Original Study

| Published: September 30, 2021

Investigating the Relationship between Teachers’ Teaching Skills and Academic Achievement of Parwan University Faculty of Education Students

Mohammad Amin Sarwari

Lecturer, Department of Psychology and Educational Sciences, Faculty of Education, Parwan University  Google Scholar More about the auther


DOI: 10.25215/0903.190


This study was conducted in order to “investigate the relationship between teaching skills of teachers and academic achievement of students of the Faculty of Education of Parwan University.” Quantitative research method of correlation type is the statistical population of all students who are engaged in education in the faculty mentioned in the academic year 1399, whose number is 855 people. The statistical sample was selected based on the famous Cochran’s formula with a level of 5% error, the number of (272) students in a simple stratified form was selected as the sample. The tool of this research is a researcher-made questionnaire of the answer package and based on the Likert design, their validity was confirmed by competent people in this field and their reliability was analyzed using Cronbach’s alpha test and SPSS software. The validity coefficient of the teachers’ teaching skills questionnaire (α = 0.92) and academic achievement questionnaire (α = 0.90) was obtained. In data analysis in descriptive statistics section, the characteristics of number and percentage table were used, and in inferential statistics section, Pearson correlation coefficient test was used. The results showed that the design and implementation of daily lesson plans, the use of active teaching methods, the use of visual and auditory tools and equipment (educational technology) and the implementation of descriptive evaluation in the teaching-learning process has an average effect on students’ academic achievement. The amount of these factors affects the academic achievement of students and there is a significant positive relationship between them.

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ISSN 2348-5396

ISSN 2349-3429


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Published in   Volume 09, Issue 3, July- September, 2021