Chapter I

Introduction

Education always plays an imperative role in the life of a man. Education is a

uninterrupted and lifelong process. It is the process of development from infancy to

maturity. It includes the effect of everything which influences human personality.

Singh (1997) says that education is a broad term, the life long process of acquiring

new knowledge and skills through both formal and informal exposure to information,

ideas, and experiences.

To impart Education, teacher plays pivotal role towards the student learning. A

teacher is the member of a society. He lives and works in the society. In view of his

special responsibilities and roles, he is expected to rise above the average member of

society. Some psychologists thought that a child’s mind was a clean slate and a

teacher could write anything on it. Others were of the view that a child was just like

clay and a teacher like a potter could make anything out of it. According to Sanaullah

(2002), Project Director of Deer Kohistan, teachers can play an important role in

fostering environmental consciousness in the society, therefore, more efforts are

needed to sharpen the skill of teachers to integrate local environmental content in their

teaching methods and activities.

According to Shah (1995), to determine the exact position of teacher in system

of education, it is said that no system of education can be better than its teacher. The

teacher is the king pin in the educational setup.

Qualifications of teacher play an important role in teaching but professional

education or training is more important in teaching, because a trained teacher can

1
teach better than an un-trained teacher. Generally, it is claimed that a trained teacher

knows well how to teach effectively.

Ruhela and Singh (1990) say that the importance of teacher training is great,

because schools cannot succeed without trained teachers. In accomplishing teaching

as a responsible profession, there should be established the general areas of study in

teacher education. According to Donald, L. Wright, a competency is a knowledge

skill, or characteristic we want students to acquire.

It is very common fact, if a trained teacher teaches the students, the

performance of the students is good because in the process of education the teacher is

considered the most crucial element. There is a direct relationship between the

qualification of the teacher and the performance of the students besides other factors.

Effective teaching is necessary for effective learning. Different educationists explain

effective teaching in their own way.

According to Perrot (1982), effective teaching is a mode that produces

inquiring, considering and seeking out at the correct or incorrect results and ability in

teaching. It is just like plugging in the field for the sake of good crop. Mode of

effective teaching is a function of a large number of variables e.g. standards of

teaching, what you like to teach, what you want your students to learn, how much

time is available and what the frame of teaching is.

Mohanty (1995) describes the four activities of evaluating effectiveness:

Workshop/seminars on techniques of evaluating teaching effectiveness, evaluating of

teaching of peers, assistance to faculty members for assessment of their own teaching

efficiency, follow up studies etc. Smith (1969) discusses the following four areas of

knowledge for effective teaching: Command of theoretical knowledge about learning

2
and human behavior, display of attitude that fosters learning and genuine human

relationship, command of knowledge in the subject matter and control of technical

skills of teaching that facilitates student’s learning. Essential components of good

teaching according to Mills are: Objectives, preparation, presentation, reception,

assimilation, assessment and feedback.

Henke (2000) says that a research has been done to prove the relationship

between the student performance and teacher’s qualifications and gives an example

from research that over the 15 years’ interest in students’ performance and teacher

qualification has intensified among education policymakers and teacher. During this

time period, research has accumulated that links student achievement to the

qualifications of teacher. The researcher finds it imperative to ascertain this relation in

Pakistani perspective.

Statement of the Problem

Today the education of our youngsters is affected badly owing to poor qualification

of primary teachers and the old and traditional methods used to teach children. Old

and senior teachers of primary schools are still using traditional ways and method to

impart knowledge to the children. Although, government is trying to recruit highly

qualified personnel, but still the problem exists, in especially rural and remote areas of

the Balochistan. There is need to investigate and the relationship between the

qualification of primary school teachers and performance of the students.

Aim of the Study

The present study aims at establishing relationship between teachers’

qualification and skills and students’ performance at primary level schools in Quetta

city.

