Abstract
The classroom as a micro-system is typified by many socio-psychological characteristics. These characteristics are perceived differently by the students. In this research, the link between students’ rating of formal teachers’ characteristics and their academic performance in social studies summative evaluation typified by the Junior Secondary Certificate Examination result was investigated. The teacher efficacy characteristics being examined vis-a-vis students’ academic performance in social studies are: 1) instructional practices, and 2) interpersonal relationships. A sample of 600 Junior Secondary Three (9th grade) students in public secondary schools in Akwa Ibom State of Nigeria was surveyed. Students’ academic performance in social studies summative evaluation differed significantly on the basis of their ratings of teachers’ instructional practices and interpersonal relationships respectively. Implications for practice and research in the teaching-learning processes are suggested.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
