My Thesis

IMPACT OF TEACHERS’ COMPETENCIES ON
STUDENTS’ ACADEMIC ACHIEVEMENT AT GRADE

VIII
Submitted By:
Nadeem Mukhtar
MP/W-2016-S-07
INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF THE PUNJAB
LAHORE
December, 2018
Impact of Teachers’ Competencies on Students’ Academic
Achievement at Grade VIII
Submitted By:
Nadeem Mukhtar
MP/W-2016-S-07
Supervisor
Dr. Muhammad Abiodullah
Submitted in the partial fulfillment of the requirements for the

degree of Master of Philosophy in Education
Institute of Education and Research
University of the Punjab
Lahore
December, 2018
CERTIFICATE OF APPROVAL
This thesis titled “Impact of Teachers’ Competencies on Students’
Academic Achievement at Grade VIII” is accepted in the partial fulfillment for the
degree of Master of Philosophy in Education by the Faculty of Education at the
Institute of Education and Research, University of the Punjab, Lahore.
Thesis Evaluation Committee
Director IER_________________________
(Professor Dr. Rafaqat Ali Akbar)
Supervisor___________________________
(Dr. Muhammad Abiodullah)
External Member_____________________
Dated_____________________
i
DECLARATION
It is certified that this M.Phil thesis titled, “Impact of Teachers’
Competencies on Students’ Academic Achievement at Grade VIII”, is an original
research. Its content was not already submitted as a whole or in parts for the
requirement of any other degree and is not currently being submitted for any other
degree or qualification. To the best of my knowledge, the thesis does not contain any
material published or written previously by another author, except where due
references were made to the source in the text of the thesis.
It is further certified that help received in developing the thesis, and all
resources used for the purpose, has duly been acknowledged at the appropriate places.
December, 2018
_______________________
Nadeem Mukhtar
MP/W-2016-S-07
Institute of Education and Research
Lahore, Pakistan
ii
CERTIFICATE
It is certified that research work done in this thesis is an original work of the
author. The work has been carried out under my direct supervision. I have personally
gone through all its data, contents and result reported in the manuscript and certified
its correctness and authenticity.
I further certified that the material included in the thesis has not been used,
partially or fully in any manuscript already submitted or is in the process of
submission in partial or complete fulfilment of any other degree for many other
institutions, I also certify that the thesis has been developed under my supervision
according to the prescribed format. I, therefore, endorse its worth for the award of
M.Phil. degree in accordance with prescribed procedure of the university.
____________________________
Supervisor
Institute of Education and Research (IER)
Lahore, Pakistan
iii
APPROVAL SHEET
The dissertation titled, “Impact of Teachers’ Competencies on Students’
Academic Achievement at Grade VIII”, is accepted in the partial fulfillment for the
degree of M.Phil in Education at the Institute of Education and Research, University
of the Punjab, Lahore.
______________________
Supervisor
Institute of Education and Research (IER)
Lahore, Pakistan
iv
DEDICATION
I dedicate this thesis to the teacher of Mankind (Holy Prophet Hazrat
Muhammad S.A.W). I also dedicate my thesis to my Parents and my
supervisor whose cooperation and concerns enabled me to accomplish
this task.
Nadeem Mukhtar
v
ACKNOWLEDGEMENT
By the grace of Allah Almighty, the researcher has been able to achieve great
milestones in his academic career. This M.Phil. is a touchstone of the blessings, love,
affection and brilliance bestowed upon the researcher by Allah (SWT) and His
Prophet Muhammad (PBUH). At the end of his eighteen year education, he feels
reverence for many people throughout this tenure, especially in completion of M.
Phil. This success will be incomplete if he does not mention the people who
supported, helped, motivated, acknowledged, and guided him in the right direction,
stood by me, and kept him alleviated mentally, morally and spiritually.
First and the foremost, the researcher thanks to his dear learned supervisor of
the research, Dr. Muhammad Abiodullah, who always motivated him to learn new
things during this research and has been a great inspiration in his academics as well as
morals. His affection and willingness to deliver the best by offering ample time, and
guidance was a great motivating factor in this success.
The researcher acknowledges the guidance of all teachers at IER who
enlightened him through their teaching and research vision. He is also thankful to his
seniors and fellows who encouraged and helped him at any stage of the research
work.
Nadeem Mukhtar
vi
Table of Contents
Chapter 1 Introduction 1
Statement of the problem 5
Significance of the Study 5
Objectives of the Study 6
Research Questions 6
Delimitations 7
Chapter II Review of Related Literature 8
Definition of Terms 9
Teacher’s Competencies 10
Student’s Academic Achievement 10
Personality Traits, Attitudes and Believes 10
Pedagogical Skills and Knowledge 10
Subject Knowledge 10
Knowledge of Learners 11
Teaching Methodology 11
Curriculum Knowledge 12
General Pedagogical Knowledge 12
Knowledge of context 12
Knowledge of “Self” 13
Understanding of teachers’ competencies 13
Competencies needed by Teacher Error!
Bookmark not defined.
The relationship between teachers’ competencies and Students’
academic achievement 15
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Application of teaching competencies in classroom 16
Factors that affect teachers’ competencies 18
Characteristics of teachers’ competencies 19
Chapter 3 Research Methodology 20
Data Collection 25
Data Analysis 26
Chapter 4 Analysis and Interpretation Of Data 29
Section “A” Quantitative Analysis of Teachers’ Competencies based
Observation Checklist 30
Section “B” Quantitative Analysis of Students’ Academic
Achievement 36
Chapter 5 Summary, Findings, Discussion, Conclusion & Recommendations 66
Summary 66
Findings 68
Discussion 84
Conclusions 88
Recommendations 89
Recommendations for Future Researchers 90
References 91
Appendices 97
viii
LIST OF TABLES
Tables Statements Page No

