Predicting Academic Achievement in Senior Secondary Biology through Teacher Interpersonal Behavior: An Exploration of Educational Reformation and Multiple Intelligence Perspectives

Mohammed Yunusa, Mulikat Agboola, Maimuna M. Zabi, Munirat Shehu Mamman

Abstract


This study investigated the perception of teacher leadership behavior among biology students as a predictor of academic achievement in senior secondary schools in Bauchi State, Nigeria. Two research questions and one hypothesis were addressed in this study, employing a correlational research design to achieve the stated objectives. The study focused on the 2020/2021 academic session, with a population comprising all public senior secondary school students offering biology. The sample, consisting of 404 students, was selected using a multi-stage sampling technique based on Yamane's (1973) formula for sample size determination. Two instruments were utilized for data collection: the Questionnaire on Biology Teacher Interpersonal Behavior (QBTIB) and the Biology Terminal Achievement Test (BTAT). The QBTIB demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.88. Data analysis involved mean and standard deviation for addressing research questions, while linear regression analysis was employed to test the hypothesis at a 0.05 level of significance. Results indicated that biology students perceived their teachers as exhibiting a moderate level of leadership behavior. Additionally, students' academic achievement was found to be at a very low level. Importantly, the study revealed that students' perception of teacher leadership did not significantly predict academic achievement (Computed p-value 0.59, p < 0.05). In light of these findings, it is recommended that biology teachers enhance their demonstration of leadership behavior in the learning environment to foster positive learning outcomes, among other suggestions.


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References


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