Linking Secondary School Students’ Ratings of Teacher Effectiveness With Their Achievement In Biology

Authors

  • Zainab Kamran PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan Author
  • Dr. Muhammad Akram Associate Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan Author

DOI:

https://doi.org/10.63056/

Keywords:

Teacher Effectiveness , Subject Matter Knowledge , Assessment , Communication , Instructional Planning, Classroom Environment , Academic Achievement

Abstract

The foremost aim of science education is to equip students with knowledge and understanding of scientific concepts. Teachers are considered to play a pivotal role in achieving this goal, because they have a direct interaction with students to deliver high-quality science instruction to foster students’ academic success. This study examined the effect of various factors of teacher effectiveness on student academic achievement in Biology in public secondary schools in Lahore, Pakistan. Guided by Marzano’s Causal Teacher Evaluation Model, the study investigated how teacher competencies—including subject matter knowledge, instructional planning, assessment, classroom environment, and communication—predicted academic success of Biology students. A quantitative correlational design was used to answer research questions. Cluster random sampling technique was used to select the sample size. The data were collected using School Teacher Effectiveness Questionnaire (STEQ) developed by Akram (2018) with overall reliability (α=.88) besides collecting Biology scores in BISE Lahore Exams 2024. The collected data from 3,450 students (boys and girls) were analyzed using Pearson correlation and regression. The results revealed a strong, positive, and significant relationship between teacher effectiveness and Biology achievement (r = .787, p < .01), explaining 61.9% of the variance in student achievement. Communication, Assessment practices, and subject expertise were the strongest predictors. These findings highlight the significance of teacher quality in science education and underscore the need for targeted professional development to improve teacher effectiveness. Thus, the study adds subject-specific insights to the limited research on teacher effectiveness in Pakistan and provides actionable recommendations for improving Biology instruction and outcomes.

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Published

2025-07-06

How to Cite

Linking Secondary School Students’ Ratings of Teacher Effectiveness With Their Achievement In Biology. (2025). ACADEMIA International Journal for Social Sciences, 4(3), 311-325. https://doi.org/10.63056/

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