The relationship between teaching competency and the academic
achievement of science program students of the Faculty of Education,
Prince of Songkla University
Pun Thongchumnum, Asst. Prof., D. of Demonstration school., F. of Education, PSU.
Email : tpun@chaiyo.com
Grant : Prince of Songkla University
Published : Research Report
Key words : teaching competency, academic achievement, science program students
This study primarily aimed to examine the relationship between teaching competency and
the academic achievement of Science Program fourth-year students under the Faculty of Education, Prince of Songkla University. The subjects were 151 Science Program fourth-year students doing student teaching practicum over a four-month period in the first semester of the academic year of 1999. Independent variables comprised the samples' academic achievement records in three subject-group courses (i.e. academic achievement in educational profession courses, in science foundations major courses and in specialized major courses) drawn from the Student Records and Admission Office at Prince of Songkla University. Dependent variables comprised six specific skills of teaching competency: introduction to the lesson skills, manipulation of instructional activities skills, questioning skills, reinforcement skills, conclusion skills, and evaluation skills; all collected through the use of the "Student Teaching Behavior Observation Form." Data obtained was analyzed using arithmetic mean, standard deviation, one-way ANOVA, coefficient correlation, the multiple linear regression analysis and canonical correlation analysis.
The findings revealed the following:
1. The subjects' academic achievements in descending rank order were academic achievement in educational profession courses, academic achievement in the specialized major courses and academic achievement in science foundations major courses.
2. The subjects' teaching competencies in descending rank order were conclusion skills, eva-luation skills, manipulation of instructional activities skills, introduction to the lesson skills, questioning skills and reinforcement skills respectively.
3. There was a significant difference in the subjects' academic achievement in each area of the three-group courses at the .05 level.
4. There was a significant difference in each of the six specific skills in the subjects' teaching competency at the .05 level.
5. The academic achievement in educational profession courses could make predictions for five skill areas of teaching competency, except that in conclusion skills. However, the academic achievement in science foundations major courses and specialized major courses could make no prediction for teaching competency.
6. The relationship between the students' academic achievement in the three-group courses and six specific skills of teaching competency was not of a linear one.
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