Teacher Effectiveness as Correlate of Students’ Cognitive Achievement at Upper Basic Education in Basic Technology

摘要

This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher’s personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one null hypothesis guided the study. The design of the study is a correlatioal survey. The population for the study comprised the entire 823 two Upper Basic (UB) students of Basic Technology in Upper Basic schools in Udi LGA. While 442 (53.7%) students constituted the sample. Means, pearson’s product moment correlation statistics were used in analyzing the data, which were generated at two levels. Level one was the mean perception score and the second level was the student achievement score. Based on the analysis the following findings were made. There is a low mean perception of students of Basic Technology on their teacher effectiveness. There is positive relationship between their mean perception and their academic achievement. This relationship was found to be significant. Recommendations were made based on the findings among which is that teachers and their trainers should be further trained through workshops and seminars.