What Teachers Expect: The Relationship between Student Learning Behaviour and Teacher Expectation
Abstract
Teachers play an essential role in any education system and are an important factor that has a bearing on student success. Teachers’ anticipation and commitment in the field of teaching and learning are but a significant component of the teacher’s performance in general. This study seeks to offer ways to improve students learning behaviour in the Aowin Municipality by considering the relationship between teachers’ expectations and students’ learning behaviour in the Ghanaian context. A Correlational research design was employed for the study. Using the Krejcie and Morgan table of sample size, a sample of 225 comprising 205 students and 20 teachers from 19 Junior High Schools in the Aowin Municipality was selected for the study. A multi-stage sampling method is adopted and used for conducting the study. An adapted Teacher Expectations questionnaire by Gallahar, with a reliability coefficient of 0.87 was used for the study. It was found that the relationship between teacher expectation (independent variable) and students’ behaviour (dependent variable), though not statistically significant (r (215) = -.204, p = .403), it was concluded that what teachers expect of their students may have some form of influence on the learning behaviours of students. It is therefore recommended that the school authorities should regulate the kind of expectations teachers give their students. For instance, the head teacher can have the general expectations for the school as well as specific classroom expectations by the individual class teachers. This can be read or pasted to keep reminding the students of what is expected of them
Downloads
References
Abudu A. M., & Fuseini, M. N. (2013). Influence of single parenting on pupils’ academic performance in basic schools in the Wa Municipality. International Journal of Education Learning and Development, 1(2), 85- 94.
Ali, R. (2010). The formation and enactment of teacher expectations of student achievement in private schooling. TEACH Journal of Christian Education, 4(1), 10.
Beatty, S. (2017). Students’ perception of informal learning spaces in an academic library; an investigation into the relationship between learning behaviours and space design. Retrieved from: docs.lib.purdue.edu
Campbell, M. M. (2007). Motivational systems theory and the academic performance of college students. Journal of College Teaching & Learning (TLC), 4(7).
Carbone, A., Hurst, J., Mitchell, I., & Gunstone, D. (2000). Principles for designing programming exercises to minimise poor learning behaviours in students. In Proceedings of the Australasian Conference on Computing Education (pp. 26-33).
Cheng, H., Andrade, H. L., & Yan, Z. (2011). A cross-cultural study of learning behaviours in the classroom: From a thinking style perspective. Educational Psychology, 31(7), 825-841
Chowa, G., Ansong, D., & Osei-Akoto, I. (2012). Parental involvement and academic performance in Ghana. Youth Save Research Brief No. 12-42.
Claridge, M. T., & Lewis, T. (2005). Coaching for effective learning: A practical guide for teachers in health and social care. Radcliffe Publishing.
Cohen, J. (1988). Set correlation and contingency tables. Applied psychological measurement, 12(4), 425-434.
Downey, J. A. (2008). Recommendations for fostering educational resilience in the classroom. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 56-64.
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage.
Gallahar, T. M. (2009). Students’ perceptions of teachers’ expectations as predictors of academic achievement in mathematics. The University of Alabama.
Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of education review, 52, 209-224.
Giles, H., Ryan, E. B., & Anas, A. P. (2008). Perceptions of intergenerational communication by young, middle-aged, and older Canadians. Canadian Journal of Behavioural Science, 40(1), 21.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child development, 72(2), 625-638.
Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. Retrieved from psycnet.apa.org
Han, L. C., & Teng, N. H. (2005). Effects of problem-based learning on students’ self-directed learning behaviours in mathematics. Book Effects of Problem-Based Learning on Students Self-Directed Learning Behaviours in Mathematics’(2004, edn.).
Hornstra, L., Denessen, E., Bakker, J., Van Den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of learning disabilities, 43(6), 515-529.
Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of learning disabilities, 43(6), 515-529.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
Kwarteng-Nantwi, E., Adu-Akoh, P. J. & Edjah, J. O (2022). Problem Gambling Severity of Students Sports Bettors and Its Relationship among the Dimensions of Study Habits: Implications for Counselling. Journal of Education, Society and Behavioural Science, 35(11), 70-76.
Mefor, C. (2014). Nigeria: Identifying problems of poor performance in mathematics and way out. NERDC Press.
Ndaku, A. J. (2013). Impact of social media on the Students’ Academic Performance in Ghana. Networking 18, (5). 275-285.
Nyatsikor, M. K. G. (2009). Senior high schools’ students’ expectations of teachers: A case study in the Cape Coast Metropolis (Doctoral dissertation, University of Cape Coast).
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualising, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Boston, MA: Springer US.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Ohio: Merrill.
Rabo, M. U. (2022). Teacher–Students Relationship as a Tool for Positive Academic Performance in Nigeria. British Journal of Multidisciplinary and Advanced Studies, 3(1), 42-53.
Rubie-davies, C. (2009). Teacher expectations and labelling Teacher Expectations: An Introduction. A Brief Background to the Teacher Expectation Research, 695–696.
Rubie‐Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121-135.
Rubie-Davies, C. M. (2017). Becoming a high expectation teacher: Raising the bar. London: Routledge.
Rubie‐Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of educational psychology, 82(2), 270-288.
Sağ, R. (2014). The Course of Pre-Service Teachers’ Expectations in School Practices and the Factors Affecting Their Expectations, (April), 353– 371.
Spiegel, A. (2012). Teachers’ expectations can influence how students perform. NPR Health Blog.
Tsiplakides, I., & Keramida, A. (2010). The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as a Foreign Language. English Language Teaching, 3(2), 22-26.
Vroom, V. H. (1964). Work and motivation. American Psychological Association
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation, 91-120.
Workman, E. (2012). Teacher Expectations of Students: A Self-Fulfilling Prophecy? The Progress of Education Reform. Volume 13, Number 6. Education Commission of the States (NJ3).
Copyright (c) 2023 Salomey Appiah, Eric Appiah-Kubi, Kennedy Boe-Doe
This work is licensed under a Creative Commons Attribution 4.0 International License.
