SUMMARY

TITLE

AUTHOR

Coleman et al. report states that peer quality

and families are far more important than
teacher quality in determining test scores and
educational attainment. The paper aims to
determine if there is a significant role for
qualified teachers in a student performance.
Based
on
the
data
gathered,
more
experienced teacher and those with good
research productivity yield positive results;
although, no significant results with regard to
the effects of teachers characteristics on
student.

Does
Teacher
Quality
Affect
Student
Performance? Evidence from an Italian
University

This study was conducted to investigate the

importance of teacher characteristic on
student learning. Since teachers have a lot of
influence on their classroom practices, their
participation in the learning is unquestionable.
On that notion, this study tried to establish a
relationship between teacher characteristics
and
student
performance.
The
target
population consisted of twenty-six public
secondary schools in Nandi District, Kenya. A
questionnaire was used to collect data and
descriptive and inferential statistics was used
to analyze them. Based on the results, the
study conferred that there was a relationship
between teacher experience and student
achievement but not between teachers
qualification
and
student
academic
performance.
Effects of Teachers Effectiveness On Students Influence of Teacher Characteristics on
Academic Performance In Public Secondary Students Academic Achievement Among
Schools; Delta State Nigeria
Secondary Schools

Using the data from the Los Angeles Unified

school district, this study aims to provide how
attributes of the teachers affect their
students performance. The study involves
students from Grade 2 to Grade 5 of five
consecutive school years from 2000 to 2004.
Teachers
quality
such
as
experience,
educational attainment, success on licensure
exams was tested using a Value-Added
Approach. The documented results explain
that there is no significant connection
between the education and license obtain by
the teachers to the performance of their
students. The case however provides that
experience may minimally affect the student
performances. Thus, a more experienced
teacher would more likely provide better
student results.
Teacher
Qualifications
and
Student
Achievement in Urban Elementary Schools

Maria de Paola

Agharuwhe A. Akiri

Richard Buddin and Gema Zamarro

De

Akiri,

Anita Kosgei, Jairo Kirwa Mise, Odhiambo

Odere and Mary Evelyn Ayugi.
Kosgei, A., Mise, J. K., Odera, O. Ayugi, M. E.
(2013).
Influence
of
teacher
characteristics on students academic
achievement among secondary schools.
Journal of Educational and Practice.
4(3).
Nandi District, Kenya
This study sought to investigate the influence
of teacher characteristics in influencing
students performance.

SOURCE

RESEARCH SETTING

PROBLEM STATEMENT

Paola, M.(2009).Does teacher Quality

Affect Student Performance? Evidence
from an Italian University. Bulleting of
Economic Research. 353- 377

Due to the declining academic performance of

the students in Nigeria, this study will try to
determine whether teachers effectiveness
could be responsible for the observed poor
performance. The study involved three
hundred teachers having fifty students each.
Based on the analysis made, effective
teachers indeed produced better performing
students. But, since the observed difference is
not statistically significant, the hypothesis that
no significant relationship exist between the
teachers effectiveness and the students
academic performance was retained.

A. A. (2013). Effects of Teachers

Effectiveness On Students Academic
Performance
In
Public
Secondary
Schools; Delta State Nigeria. Journal of
Educational and Social Research. 3(3).

More qualified teachers help students learn

more effectively, as evidenced by student gain
scores. However, the determinant for teacher
quality is less clear. This paper aims to identify
whether it is the educational attainment or
teaching experience that greatly affects a
students performance. After using valueadded model, it is implied that a highly
effective teacher is not as highly effective as
those with teaching experience at a particular
grade-level.

Is Experience the Best Teacher? A Multilevel

Analysis of Teacher Characteristics and
Student Achievement in Low Performing
Schools
Francis L. Huang and Tonya R. Moon

Buddin, R., Zamarro, G. (209). Teacher

Qualifications and Student Achievement
in Urban Elementary Schools. Rand
Corporation.

Huang, F. L., Moon, T. R.(2009).Is Experience

the Best Teacher? A Multilevel Analysis
of Teacher Characteristics and Student
Achievement
in
Low
Performing
Schools. Educ Asse Eval Acc. 209-234

Los Angeles Unified School District

This research examines the relationship
between
teacher
quality
and
student
achievement performance.

Mid-Atlantic State, 2009

This study focuses on the analysis of teacher
characteristics and student achievement on
low performing school.

Italy
This paper aims to explain how the quality of
teachers
(experience)
affects
student
performance.