3
Significance of the Study

In Pakistani perspectives, education of the students is being affected for the

less qualification of the teachers, especially, in remote areas where there are old and

senior teachers who are less qualified and teaching with their old concepts and

methods. Literature presents many examples that qualification of teachers directly

affects performance of the students. There is need that such relationship be established

in Pakistani context so that efforts be directed toward enhancing the qualifications of

the teachers and that new highly qualified teachers be recruited for the betterment of

students. It is very important if we want to make progress as a nation. No nation can

make progress without equipping the youth with better resources of skill and

knowledge.

Objectives of the Study

The main objective of the study was to

1. Find the primary school mathematics teacher and grade 5 students interaction?

2. Find the primary school science teacher and grade 5 students interaction?

3. Comparison of teacher student interaction between mathematics teacher and

science teacher as perceived by the students?

Researcher Question

1. What is the relationship between teacher student’s interaction and

achievement?

of grade 5 students?

2. In what way mathematics teacher interaction affects achievement of grade 5

students?

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 3. In what way science teacher interaction affects achievement of grade 5
students?

4. What is the difference in students and teacher interaction to being of

difference demographic variables?

Operationalization of the Terms

Mathematics teachers and science teachers are those who are working as Junior

Vernacular Teacher (JVT) in Public Sector Primary schools of Balochistan.

Teacher student’s relationship means interaction between qualification of

primary school teacher and the result of grade 5 students.

Limitation of the Study

For time and economic constraints, the study will be limited to the public sector

primary schools of the district Quetta.

Chapter III

Methodology of the Study

5
Procedure and Methodology

This chapter describe the methodology procedure, and design of the study,

population, sample, Development of the Instrument, Validity of the instrument,

Reliability of the instrument, Administration of achievement test, data collection and

data analysis. This study is related to Exploring relationship between teacher student’s

interaction and grade 5 student’s achievement in science and mathematics

Design of the Study

This design of the study is descriptive research based on survey research.

Researcher select these two types of research because descriptive research deals with

findings out the relationship between teacher student’s interaction and grade 5

student’s achievement in science and mathematics.

Population of the Study

There are many government and private schools in Quetta city researcher

randomly selected 10 schools and further researcher selected 60 students from each

schools in Quetta city for conducting research on Exploring relationship between

teacher student’s interaction and grade 5 student’s achievement in science and

mathematics.

Sample

All male and female students from different government and private schools of

Quetta were selected as a sample. Convenience sampling technique was used for the

study. The researchers went into different schools of the different areas of Quetta

distributed the questionnaire to the students.

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Development of the Instrument

After the literature, articles, reports, documents, prepared a questionnaire with

the help of supervisor. A five-point rating scale was developed together necessary

information about the quality education of both public and private sector.

Scale

Each statement consisted of five options. These were:

1) Strongly agree 2) Agree3) Disagree4) Strongly disagree 5) Neutral

Validity of the Instrument

The validity of an instrument is the degree to which an instrument measures

what is intended to measure. After developing the achievement test it was presented to

supervisor of our thesis for validation. After checking the validity of the instrument

the achievement test was finalized.

Reliability of the Instrument

Instrument was applied on 300 male and female students of different

government and private schools of Quetta.

Administration of Achievement Test

Reacher’s personality visited all schools and distributed the achievement test

to the concerned students of the collection of required information. Students of all

school co-operated due to their personal visit. Researcher explained, purpose,

significance and all items to the grade 5 students.

7
Data Collections

Data was collected personally students field the achievements test at the spot

data collected from the students of government and private school of the Quetta and

interpreted by using SPSS (statistical package for social sciences). Data is presented in

the form of table.

Chapter IV

8
 Data Analysis and Interpretation

This chapter deals with the analysis an interpretation of measuring learning

difficulties in the subject of Science and mathematics at grade 5 students. The

instrument used to collect data was achievement test. SPSS software was used to

analyses data in the form of frequencies T-test.