3.1 Population of the study 21
3.2 Sample of the study 22
3.3 Internal consistency of observation sheet by using Cronbach Alpha 24
3.4 Summary of the research methodology 26
4.1 School location (General Information) 30
4.2 Observing knowledge competencies of teachers’ during teaching 31
general science subject at Grade VIII
4.3 Observing Skills competencies of teachers’ during teaching the 32
class of general science subject at Grade VIII
4.4 Observing different Attitude competencies of teachers’ during 33
teaching general science subject at Grade VIII
4.5 Observing Classroom management competencies of teachers’ 34
during teaching general science subject at Grade VIII
4.6 Demographical information of students (General information) 35
4.7 Impact of teachers competencies on Students’ academic 36
achievement at Grade VIII regarding school location (rural and
urban)
4.8 Significance differences of urban and rural schools on all factors 38
4.9 Significance differences of school (best and low) on all factors 39
4.10 Significance differences of urban & rural and best & low level 40
schools on all factors
4.11 Significance differences of urban and rural schools on all factors 41
4.12 Significance differences of best and low level schools on all factors 42
4.13 Significance differences of both urban & rural and best and low 43
level school on all factors
4.14 Means scores differences of all the factors 45
4.15 Mean score differences of rural and urban schools 46
4.16 Mean score differences of best and low schools 47
4.17 Mean score differences of interaction between location and school 48
4.18 Impact of Students’ academic achievement at Grade VIII regarding 50
school medium (Urdu and English)
ix
4.19 Significance difference of Urdu and English medium schools on all
factors
4.20 Significance difference of school (best and low) on all factors 52
4.21 Significance differences of Urdu & English and best & low level 53
schools on all factors
4.22 Significance differences of Urdu and English medium schools on 54
all factors
4.23 Significance differences of best and low level schools on variables 55
on all factors
4.24 Significance differences of both Urdu & English medium and best 56
low level schools on all factors
4.25 Local-wise (rural and urban) differences in students’ academic 59
achievement regarding factor analysis
4.26 School-wise (best and low) differences in students’ academic 61
achievement regarding factors analysis
4.27 Medium-wise (Urdu and English) differences in students’ academic 63
achievement regarding factors analysis
x
LIST OF FIGURES
Figures Statements Page No
3.1 Population of the Study 21
3.2 Sample of the study 22
4.1 Data Analysis Technique 29
xi
ABSTRACT
Teacher plays a key role in education system. Teacher’s competencies are
often seemed as key to improve students’ academic achievement. Hence, teachers are
expected to improve their competencies to get the desired results from the students.
The major objectives of this research: (i) to observe the teachers competencies during
the teaching of general science subject at Grade VIII in district Lahore, (ii) to find out
the impact of teachers competencies on students’ academic achievement in general
science subject at Grade VIII in district Lahore, (iii) to find out the differences in
students’ academic achievement regarding teachers’ competencies among locale-wise,
school-wise: best and low and Medium-wise at Grade VIII in general science subject
in district Lahore.
This research took the form of a quantitative study that employed two research
instruments. First research instrument was structured quantitative observation sheet
which was for observing the teachers while teaching the general science subject at
Grade VIII. Observation sheet was accurately coded during observations.
Observations sheet was used for checking teachers’ knowledge, skills, attitude and
classroom management competencies between teachers of best and low level school
at Grade VIII. Second research instrument was students’ achievement test which was
conducted in schools for the students to find out the students’ academic achievement
for the topics of human organ system, cell division, biotechnology, pollutants and
their effects on environment, chemical reactions and acids, alkalis/bases and salts in
general science subject at Grade VIII. Simple random sampling technique was applied
for data collection. Schools were categorized in best and low level on the basis of
schools results. Major findings of the study revealed that there was statistical
difference in teachers’ competencies of best and low level school. Study revealed that
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there was statistical difference in students’ academic scores of best and low level
schools’ students. This study also revealed that there was statistical difference in
student’s academic scores of rural and urban schools students. Whereas, no statistical
difference in students’ academic score regarding medium of school.
Those teachers of schools who possessed teachers’ competencies their
students performed well in term of academic achievement rather than those teachers
who did not possess. On the basis of research it is recommended that teachers who are
not possessing particular teacher’s competencies should be trained. There is need of
appropriate systematic planning and training for increasing teachers’ competencies.
Rural area schools where lack of implementations of teachers competencies was
observed, there should be practices of such competencies in classroom by teachers to
get the desired students’ academic achievement.
Key words: Teachers’ competencies, students’ academic achievement
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1
Chapter I
Introduction
Teachers are always known to have significant impacts on students’ academic
achievement and they also play crucial role in educational attainment because the
teacher is ultimately responsible for translating educational policies and principles
into actions based on practice during interaction with the students (Afe, 2001). Both
teaching and learning depend on teachers: an effective teacher has been
conceptualized as one who produces desired results in the course of his duty as a
teacher (Uchefuna, 2001).
Teaching is a great profession and teachers have a great role in their students’
intellectual, personal and social development, there by influencing the whole nation’s
development. Teaching is the supreme art of the teacher to awaken joy in creative
expression and knowledge. Teachers can have influence more reflective than others.
Infact it is an ideal teacher at the climax of his performance that brings about a
positive change in the overall behavior of his students by leading them to a lofty
character and to exemplary morals.
Teacher’s competencies are classified as basic competencies and professional
competencies. Further, professional competencies are classified into broad categories
such as generic competencies, managerial competencies, and functional or technical
competencies. The competencies profile has been a studied during the last decades,
using diverse approaches, for distinct purposes. In human resource management
research, competencies are studied from the point of view of job competencies in
which they are considered as technical skills to perform job activities. The term ‘Soft
Competencies’ was defined as personal behavior or attitude. Diverse authors defined

