research methods. Oxford Publishing.
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality:An International Journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8(JAN), 1–12. https://doi.org/10.3389/fpsyg.2017.02288
Magulod Jr., G. C. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, vol 9(2), 184-198. https://www.jotse.org/index.php/jotse/article/view/504/392
Maheshwari, V. K. (2018, January 23). Causal-comparative research. http://www.vkmaheshwari.com/WP/?p=2491
McLeod, S. (2020). Correlation definitions, examples & interpretation. Retrieved from https://www.simplypsychology.org/correlation.html
Michael, I. O., & Wumi, O. A. (2016). Causes and remedies to low academic performance of students in p u b l i c secondary schools: A study of Ijero local government area of Ekiti state. Research on Humanities and Social Sciences, 6(15) 66-71. Retrieved from https://core.ac.uk/download/pdf/234675274.pdf
Muema, J. S., Mulwa, D. M., & Mailu, S. N. (2018). Relationship between teaching method and students’ performance in mathematics in public schools in Dadaab Sub County, Garissa County; Kenya. Journal of Research & Method in Education, 8(5) 59-63. Retrieved from http://iosrjournals.org/iosr-jrme/papers/Vol-8%20Issue-5/Version-5/J0805055963.pdf
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Mvula, A. K. (2020). Teaching methods and students’ academic performance in kinematical motion: Graphical interpretation and conceptual understanding. American Journal of Social Sciences and Humanities, 5(1) 169-103. Retrieved from https://www.researchgate.net/publication/338322212_Teaching_Methods_and_Students'_Academic_Performance_in_Kinematical_Motion_Graphical_Interpretation_and_Conceptual_Understanding/link/5e0cd5184585159aa4ab4c5c/download
Nabavi, R. T. (2012). Theories of developmental psychology: Bandura ’ s social learning theory & social cognitive learning theory. University of Science and Culture, January 2012, 1–24
Parajuli, M., & Thapa, A. (2017). Gender Differences in the Academic Performance of Students. Journal of Development and Social Engineering, 3(1), 39–47. https://doi.org/10.3126/jdse.v3i1.27958
Rashid, M. A. H., & Zaman, S. U. (2018). Effects of teacher’s behavior on academic performance of students. Retrieved from https://www.researchgate.net/publication/325248514_Effects_of_Teacher's_Behavior_on_Academic_Performance_of_Students
Reda, H., & Mulugeta, G. (2018). Investigating the causes of students’ less academic performance in engineering college of debre berhan university. American Journal of Theoretical and Applied Sciences, 7(3), 126-131. https://doi:10.11648/j.ajtas.20180703.15
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social Developpment, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003 066X.55.1.68
Shu, K. (2022). Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being. Frontiers in Psychology, 13(April), 1–7. https://doi.org/10.3389/fpsyg.2022.850204
Susanti, A. (2017). An analysis of students’ effort toward independent learning beyond the classroom (Master Thesis). Ar-Raniry State Islamic University, Indonesia. https://core.ac.uk/download/pdf/293463893.pdf
To, A., Predict, S., Performance, A., Norwegian, A., & Students, T. (2018). Age , gender and approaches to studyingpredict academic performance among Norwegian occupational therapy students. 36–43.
Valli Jayanthi, S., Balakrishnan, S., Lim Siok Ching, A., Aaqilah Abdul Latiff, N., & Nasirudeen, A. M. A. (2014). Factors Contributing to Academic Performance of Students in a Tertiary Institution in Singapore. American Journal of Educational Research, 2(9), 752–758. https://doi.org/10.12691/education-2-9-8
Ye, L., Posada, A., & Liu, Y. (2018). The moderating effects of gender on the relationship between academic stress and academic self-efficacy. International Journal of Stress Management, 25(December 2017), 56–61. https://doi.org/10.1037/str0000089
Yogendra, N., & Andrew, A. (2017). A Study On The Factors Influencing On Grade Point Average (GPA) WithSpecial Reference To Third Year Commerce And Management Students Of Eastern University, Sri Lanka.Journal for Studies in Management and Planning, 03(08), 409–425. https://www.researchgate.net/profile/Anthony_Andrew2/publication/319645230_A_Study_On_The_Factors_Influencing_On_Grade_Point_Average_GPA_With_Special_Reference_To_Third_Year_Commerce_And_Management_Students_Of_Eastern_University_Sri_Lanka/links/59c762c90f
Žydžiūnaitė, V., Teresevičienė, M., & Gedvilienė, G. (2015). the Structure of Independent Learning in Higher Education: Students’ Attitude. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference, 1(July), 336. https://doi.org/10.17770/sie2014vol1.774
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