Table 4.1

Frequency Distributed
Variables Frequency %

School type

Government 52 18.6

Private 227 81.4

Gender

Male 116 59.5

Female 113 40.5

Favorite subject

Maths 125 44.8

Science 154 55.2

There were 300 samples of student’s school type from which 52 were govt,

227 were private, 166 were male, 113 were female, and there were marks in

mathematics

125, and 159 were science subject.

Table 4.2

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Comparison of Teacher student’s interaction orientation score on the basis of
Govt/Private school.
School type N M SD df t P

Government 52 74.33 14.28 227 3.264 .001

Private 227 82.48 16.65

Independent sample of t-test was conducted to compare the views of

government and private schools about Relationship between teacher student’s

interaction and grade 5 student’s performance in science and mathematics. There is no

significance between the views of Govt schools (M= 74.33, SD= 14.28); t with df =

(3.264) = 227; p=.001 and private schools (M= 82.48, SD=16.65) about the teacher

student interaction. All though there is no significance difference in the views of govt

and private schools but the mean score of private schools is greater than the mean

score of govt schools.

Table 4. 3

Comparison of Teacher student’s interaction orientation score on the basis of gender

Gender N M SD df t P

Male 166 83.21 13.99 227 2.781 .007

Female 113 77.67 19.26

Independent sample of t-test was conducted to compare the views of male and

female students about Relationship between teacher student’s interaction and grade 5

student’s performance in science and mathematics. There is no significance between

the views of Male student (M= 83.21, SD= 13.99); t with df = (2.781) = 227; p=.007

and female students (M= 77.67, SD=19.26) about the teacher student interaction. All

10
though there is no significance difference in the views of male and female students but

the mean score of female students is greater than the mean score of male students.

Table 4. 4

Comparison of Teacher student’s interaction orientation score on the basis of favorite

subject.
Favorite N M SD df t P
subject

Science 125 78.78 18.93 227 2.001 .046

Math’s 125 75.45 17.95

Independent sample of t-test was conducted to compare the views of Science

and math’s subject’s students about Relationship between teacher student’s interaction

and grade 5 student’s performance in science and mathematics. There is no

significance between the views of Science subjects students (M= 78.78, SD= 18.93); t

with df =

(2.001) = 227; p=.046 and Math’s subjects students (M= 75.45, SD=17.95) about the

teacher student interaction. All though there is no significance difference in the views

of science and math’s subject’s students but the mean score of science students is

greater than the mean score of math’s students.

Table 4.5

Comparison of Teacher student’s interaction orientation score on the basis of

Govt/Private school.
School type N Me SD df t P

Government 52 70.03 13.21 277 4.333 .000

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 Private 227 80.82 16.80

Independent sample of t-test was conducted to compare the views of

government and private schools about Relationship between teacher student’s

interaction and grade 5 student’s performance in science and mathematics. There is no

significance between the views of Govt schools (M= 70.03, SD= 13.21); t with df =

(4.333) = 227; p=.000 and private schools (M= 80.82, SD=16.80) about the teacher

student interaction. All though there is no significance difference in the views of govt

and private schools but the mean score of private schools is greater than the mean

score of govt schools.

Table 4. 6

Comparison of Teacher students’ interaction orientation score on the basis of gender

Gender N M SD df t P

Male 166 79.93 15.49 227 1.351 .178

Female 113 77.18 18.30

Independent sample of t-test was conducted to compare the views of male and

female students about Relationship between teacher student’s interaction and grade 5

student’s performance in science and mathematics. There is no significance between

the views of Male student (M= 83.21, SD= 13.99); t with df = (1.351) = 227; p = .178

and female students (M= 77.18, SD=18.30) about the teacher student interaction. All

though there is no significance difference in the views of male and female students but

the mean score of male students is greater than the mean score of female students.

