Teaching Quality: Its Influence on Learning Experiences and Engagement of Learners
DOI:
https://doi.org/10.64612/ijiv.v1i4.24Keywords:
education, teaching, qualityAbstract
The goal of this study was to examine how teaching quality affected the learning experiences and involvement of primary school children in Monkayo's East District. It assessed instructional methodologies, pedagogical ability, and teacher-student interaction to determine instructional quality. It also measured student involvement in cognitive, emotional, and psychomotor domains, as well as learning experiences such as classroom structure, instructional strategies, student-teacher relationships, and assessments. A descriptive, quantitative methodology was used to collect information from 50 students and 50 instructors using structured questionnaires. The findings revealed that the quality of instruction was typically considered good, with substantial agreement among both students and instructors on its efficacy. Furthermore, the psychomotor and emotional categories got very positive feedback in terms of student engagement and learning outcomes. However, Pearson correlation analysis did not reveal a significant relationship between teaching quality and student involvement. Furthermore, a substantial negative association was found between teaching quality and learning outcomes. This suggests that learners' learning experiences may not always align with their perception of the quality of teaching. These findings underscore the importance of aligning teaching approaches with students' emotional and personal learning needs, thereby facilitating the transition to more comprehensive and student-centered educational methodologies.
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