Investigating the Impact of Teachers' Actions on the Academic Performance of Secondary School Students

Authors

  • Muhammad Zubair MPhil Scholar, Department of Arts & Humanities, Superior University, Lahore
  • Mohsin Ali Hasrat PhD Scholar, University of Okara
  • Sher Muhammad Awan Assistant Professor, FSSH, Hamdard University Islamabad Campus
  • Ismat Bano Assistant Professor, Department of Arts & Humanities, Superior University, Lahore
  • Shafeeq ur Rehman Lecturer Department of Arts and Humanities Superior University

Keywords:

Instructors' behavior, Academic achievement, Secondary school students, Positive paradigm, Educational institute

Abstract

The purpose of the current study was to investigate how secondary school teachers' actions affect their students' academic achievement. It was a quantitative research. The research adopted a positivist research paradigm with an ex-post facto design. The study sample consists of 250 students in 10th grade from Federal Government Educational Institutions of Lahore. The sample was selected through a cluster sampling technique. A validated Likert scale instrument was used to assess the impact of teachers’ actions on students’ GPA.  The "Teacher Attitude Valuation Scale" has been employed to measure teachers' behavior. The student's grades have been recorded and are used to gauge their academic success. The data was analyzed using SPSS software. Findings explored a positive correlation between teachers’ actions and students’ success.

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Published

2024-08-26

How to Cite

Zubair, M., Hasrat, M. A., Awan, S. M., Bano, I., & Rehman , S. ur. (2024). Investigating the Impact of Teachers’ Actions on the Academic Performance of Secondary School Students. Journal of Excellence in Social Sciences, 3(4). Retrieved from https://journals.smarcons.com/index.php/jess/article/view/339

Issue

Vol. 3 No. 4 (2024): JESS

Section

Articles

License

Copyright (c) 2024 Muhammad Zubair, Mohsin Ali Hasrat, Sher Muhammad Awan, Ismat Bano, Shafeeq ur Rehman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.