Table 4. 7

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 Comparison of Teacher student’s interaction orientation score on the basis of favorite
subject.
Favorite N Mean SD df t P
subject

Science 154 82.74 14.09 223.85 1.942 .053

Math’s 154 81.55 15.14

Independent sample of t-test was conducted to compare the views of Science

and math’s subject’s students about Relationship between teacher student’s interaction

and grade 5 student’s performance in science and mathematics. There is no

significance between the views of Science subjects students (M= 82.74, SD= 14.09); t

with df = (1.942) = 223.85; p = .053 and Math’s subjects students (M= 81.55,

SD=15.14) about the teacher student interaction. All though there is no significance

difference in the views of science and math’s subject’s students but the mean score of

science students is greater than the mean score of math’s students.

Sr Statement SA A DA SDA N M SD
1 Math’s teacher provides support for 241 11 15 6 5 1.46 3.027
all students.
2 Math’s teacher has a positive attitude 157 58 48 6 10 1.76 1.044
on a daily basis.
3 Math’s teacher presents the 187 27 39 17 9 1.69 1.119
information in a way that is easy to
understand.
4 Math’s teacher is sensitive to all 163 53 21 25 17 1.85 1.245
students.
5 Math’s teacher views me as an 164 29 28 15 43 2.08 1.514
important part of the classroom.
6 My math’s teacher motivates me to 168 48 28 12 13 1.69 1.112
give my best effort.
7 My math’s teacher encourages student 172 47 30 13 17 1.77 1.187
feedback.
8 My math’s teacher uses examples of 162 48 36 24 9 1.82 1.147

13
 student’s background experiences,
beliefs, and knowledge.
9 My math’s teacher lets students take 198 34 22 13 12 1.59 1.095
risks in classroom learning activities.
10 My math’s teacher takes the time to 201 28 28 14 8 1.57 1.047
assist individual students that need
help.
11 My math’s teacher motivates students 183 38 26 18 14 1.72 1.176
through inspiring teaching.
12 My math’s teacher focuses on 197 22 32 14 14 1.66 1.167
stopping unwanted behavior for the
majority of the class period.
13 My math’s teacher expects me to 196 30 23 20 10 1.63 1.124
succeed.
14 My math’s teacher makes positive 185 39 31 15 9 1.65 1.078
comments about the students’ abilities
to learn.
15 My math’s teacher makes positive 164 45 35 16 19 1.86 1.241
comments about the students’ abilities
to learn.
16 The math’s teacher during teach the 181 39 28 17 14 1.72 1.172
lesson use experiences and
information
17 The teacher of mathematics discusses 142 35 40 31 31 2.19 1.438
with students to take any kind
decision.
18 I am able to take risks in the 180 40 27 16 16 1.74 1.193
classroom without feeling
embarrassed.
19 I am able to ask for assistance without 175 38 38 14 14 1.76 1.167
fear of rejection or embarrassment.

20 The teacher of mathematics has hope 186 33 25 18 17 1.73 1.224

for my success.
21 Science teacher provides support for 241 11 14 6 7 1.30 1.863
all students.
22 Science teacher has a positive attitude 159 73 26 11 10 1.73 1.031
on a daily basis.
23 Science teacher presents the 205 23 30 14 7 1.55 1.034
information in a way that is easy to
understand.
24 Science teacher is sensitive to all 157 51 34 18 19 1.89 1.245
students.
25 Science teacher views me as an 167 47 25 16 24 1.86 1.296
important part of the classroom.

