Teaching Quality and Democratic Behavior as Predictors of Students Engagement in Learning Science
DOI:
https://doi.org/10.55927/eajmr.v3i7.8837Keywords:
Education, Teaching Quality, Teacher’s Democratic Behavior, Student’s Engagement, PhilippinesAbstract
To teach students effectively, they must be engaged. This study investigated the combined significant influence of teaching quality and democratic behavior on students’ engagement in learning science. The study employed a non-experimental quantitative design using a descriptive-predictive technique. It utilized a total of 117 respondents from one of the private schools in Davao City who answered the adapted survey questionnaire. Using Mean, Pearson r, and Multiple Linear Regression the following findings were made: the level of teaching quality, teacher’s democratic behavior, and student engagement were high; teaching quality and student’s engagement have a significant relationship; teacher’s democratic behavior and student’s engagement have a significant relationship. Results implied that the indicators are oftentimes observed and significantly influenced students’ engagement. Furthermore, both teaching quality and democratic behavior have a combined significant influence on student’s scientific engagement. In conclusion, both variables have impact students' engagement in learning science. Thus, it is recommended that the two be utilized by the teachers to improve students’ engagement in science education.
References
Alrefaei, N. (2015). Teachers' sense of efficacy: Examining the relationship of teacher efficacy and student achievement. University of Arkansas.
Al-Zubi, M. (2018). The Degree of Practicing Democracy in the EFL Classroom According to Perceptions of Instructors. English Language Teaching, 11(1), 136-140.
Apuke, O. (2017). Métodos de investigacion cuantitativa: Enfoque de sinopsis. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), 40-47.
Ayra, M., & Kösterelioglu, I. (2021). Effect of the Lesson Study Practice on Students' Academic Achievements in Life Sciences Course. Educational Policy Analysis and Strategic Research, 16(1), 249-270.
Azuka, A. O., 2020. Teachers stress during a school year. Journal of Occupational Psychology 81, 102-118.
Bantasan, A.K., Edig, Ma. M., & Decano.R., (2022). New Normal Learning System and Teachers Efficacy of Rizal Memorial Colleges, Inc. EPRA International Journal of Environmental Economics, Commerce and Educational Management, January, 57–63.
Barlow, A., & Brown, S. (2020). Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses. International Journal of STEM Education, 7, 1-15.
Bergmark, U., & Westman, S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37(7), 1352-1365.
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International journal of educational technology in higher education, 17(1), 1-30.
Boring, A., & Ottoboni, K. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen research.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71, 195-208.
Bryman, A., & Bell, E. (2007). Business Research Methods 2nd edition Oxford: Oxford University Press.
Chichekian, T., & Shore, B. M. (2016). Preservice and practicing teachers’ self-efficacy for inquiry-based instruction. Cogent Education, 3(1), 1236872.
Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P. L., & Ang, R. P. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of adolescence, 68, 1-11.
Chou, S. Y., Luo, J., & Ramser, C. (2021). High-quality vs low-quality teaching: A text-mining study to understand student sentiments in public online teaching reviews. Journal of International Education in Business, 14(1), 93-108.
Cinches, M. F. C., Russell, R. L. V., Chavez, J. C., & Ortiz, R. O. (2017). Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research South East Asia, 15(1).
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), n1.
Digal, N. B. T., & Walag, A. M. P. (2019). Self-Efficacy, Study Habits and Teaching Strategies and It’s Influence on Student Science Performance: A Cross-Sectional Study. Asia Pacific Journal of Social and Behavioral Sciences, 16, 51-76.
Ennis, C. D. (2014). The role of students and content in teacher effectiveness. Research quarterly for exercise and sport, 85(1), 6-13.
Espinosa, A. A., & Laureano, R. A. (2015). Effects of Grade 9 Science Learne’s Material on Students’ Self-Regulation and Achievement in Chemistry. The Electronic Journal for Research in Science & Mathematics Education, 19(8).
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Fraile, R., & Bosch-Morell, F. (2015). Considering teaching history and calculating confidence intervals in student evaluations of teaching quality: An approach based on Bayesian inference. Higher Education, 70, 55-72.
Gonzales, E. (2019). Year-End Report: DepEd in 2019: The Quest for Quality Education Continues. Manila Bulletin - The Nation's Leading Newspaper. Espinosa
Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life
Gutierez, S. B. (2021). Collaborative lesson planning as a positive ‘dissonance’to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52.
Hornstein, H. A. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1), 1304016.
Irmatov, F. (2021). Assessment of students’ levels of studying physics. Mental Enlightenment Scientific-Methodological Journal, 2021(02), 98-107.
Kengatharan, N. (2020). The effects of teacher autonomy, student behavior and student engagement on teacher job satisfaction. Educational Sciences: Theory & Practice, 20(4), 1-15.
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success. Journal of Education and Practice, 8(1), 18-21.
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76.
Kleickmann, T., Tröbst, S., Jonen, A., Vehmeyer, J., & Möller, K. (2016). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of educational psychology, 108(1), 21.
