Excellence is what universities inspire and inculcate to their students. What connect universities to their students are teachers. For the students, the teachers are the faces and images of excellence. Thus, what makes teachers exemplary of excellence as perceived by students? If students perceive their teacher as excellent and effective, does this perception impact on their academic performance?
In the literature, there exists a consensus of what is an effective teacher. Studies focus on the qualities and traits of this teacher. Among these qualities, which one is most preferred by students? Do students with various academic performance differ in their perception and preference of an effective teacher? Are these qualities related to the academic performance of the students?
This study shows that there is a ranking of qualities of an effective that the students with different academic performance prefer. And there is no relation between the perception of an effective and students' academic performance.
Table of Contents
I INTRODUCTION
Background of the Study
Statement of the Problem
Review of Related Literature
Theoretical Framework
Conceptual Framework
II METHOD
Research Design
Definition of Terms
Sample
Instrument
Procedure
Statistical Treatment
III RESULTS
IV DISCUSSION
Limitations of the Study
Recommendations
V SUMMARY AND CONCLUSIONS
Research Objectives and Themes
This thesis investigates the perception of college students at Ateneo de Naga University regarding the qualities that constitute an effective teacher and examines whether a relationship exists between these student preferences and their academic performance.
- Identification of preferred teaching qualities as perceived by students.
- Correlation analysis between teaching characteristics and student grades.
- Evaluation of the influence of teacher effectiveness on academic achievement.
- Comparative study based on levels of academic performance (High, Average, Low).
- Review of pedagogical frameworks and educational theories regarding teacher-student dynamics.
Excerpt from the Book
Background of the Study
Excellence is what universities inspire and inculcate to their students. What connect universities to their students are teachers. For the students, the teachers are the faces and images of excellence. Thus, what makes teachers exemplary of excellence as perceived by students? If students perceive their teacher as excellent and effective, does this perception impact on their academic performance?
The Ateneo de Naga University seeks to imbue students with the desire to strive for excellence in every sphere and activity in life. Bolstered by achievements of alumni, ratings in national professional examinations, and on the belief in the Jesuit education program, college enrollment is unceasingly rising. Today Ateneo de Naga University is considered as the premier school in Bicol region as well as in the Philippines. It is known for its thrust for academic excellence among students.
While the importance of excellence is stressed and the number of population increasing, the school is faced, however, with problems catering each need of the students with limited resources, competent teachers, and modern facilities.
To draw the line from the excellent and mediocre academic performance of students, academic probation status was introduced and instituted. Since its introduction, there was an increasing number of students who were put under academic probation status because they could not simply reach the required Quality Point Index (QPI) of 1.5 for the regular students. For two semesters of the School Year (S/Y) 1994-1995, the combined number of student under academic probation status was 757 students. The average number of total enrollment for that school year was 3,165 students. What is alarming then was that in the first semester of school year 1995-1996, there were 564 students or 14% of the 4,007 total students enrolled who ended up having a QPI lower than the required 1.5.
Summary of Chapters
I INTRODUCTION: This chapter provides the background of the study, the problem statement, and reviews literature on teacher effectiveness while establishing the theoretical and conceptual frameworks.
II METHOD: This section details the descriptive-correlational research design, defines operational terms, explains the sampling process of 270 students, and describes the data collection instrument and statistical methods.
III RESULTS: This chapter presents the data collected through surveys, organized by contingency tables that compare student perceptions across different levels of academic performance.
IV DISCUSSION: This chapter analyzes and interprets the research findings, addressing the correlations found between teacher qualities and student achievement levels.
V SUMMARY AND CONCLUSIONS: This concluding chapter synthesizes the study's findings, provides final conclusions, and offers recommendations for future academic research and institutional policy.
Keywords
Effective Teacher, Academic Performance, Student Perception, Quality Point Index, Teaching Qualities, Teacher-Student Relationship, Classroom Management, Ateneo de Naga University, Educational Excellence, Pedagogical Skills, Correlational Study, Student Achievement, Faculty Evaluation, Academic Probation, Subject Matter Mastery.
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis explores which qualities college students at Ateneo de Naga University deem most important in an effective teacher and investigates if these preferences correlate with the students' own academic success.
What are the central themes of the research?
Key themes include teacher-student interaction, the definition of an effective teacher, the impact of pedagogical qualities on student achievement, and the evaluation of teaching performance in a university setting.
What is the core research question?
The study specifically asks: What are the preferred qualities of an effective teacher as perceived by students, and is there a relationship between these preferences and the students' academic performance?
Which scientific methodology was employed?
The researcher utilized a descriptive-correlational research design, employing frequency counts for ranking preferences and the chi-square test of association to analyze the relationship between student preference and academic performance.
What topics are covered in the main body?
The main body covers the identification of ten key teacher qualities (such as personal concern, subject mastery, and communication skills), the statistical analysis of survey data across different performance groups, and a discussion of the results in the context of existing educational literature.
Which keywords characterize this work?
The work is characterized by terms such as effective teacher, student perception, academic performance, QPI, pedagogical skills, and teacher-student relationship.
Did the study find a significant relationship between teacher qualities and student grades?
No, the study concluded that the students' preferences regarding teacher qualities were not statistically related to their academic performance, as evidenced by the calculated chi-square value.
How were the respondents selected?
The researcher used random sampling to select 270 students from the Ateneo de Naga College Department for the second semester of the 1995-1996 school year.
What was the most preferred quality identified by the students?
Across the entire respondent group, "the friendliness, kindness and openness of the teacher" was rated as the highest/most preferred quality.
What does the author recommend for future research?
The author suggests using random stratified sampling based on courses and year levels, or conducting an experimental study to further clarify the potential link between teacher characteristics and student outcomes.
- Quote paper
- Menandro Abanes (Author), 1996, Perceived Effective Teacher: Does One Impact on the Academic Performance of College Students in Ateneo de Naga University?, Munich, GRIN Verlag, https://www.grin.com/document/172340
