The present study aims at exploring the effect of teacher and parent-related factors on secondary grade students’ achievement in physics. A standardized achievement test in physics along with background questionnaire were used as research instruments. The study was conducted on a sample of 5000 grade 9 students selected through proportionate stratified random sampling technique from the province of Punjab, Pakistan. Research hypotheses were tested using t-test and one way ANOVA. The findings revealed that the performance of students belonging to age group 14-15 years was relatively better than the older age group of 16 years or above. Students studying in small classes and those for whom the class period was 30 or 35 minutes performed better than students of large class size and long period duration. Students who got academic support by tutors and/or parents at home or did self-study in physics daily for at least one hour performed better than their other counterparts. Students, who asked questions, did not receive corporal punishment from their teachers, did not receive excessive home-work, and take part in co-curricular activities performed better than their corresponding fellows.
|Keywords:||Teacher and Parent-felated Factors, Secondary Grade Students, Achievement, Physics|
Senior Teacher, PAEC Model College, Pakistan Institute of Engineering and Applied Sciences, Lahore, Pakistan
Associate Professor, Institute of Education and Research., University of the Punjab, Lahore, Lahore, Pakistan