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What You Perceive is What You Achieve: The Impact of Student Perceptions of Effective Teaching on Student Achievement

Hamad, Hussein LU (2022) PSYP01 20201
Department of Psychology
Abstract
Effective teaching and its impact on student outcome has been operationalized in previous research through formal measures and external observations, but also through measurements based on teacher self-reports. Thus, although the recipients of teaching are the students themselves, the students’ perceptions of effective teaching and teacher behaviors, and potential links to student academic outcomes, has not been considered in previous research. The present study aimed at addressing this knowledge gap. The study was set among community schools (n = 14) in a city located in south Sweden. Students (N = 918) and their teachers (N = 103) participated. Structural Equation Modeling (SEM) was conducted to examine the unique impact of students’ own... (More)
Effective teaching and its impact on student outcome has been operationalized in previous research through formal measures and external observations, but also through measurements based on teacher self-reports. Thus, although the recipients of teaching are the students themselves, the students’ perceptions of effective teaching and teacher behaviors, and potential links to student academic outcomes, has not been considered in previous research. The present study aimed at addressing this knowledge gap. The study was set among community schools (n = 14) in a city located in south Sweden. Students (N = 918) and their teachers (N = 103) participated. Structural Equation Modeling (SEM) was conducted to examine the unique impact of students’ own and their teachers’ perceptions on student academic achievement operationalized as grades and academic motivation. The results revealed that students’ perceptions of effective teaching was among the strongest predictors of academic outcomes, along with students’ gender. Teachers’ perception of effective teaching had generally no impact on student outcome. However, a negative link was found in relation to boys’ academic motivation. Exploring and understanding the impact of students’ perceptions could guide educators and teachers in re-evaluating the formal conceptualization of effective teaching so that it also considers the perspectives of the students. In addition, insights about the impact of students’ perception could allow school staff and administrators to make more deliberate choices regarding where to allocate resources to enhance students’ academic performance. (Less)
Please use this url to cite or link to this publication:
author
Hamad, Hussein LU
supervisor
organization
course
PSYP01 20201
year
type
H2 - Master's Degree (Two Years)
subject
keywords
student's perceptions, student perceptions, student achievement, motivation, effective teaching, teacher perceptions, gender differences
language
English
id
9075356
date added to LUP
2022-02-15 13:14:26
date last changed
2022-02-15 13:14:26
@misc{9075356,
  abstract     = {{Effective teaching and its impact on student outcome has been operationalized in previous research through formal measures and external observations, but also through measurements based on teacher self-reports. Thus, although the recipients of teaching are the students themselves, the students’ perceptions of effective teaching and teacher behaviors, and potential links to student academic outcomes, has not been considered in previous research. The present study aimed at addressing this knowledge gap. The study was set among community schools (n = 14) in a city located in south Sweden. Students (N = 918) and their teachers (N = 103) participated. Structural Equation Modeling (SEM) was conducted to examine the unique impact of students’ own and their teachers’ perceptions on student academic achievement operationalized as grades and academic motivation. The results revealed that students’ perceptions of effective teaching was among the strongest predictors of academic outcomes, along with students’ gender. Teachers’ perception of effective teaching had generally no impact on student outcome. However, a negative link was found in relation to boys’ academic motivation. Exploring and understanding the impact of students’ perceptions could guide educators and teachers in re-evaluating the formal conceptualization of effective teaching so that it also considers the perspectives of the students. In addition, insights about the impact of students’ perception could allow school staff and administrators to make more deliberate choices regarding where to allocate resources to enhance students’ academic performance.}},
  author       = {{Hamad, Hussein}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{What You Perceive is What You Achieve: The Impact of Student Perceptions of Effective Teaching on Student Achievement}},
  year         = {{2022}},
}