TEACHER SUPPORT FOR STUDENT LEARNING: GENDER AS A FACTOR

Abstract

The teacher’s role is expected as that of facilitator, mentor, assessor, planner, role model, information provider and resource developer who can support and encourage student learning in various ways. This study aims at identifying the level of teacher support for student learning and differences in teacher support for student learning based on Gender among secondary school children in Sri Lanka. A survey research design was used for this study, and a questionnaire with a Likert scale was provided among secondary school children to collect data. Descriptive analysis such as mean, standard deviation and MANOVA was used for data analysis. In order to select 1350 secondary school children, a stratified random sampling technique was used. The results of the study revealed teacher support for student learning with a mean score of 4.325 and a standard deviation of 0.695, while the interpretation is high. The analysis of MANOVA revealed that significant gender-wise difference in teacher support for student learning as the teacher support for girls' children's learning is significantly higher than male children. The results of the study suggested that teachers can increase their educational support and teaching styles for boys, such as practical sessions. It was recommended that teachers can design their teaching–learning processes based on student-centred methods in line with the challenges of the 21st century, where students can interact with teachers and peers and enhance their soft, hard, generic and life skills. Teachers should create a digital environment where the teaching-learning process can be delivered.