PEDAGOGICAL COMPETENCE OF TEACHERS AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR HIGH SCHOOLS IN ASHAIMAN, GHANA
DOI:
https://doi.org/10.22159/ijoe.2021v9i3.41313Keywords:
Pedagogical competence, Classroom management, Academic achievementAbstract
The study investigated the pedagogical competence of teachers and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a weak positive relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that the pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
Downloads
Download data is not yet available.
References
• Abu-Hilal, M. M. (2000). A structural model of attitudes towards school subjects, academic aspiration and achievement. Educational Psychology, 20(1), 75–84. doi.org/10.1080/014434100110399
• Ashaiman Municipal Assembly (2018). Annual statistics on student’s achievement in the basic education certificate examination. Ashaiman, Ghana: Ashaiman Municipal Assembly.
• Asimeng-Boahene, L. (2004). The prospects and problems of African Social Studies teachers as action researchers: A spotlight on Ghana. Educational Action Research, 12(2), 273- 286. doi.org/10.1080/09650790400200249
• Danielson, C. (2013). The framework for teaching: Evaluation instrument. Chicago, U.S.: Danielson Group
• Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Stanford, USA: Learning Forward
• Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(1), 499-567. doi.org/10.1007/s10648-012-9198-7
• Elmore, R. (2008), Leadership as the practice of improvement. In D. Hopkins, D. Nusche and B. Pont (Eds.), improving school leadership, volume 2: Case studies on system leadership. Paris, France: OECD Publishing. doi.org/10.1787/9789264039551-4-en
• Fenstermacher, G. D. (2015). Nobility, competence, and disruption: Challenges to teacher education. Teacher Education Quarterly, 42(2), 5-15. Retrieved from http://www.jstor.org/stable/teaceducquar.42.2.5
• Guardino, C. (2015). Evaluating teacher’s preparedness to work with students who are deaf and hard of hearing with disabilities. American Annals of the Deaf, 160(4), 415-426. doi.org/10.1037/0022-0663.100.3.716
• Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the achievement of learning. The International Journal of Engineering and Science, 4(2), 1-12. Retrieved from http://www.theijes.com/papers/v4-i2/Version-3/A42301012.pdf
• Jones, F. (2000). Tools for teaching. Hong Kong: Frederic H. Jones & Associates.
• Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Korang, F. Y. (2014). Teacher’s perception of authentic assessment techniques competence in Social Studies lessons in senior high schools in Ghana. International Journal of Educational Research and Information Science, 1(4), 62-68.
• Kporyi, E. (2019). Social studies teacher’s professional competence and student’s academic achievement in junior high schools (Unpublished masters thesis). Department of Business and Social Science Education, University of Cape Coast, Ghana.
• Krauss, S., Brunner, M., Kunter, M., Baumert, J., Bulm, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi.org/10.1037/0022-0663.100.3.716
• Kyomuhendo, F., & Kasule, G. W. (2017). Tutor competence and teacher trainee academic achievement in primary teacher’s colleges in the southern region of Uganda. International Journal of Education and Research, 5(9), 275-284. Retrieved from file:///C:/Users/anami/Downloads/KyomuhendoKasule2017.pdf
• Ministry of Education. (2012). Teaching syllabus for social studies (junior high school). Accra, Ghana: Ministry of Education.
• Navarro, S. B., Zervas, P., Gesa, R. F., & Sampson, D. G. (2016). Developing teachers’ competences for designing inclusive learning experiences. Educational Technology & Society, 19(1), 17–27.
• Olfos, R., Goldrine, T., & Estrella, S. (2014). Teacher’s pedagogical content knowledge and its relation with student’s understanding. Revista Brasileira de Educação, 19(59), 23-68. doi.org/10.1590/s1413-24782014000900006
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows 10. Canberra, Australia: National Library of Australia.
• Raudenbush, S. W. (2009). Analyzing effect sizes: Random-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 295–315). Russell Sage Foundation.
• Reynolds, M. (1999). Standards and professional practice: The TTA and initial teacher training. British Journal of Educational Studies, 47(3), 247-260. Retrieved from http://www.jstor.org/stable/3122173
• Serebour, S. K. O. (2013). Factors teachers, students and parents perceive as influence junior high school student’s mathematics learning (Unpublished masters thesis). Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana.
• Shulman, L. (1986). Theory, competence, and the education of professionals: The Carnegie Foundation for the advancement of teaching. London: Menlo Park Ltd.
• Stemmer, P., Brown, B., & Smith, C. (1992). Techniques for authentic assessment. Conference paper, November 1992. The 21st-century academics (pp. 12-18). Nairobi: University of Nairobi.
• Little, S. G., & Akin-Little, A. (2008). Classroom management. In William T. O’Donohue & Jane E. Fisher (Eds.), Cognitive behaviour therapy: Applying empirically supported techniques in your competence. Hoboken, USA: Wiley.
• Sultana, N., Yousuf, M. I., Naseer, M., & Rehman, S. (2009). The higher the quality of teaching the higher the quality of education. Contemporary Issues in Education Research, 2(3), 59-64.
