Influence of Gender on Students’ Evaluation of Their Basic Science Teachers’ Instructional Effectiveness in Awka-South, Anambra State

E. C. Nwune, A. N. Nwoye, N. K. Oguezue, M. N. Okoye

Abstract


The study investigated junior secondary school students’ evaluation of their Basic Science teachers’ instructional effectiveness. One hypothesis guided the study. The study made use of the survey research design on a sample of 300 J.S.S. 2 students. The instrument titled Teachers Instructional Effectiveness Evaluation Questionnaire (TIEEQ), adapted from the NUC rubric for students’ evaluation of teachers in the tertiary institutions, was used for data collection. A reliability coefficient of 0.85 using Cronbach alpha was obtained for the instrument. The T-test at 0.05 level of significance was used for testing the hypothesis. The major findings from the study showed that male and female students shared the same opinion in the evaluation of their Basic Science teachers in the area of lesson organization and teacher-student interaction but differ in their opinions with respect to the teachers’ use of instructional materials covered by the study. It was recommended among other things that Basic Science lessons should be made more fascinating since both male and female students were of the opinion that the stimuli, provided by the teachers, prompt positive responses from the students.

Key words: Basic Science, teachers’ instructional practices, students’ evaluation


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Copyright (c) 2021 E. C. Nwune, A. N. Nwoye, N. K. Oguezue, M. N. Okoye

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

Лицензия Creative Commons


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