Delta State, Nigeria

This study was designed to determine if
teachers
classroom
effectiveness
has
significant
influence
on
the
academic
performance of students in public secondary
schools in Nigeria.

To examine the long-term influence of high

school teachers on the outcomes of Asian
American students 12 years after they were
interviewed
To verify how teachers influence students
decision to enter higher education and their
postsecondary educational attainment

To investigate the effects of teachers

effectiveness
on
students
academic
performance in public secondary schools in
Delta State.
To find out the effects of teachers
qualification and experience on students
academic performance.

To establish the relationship between teacher

characteristics and students achievement

To assess whether high-quality teachers

results to high-performing students

To determine if teacher characteristics affect

student achievement in low performing
schools

N/A

To
help
policymakers
to
understand
differences in teacher quality and to construct
policies and incentives for improving the
quality of teacher workforce.

To verify the need for high qualifications in

order to be an effective teacher

Teacher experience

Teachers qualification, Teachers experience

Teachers experience

Student examination performance

Students Academic Achievement

Students Academic Achievement

Teachers Experience, Teacher Educational

Level
Student Achievement Performances

Educational Attainment of Teacher, Teaching

experience
Student Achievement

Stratified Random Sampling Technique

Questionnaires

Simple Random Sampling Technique

Questionnaires

N/A
Stanford Reading First Assessment

Pearson Product Moment Correlation, T-Test,

One-way Analysis of Variance
Teachers classroom effectiveness has been
found to have only a minimal influence on the
academic performance of students in public
secondary schools n Delta State, Nigeria.

Descriptive and Inferential Statistics

N/A
Panel Data from Los Angeles Unified School
District from 2000-2004
Value-Added Model Approach

Teaching experience at a particular grade level

is found to show a statistically significant
association with academic achievement gains.

Student related factors such as intelligence,

personalities, socio-economic status were not
considered but may significantly affect the
academic performance of the student.

Student factor were not considered in the

study. They only concentrated on two teacherrelated factors teachers quality and
experience.

The study was able to conclude that teachers

having additional degree does not necessarily
equate to higher performance by their
students. Educational attainment of teachers
play insignificant role in the students
learning. However, teachers experience
seems to provide influence as to the
performance of the students. Although little
effects is observed, it is noteworthy that more
experienced
teachers
produce
better
students.
In this study, student related factors were not
considered. School related factors were also
ignored.

OBJECTIVE OF THE STUDY

General Objective

Specific Objective
VARIABLES
Independent
Dependent

THEORETICAL FRAMEWORK

RESEARCH METHODOLOGY USED

Sample Selection
N/A
Questionnaire
Data Collection
Data Analysis

RESULTS/CONCLUSIONS

OLS Regression
Teachers with higher experience tend to
positively affect the accumulation of students
average mark obtained at subsequent
examination. Research productivity, pointing
to a complementary relationship between
research activity and teaching effectiveness,
also shows a positive effect. On the other
hand, there is less clear evidence of the
effects of teachers characteristics on student
involvement with a subject.
The study only pertained to one university and
to teachers who teach first year classes.

RESEARCH GAP

Teacher qualification does not significantly

influence
the
students
academic
performance. However, when it comes to
teachers experience, it is observed that it
does influence the academic performances of
the students.

Value- Added Model

The sample was limited to low performing,

high poverty schools. The study also focused
on a single grade level for one subject area.
Evidence presented is primarily correlative
and was not experimentally manipulated,
despite statistical methods used in analyses.

Although having different research settings, these papers all study the impact created by the teachers experience to their students academic achievement. Similarly, their objectives point to one, to determine whether teacher qualities affect the performances of their
students, especially experience. Data presented in the journals was obtain through different means. Some used questionnaires while others used information gathered by government offices. Data analysis was made through different statistical methods. Results obtain by
these studies doesnt differ much. They all establish a connection between teachers experience and their student performance, stating that the more experienced the teacher, the better their students perform
We often connote that experience is the best teacher. This is the main reason why this is related to the study. Having learned that experience provide a better performance to the students, the recruitment policy must now look on this aspect more. Further, policies
regarding the retention of teachers must be strengthen to help conserve the quality teachers in the school.
A portion of the study was not able to incorporate in their study the student-related factors such as intelligence and socio-economic status. On the other hand, one study focused only on a sole university. The other limits its study to a certain scope of schools. Also not
considered are school-related factors.