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The predictive effect of teacher related factors on English grammar achievement of Gambian senior high school students

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Document pages: 6 pages

Abstract: Research shows that there are several factors that can predict students performance in any second language classroom. These factors include learner, school, text and teacher related variables. Teachers are indispensable in the teaching process; Therefore, the quality of teachers in teaching experience, subject mastery and questioning behavior can determine the learning results of ESL students to a great extent. This study investigates the relationship between Gambian teachers subject mastery and questioning behavior and students English grammar achievement. The research design is a descriptive survey, including 300 students and 10 English teachers from four high schools of kanifin City Council. Two research tools were used and the data were analyzedalysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; ) and questioning behaviour (β = 0.204; t = 5.195; ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.

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