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26 My science teacher motivates me to 203 24 24 17 11 1.60 1.121
give my best effort.
27 My science teacher encourages 179 44 30 13 13 1.70 1.126
student feedback.
28 My science teacher uses examples of 185 40 29 15 10 1.66 1.091
student’s background experiences,
beliefs, and knowledge.
29 My science teacher lets students take 197 31 23 21 7 1.60 1.078
risks in classroom learning activities.
30 My science teacher takes the time to 195 37 23 14 10 1.59 1.069
assist individual students that need
help.
31 My science teacher motivates students 178 52 24 13 12 1.67 1.092
through inspiring teaching.
32 My science teacher focuses on 171 49 31 18 10 1.73 1.113
stopping unwanted behavior for the
majority of the class period.
33 My science teacher expects me to 181 38 38 10 12 1.69 1.2106
succeed.
34 My science teacher makes positive 167 51 27 24 10 1.78 1.148
comments about the students’ abilities
to learn.
35 My science teacher makes positive 160 62 28 16 13 1.78 1.131
comments about the students’ abilities
to learn.
36 The science teacher during teach the 192 29 28 21 9 1.66 1.126
lesson use experiences and
information.
37 The teacher of mathematics discusses 141 32 65 23 18 2.09 1.283
with students to take any kind
decision.
38 I am able to take risks in the 170 38 38 18 15 1.82 1.208
classroom without feeling
embarrassed.
39 I am able to ask for assistance without 183 32 27 21 16 1.76 1.233
fear of rejection or embarrassment.
40 The teacher of science has hope for 182 35 26 17 19 1.77 1.246
my success.

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 Chapter V

Results, Findings, Conclusions and Recommendations

This chapter deals with results, conclusions and recommendation.

Results

The data were collected from a sample of 300 students taken from both public

and private sector schools. These students were dealt in the subjects of science and

mathematics. As table 4.2 shows that there is no significant difference between the

views of Government schools and private schools but the mean score of private

schools is greater than the mean score of government schools. It means that teachers-

students interaction affects private sector students more than their counterparts in the

public sector. Gender wise also, there is no significant difference between students of

public and private sectors. It means that, students-teachers interaction affects both the

genders on equal grounds as has been shows in table 4.3. so far as subject wise

difference is concerned, there is slight difference between the responses of students of

science and math. Score is slightly higher in science than that of math. It means that

students of science are more affected by the teachers-students interaction as is

apparent from table

4.4.

Findings

1. What is the relationship between teacher student’s interaction and

achievement of grade 5 students?

As the data taken from our study and then analyzed shows, is positive relationship

between teacher-student interactions regarding achievement of grade 5 students.

16
According to data teacher-student interaction affects the achievement of grade 5

students in the subject of science more than that of mathematics. The achievement of

grade 5 students increases in the subject of science as teacher-student interaction

increase this phenomenon occurs regardless of gender discrimination and govt-private

sector discrimination.

2. In what way math’s teacher interaction affects achievement of grade 5

students?
According to collected data, there is no significance effect of math’s teacher

interaction on the achievement of grade 5 students in the subject of mathematics.

3. In what way science teacher interaction affects achievement of grade 5

students?
According to collected data, there is a significant effect of science teacher interaction

with the students on the achievement of grade 5 students in the subject of science. The

reason that science subject demands demonstrate and demonstration become more

fruit full if there is sufficient interaction of science teacher

Conclusions

From the results of the data we can conclude that teachers-student’s interaction

proves important and beneficial technique on the part of the students’ performance

and learning process. Students like it more than just traditional way of one-man show.

This is the nature of students and it does not change with the change of gender, school

and subject. It is a good technique and helpful to all students, whether from public

schools or private schools. In the same way, both the genders like it. However, there is

slight variation in subjects which depends upon the very nature of subject concerned.

For example, the present study shows that students like it more in the subject of

science than math. The reason is that, nature of science subject demands more

17
interaction of teacher and student for gaining more clarity and precision. Concepts in

science demand more demonstration which is possible by a greater degree of

interaction between students and teachers. Mathematics is more concerned with

rational thinking and cogitation and can be apprehended without interaction. It

demands only attention and looking the whiteboard patiently.

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Recommendations

On the basis of results and conclusions drawn from this study, following

recommendations can be put forwarded:

• Teachers in schools should secure maximum interaction with the students.

• Attitude of teachers toward students should be friendly, so that students may

not hesitate in asking questions of interest.

• Head teachers should motivate the teachers to adopt technique of interaction

with the students.

• Schools should arrange training of teachers in interaction techniques.

• Interaction technique should be used in subject of science more than that of

math.

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