PEDAGOGICAL COMPETENCE OF TEACHERS AND STUDENTS ACADEMIC ACHIEVEMENT IN JUNIOR HIGH SCHOOLS IN ASHAIMAN, GHANA

Ebenezer Kporyi,Augustus Daniel Arko

doi:10.22159/ijoe.2021v9i3.41313

Ebenezer Kporyi, Augustus Daniel Arko

Open Access

https://doi.org/10.22159/ijoe.2021v9i3.41313

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Abstract

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.

Highlights

It is presumed that the quality of education is assessed through the quality of the curriculum, students, teachers, governance, financial resource and evaluation techniques as education plays a significant role in the socioeconomic development of any nation
Pedagogy is perceived as a set of activities designed for learners to be assisted in the internal competence of the impartation and acquisition of knowledge
The objective of this study was to investigate the pedagogical competence of teachers and how it influences Junior High School (JHS) student’s academic achievement in the Ashaiman Municipality, Ghana

Summary

Introduction

It is presumed that the quality of education is assessed through the quality of the curriculum, students, teachers, governance, financial resource and evaluation techniques as education plays a significant role in the socioeconomic development of any nation. In teacher pedagogical competence inherent in teacher professional competence, the teacher’s beliefs, methodology, instructional processes and attitudes are important elements for understanding and improving educational processes and student’s academic achievement. Teacher pedagogical competence is methodically associated with his capabilities to manage challenges in his/her daily professional life and for the general well-being, as well as shaping student’s learning, motivation and achievement. Teacher pedagogical competence such as classroom management and instruction expect teachers to liaise the influence of instructional-related policies on student’s learning and achievement (Danielson, 2013). Studies have used some measures of the effects of constructivists compared with “reception/direct transmission” competence on teaching and learning to ascertain the influence

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