• Van, D. J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28. doi.org/10.3102/0013189x11431010
• Ashaiman Municipal Assembly (2018). Annual statistics on student’s achievement in the basic education certificate examination. Ashaiman, Ghana: Ashaiman Municipal Assembly.
• Asimeng-Boahene, L. (2004). The prospects and problems of African Social Studies teachers as action researchers: A spotlight on Ghana. Educational Action Research, 12(2), 273- 286. doi.org/10.1080/09650790400200249
• Danielson, C. (2013). The framework for teaching: Evaluation instrument. Chicago, U.S.: Danielson Group
• Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Stanford, USA: Learning Forward
• Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(1), 499-567. doi.org/10.1007/s10648-012-9198-7
• Elmore, R. (2008), Leadership as the practice of improvement. In D. Hopkins, D. Nusche and B. Pont (Eds.), improving school leadership, volume 2: Case studies on system leadership. Paris, France: OECD Publishing. doi.org/10.1787/9789264039551-4-en
• Fenstermacher, G. D. (2015). Nobility, competence, and disruption: Challenges to teacher education. Teacher Education Quarterly, 42(2), 5-15. Retrieved from http://www.jstor.org/stable/teaceducquar.42.2.5
• Guardino, C. (2015). Evaluating teacher’s preparedness to work with students who are deaf and hard of hearing with disabilities. American Annals of the Deaf, 160(4), 415-426. doi.org/10.1037/0022-0663.100.3.716
• Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the achievement of learning. The International Journal of Engineering and Science, 4(2), 1-12. Retrieved from http://www.theijes.com/papers/v4-i2/Version-3/A42301012.pdf
• Jones, F. (2000). Tools for teaching. Hong Kong: Frederic H. Jones & Associates.
• Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & Korang, F. Y. (2014). Teacher’s perception of authentic assessment techniques competence in Social Studies lessons in senior high schools in Ghana. International Journal of Educational Research and Information Science, 1(4), 62-68.
• Kporyi, E. (2019). Social studies teacher’s professional competence and student’s academic achievement in junior high schools (Unpublished masters thesis). Department of Business and Social Science Education, University of Cape Coast, Ghana.
• Krauss, S., Brunner, M., Kunter, M., Baumert, J., Bulm, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi.org/10.1037/0022-0663.100.3.716
• Kyomuhendo, F., & Kasule, G. W. (2017). Tutor competence and teacher trainee academic achievement in primary teacher’s colleges in the southern region of Uganda. International Journal of Education and Research, 5(9), 275-284. Retrieved from file:///C:/Users/anami/Downloads/KyomuhendoKasule2017.pdf
• Ministry of Education. (2012). Teaching syllabus for social studies (junior high school). Accra, Ghana: Ministry of Education.
• Navarro, S. B., Zervas, P., Gesa, R. F., & Sampson, D. G. (2016). Developing teachers’ competences for designing inclusive learning experiences. Educational Technology & Society, 19(1), 17–27.
• Olfos, R., Goldrine, T., & Estrella, S. (2014). Teacher’s pedagogical content knowledge and its relation with student’s understanding. Revista Brasileira de Educação, 19(59), 23-68. doi.org/10.1590/s1413-24782014000900006
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows 10. Canberra, Australia: National Library of Australia.
• Raudenbush, S. W. (2009). Analyzing effect sizes: Random-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 295–315). Russell Sage Foundation.
• Reynolds, M. (1999). Standards and professional practice: The TTA and initial teacher training. British Journal of Educational Studies, 47(3), 247-260. Retrieved from http://www.jstor.org/stable/3122173
• Serebour, S. K. O. (2013). Factors teachers, students and parents perceive as influence junior high school student’s mathematics learning (Unpublished masters thesis). Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana.
• Shulman, L. (1986). Theory, competence, and the education of professionals: The Carnegie Foundation for the advancement of teaching. London: Menlo Park Ltd.
• Stemmer, P., Brown, B., & Smith, C. (1992). Techniques for authentic assessment. Conference paper, November 1992. The 21st-century academics (pp. 12-18). Nairobi: University of Nairobi.
• Little, S. G., & Akin-Little, A. (2008). Classroom management. In William T. O’Donohue & Jane E. Fisher (Eds.), Cognitive behaviour therapy: Applying empirically supported techniques in your competence. Hoboken, USA: Wiley.
• Sultana, N., Yousuf, M. I., Naseer, M., & Rehman, S. (2009). The higher the quality of teaching the higher the quality of education. Contemporary Issues in Education Research, 2(3), 59-64.
• Van, D. J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28. doi.org/10.3102/0013189x11431010
Published
01-05-2021
How to Cite
KPORYI, E., & ARKO, A. D. (2021). PEDAGOGICAL COMPETENCE OF TEACHERS AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR HIGH SCHOOLS IN ASHAIMAN, GHANA. Innovare Journal of Education, 9(3), 8–13. https://doi.org/10.22159/ijoe.2021v9i3.41313
Issue
Section
Research Article(s)
