CHAPTER І
INTRODUCTION
Background of the Study
The teacher effectiveness and students’ academic performance are associated with each other. Learning process may vary depending on the interest of the students and teacher effectiveness. It includes an ongoing process that arises out of the interaction between teaching and learning. Teachers and learners both play a vital role in achieving quality academic performance. However, the teachers are the mainstreams that drive both teaching and learning process: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2001).
It is indeed necessary to conduct this study in order to assess and evaluate both teacher effectiveness and students’ academic performance. An assessment is very important in evaluating the learning of the students as well as an effective teacher. There are two types of assessments, formative and summative assessment. Formative assessment is used to determine students’ current understanding before the final exam while summative assessment is used to determine students’ mastery of the material. Formative and summative assessment questions or items should consider Bloom’s learning domains.
Domains of learning are classified into three: cognitive, affective and psychomotor (Benjamin Bloom, 1956). It is also known as Bloom’s taxonomy. Cognitive domain is about remembering the knowledge from memory. It is the ability to grasp meaning, to implement or use, to break down concepts and understanding the relationship of the parts of a material and to make a new whole of the material through evaluating, checking or critiquing. On the other hand, affective domain concerns the feelings and emotions. Emotion draws both attention and channels strong residual memory. Dedicated and artful educator should include affective objectives, no matter what their discipline or area of study. Psychomotor domain is about movement. It is concerned about physically encoding the information, interpreting or expressing concepts using movement. It supports both cognitive and affective domain. Physical movement has the potential to enhance memory and recall and can aid in accelerating longterm memory. Wise teachers combine these domains for the learning to be more holistic (Wilson).
Teacher effectiveness can improve education. Teachers are the heroes that possessed passion about the subject and genuine care to the students. They inspires the students to go beyond on what they have (Tucker and Stronge, 2005). Hence, they have the direct influence in enhancing student learning.
In Mindanao State University-Sulu, the researchers observed that there are some cases that show regardless how effective the teacher is, the students still stay put on their positions whether they are attaining high or poor academic performance. With this, the researchers aim to determine the level of teacher effectiveness and its impact on the students’ academic performance. Thus, this study is carried out.
Research Questions
This study sought to answer the following questions.
1. What is the level of the effectiveness of the teachers in English subject in Mindanao State University-Sulu Senior High School for School Year 2017-2018?
2. What is the level of the students’ academic performance in English subject in Mindanao State University-Sulu Senior High School for School Year 2017-2018?
3. What is the impact of teacher effectiveness on students’ academic performance in English subject of Mindanao State University-Sulu Senior High School for School Year 2017-2018?
Objectives of the Study
The main objectives of the study are the following:
1. To determine the level of the effectiveness of the teachers in English subject of Mindanao State University-Sulu Senior High School for School Year 2017-2018,
2. To find out the level of the academic performance of Grade 11 students in English subject of Mindanao State University-Sulu Senior High School for School Year 2017-2018, and
3. To identify the impact of teacher effectiveness on students’ academic performance in English subject of Mindanao State University-Sulu Senior High School for School Year 2017-2018.
Basic Assumptions
The following are the preliminary proposition serving as the basic assumptions of the study.
1. The level of effectiveness of the teachers in English subject in Mindanao State University-Sulu Senior High School for School Year 2017-2018 is assumed to be very good.
2. The academic performance of the students in English subject in Mindanao State University-Sulu Senior High School for School Year 2017-2018 is assumed also to be very good.
3. Teacher effectiveness positively and negatively affects the students’ academic performance. Effective teachers tend to produce students with higher academic performance.
Significance of the Study
The study will benefit the teachers and the institution in relation to the study. It will serve as a guide to the administration in selecting teachers to teach their students by assessing their effectiveness inside the classroom. It will also serve as an inspiration and motivation to the teachers to strengthen and improve their ability, the quality of being an effective teacher. This is also to realize the effect of the teachers to their students’ intellectual abilities, emotional or psychological behaviors.
The study also emphasizes the importance of attaining high academic performance to be able to reach the goals of the teachers, learners, institution and government. The researchers conducted the study aiming that this could be used as reference and will also provide new directions for further studies that can be explored related to this topic.
Scope and Delimitation of the Study
The study focuses only on Grade 11 students from Science, Technology, Engineering and Mathematics Strand and General Academic Strand of Mindanao State University-Sulu Senior High School. The research sample is composed of one hundred (100) students, ten (10) students per section. The primary data gathering method used is through questionnaires to determine the level of the teachers’ effectiveness and its impact to students’ academic performance in English subject in Mindanao State University-Sulu Senior High School Department.