Relationship between Teachers’ Attitude towards Curriculum and Students’ Academic Achievement at Secondary School Level

Abstract

This research paper investigates the relationship between teachers’ attitudes towards the curriculum and students’ academic achievement at the secondary school level. Utilizing a descriptive-correlation study design, the research employs quantitative methods to explore this relationship. The population for this study includes 148 secondary schools for boys, comprising 1,649 male teachers and 37,349 boy students. From this population, a sample of 600 male teachers was selected through a stratified random sampling technique. To measure teachers’ attitudes towards the curriculum, a 21-item Likert scale questionnaire was employed, with response options ranging from 1 to 5. Student academic achievement was evaluated using the average scores from the annual examination of Class IX, as provided by the Boards of Intermediate & Secondary Education Peshawar (BISEP). The analysis incorporated various statistical tools, including one-sample t-tests, Pearson correlation, and regression analysis, to test the study’s hypotheses. The results indicated that teachers' attitudes towards the curriculum positively contributed to students’ academic achievement. Additionally, the study found a reciprocal positive contribution between teachers’ attitudes towards the curriculum and students’ academic achievement. The overall conclusion is that the relationship between teachers’ attitudes towards the curriculum and students’ academic achievement is statistically significant.