Lau, K. H., Lam, T., Kam, B. H., Nkhoma, M., Richardson, J., & Thomas, S. (2018). The role of textbook learning resources in e-learning: A taxonomic study. Computers & Education, 118, 10-24.
Lauermann, F., & Berger, J. L. (2021). Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement. Learning and Instruction, 76(December), 101441. https://doi.org/10.1016/j.learninstruc.2020.101441
Lou, M. T. (2019). Breaking the vicious cycle of language barriers: Growth language-mindsets improve communication experience for migrant university students.
Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Farb, A. F. (2018). Engagement Across Developmental Periods.
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of school psychology, 53(5), 359-373.
Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138–150.
Monett, D., & Weishaar, T. (2015). Evolving lesson plans to assist educators: From paper-based to adaptive lesson planning. In Proceedings of the Multidisciplinary Academic Conference on Education, Teaching and Learning.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self- determination theory to educational practice. Theory and Research in Education, 7(2), 133 - 144.
Olayinka, A. R. B. (2016). Effects of Instructional Materials on Secondary Schools Students' Academic Achievement in Social Studies in Ekiti State, Nigeria. World Journal of Education, 6(1), 32-39.
Orbeta, A. C., Melad, K. A. M., & Potestad, M. (2021). Correlates of Test Performance of 15-year-oagerld Students in the Philippines: Evidence from PISA (No. 2020-57). PIDS Discussion Paper Series.
Özcan, G. (2016). Development of Democratic Teacher Behavior Scale (DTBS). Educational Research and Reviews, 11(6), 260-268.
Philippine Health Research Ethics Board: About us. https://ethics.healt hresearch.ph/index.php/2012-04-19-05-03-58 (n.d.). Accessed 11 Jan 2021.
Podplota, S. (2020). The Role of Tutorials in Improving the Argumentative Skills of Secondary School Students. Journal of History Culture and Art Research, 9(1), 172-181.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International journal of educational technology in higher education, 14(1), 1-28.
Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturers’ teaching style and students’ academic engagement. Procedia-Social and Behavioral Sciences, 118, 10-20.
Sinha, M. (2021). Professional and Communication Skills for Teachers : ZBW - Leibniz Information Centre for Economics, Kiel, Hamburg
Stavroussi, P., Didaskalou, E., & Greif Green, J. (2021). Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?. International Journal of Disability, Development and Education, 68(5), 627-642.
Straessle, J. M. W. (2014). Teachers' perspectives of effective lesson planning: A comparative analysis. The College of William and Mary.
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International research journal of education and sciences (IRJES), 1(1), 2550-2158.
Suryawati, E. & Osman K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of mathematics, science and technology education, 14(1), 61-76.
Tas, A. M. (2018). Examination of the Relationship between the Democratic Attitude of Prospective Teachers and Their Communication Skills. Universal Journal of Educational Research, 6(5), 1060-1068.
Taştan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.
Thawabieh, A. M. (2017). A Comparison between Students' Self-Assessment and Teachers' Assessment. Journal of curriculum and Teaching, 6(1), 14-20.
Tuluhan, S. M., & Yalcinkaya, M. (2018). The Effect of Communication Skills Training Program on Teachers' Communication Skills, Emotional Intelligence and Loneliness Levels. Revista de Cercetare si Interventie sociala, 62.
Tunca, N. (2015). The regression level of constructivist learning environment characteristics on classroom environment characteristics supporting critical thinking. Eurasian Journal of Educational Research, 15(60), 181-200.Tweed, S. (2013). Technology implementation: Teacher age, experience, self-efficacy, and professional development as related to classroom technology integration (Doctoral dissertation, East Tennessee State University).
Van de Grift, W. J., Chun, S., Maulana, R., Lee, O., & Helms-Lorenz, M. (2017). Measuring teaching quality and student engagement in South Korea and The Netherlands. School Effectiveness and School Improvement, 28(3), 337-349.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of affective disorders, 227, 483-493.
Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The influence of students school engagement on learning achievement: A structural equation modeling analysis. Procedia-Social and Behavioral Sciences, 116, 1748-1755.
Young, M. (2014). What is a curriculum and what can it do?. Curriculum Journal, 25(1), 7-13. Young‐Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: does it really impact student success?. Quality Assurance in Education, 21(1), 7-19.
Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning—a critical review of literature. Educational Assessment, Evaluation and Accountability, 30, 211-250.
Zepke, N. (2018). Student engagement in neo-liberal times: what is missing?. Higher Education Research & Development, 37(2), 433-446. Zhao, Y., & Ko, J. (2020). How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach. International Journal of Educational Management
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 712419.
Zilvinskis, J., Rocconi, L. M., & McCormick, A. C. (2021). 23. Does teaching count? The relationship between US News & World Report faculty resource measures and students’ experiences with faculty. Research Handbook on University Rankings: Theory, Methodology, Influence and Impact, 320.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Myla Joy Q. Orcullo, John Mart Elesio
This work is licensed under a Creative Commons Attribution 4.0 International License.