2
that soft competencies are complementary to technical competencies, and that they are
of great importance to human resource management (Dubois, 1999 & Dainty, 2005).
According to Steyn (1999) a skilled teacher is one who promotes awareness to
the students and helps them to become sensible beings who adopt a perception of
awareness upon the world and leaves the educational “chain” of putting, receiving,
remembering and repeating knowledge on the behalf of students. Therefore from the
above evidences, an encouraged teacher will certainly put his all energy to the
implementation procedure which will increase high level performance in the subject
of science. At elementary schools students’ academic achievement in general science
subject mostly depends upon that how well they are taught which in turn rely
basically on the nature of the teachers i.e. based on how they were encouraged. The
importance of this thought is derived from the set of goals of instructions which is
about to bring desirable change in students behavior and their learning outcomes.
People send their children to schools for acquiring certain learning outcome on the
characteristics of interest which provide an indication of the degree of productivity
regarding the way they themselves have obtained that knowledge and those skills
(Nwosu, 2000).
Environment of school has a positive association with student’s assessment of
their overall school contentment, students’ self-respect, and students’ academic
performance. For enhancing teacher’s ability, teacher’s competencies create an
environment that is fair, indulgent and accepting diversity of students’ ideas,
experiences and backgrounds. Teacher has been considered as one of the most
important factor that has direct influence on students’ academic achievement
(Cochran, 2002; Kaplan & Owings, 2002; Lasley, Siedentop, &Yinger, 2006). The
focus of existing study will be on factors which may affect teacher’s competencies in
3
classroom scenario, by including the factors such as teacher’s use of constant
valuation; a teacher can use a technology based tools for communication with
students, class dimension, use of research based practices and instructional
management.
Few studies have examined the factors together applying a mixed methods
research approach to identify the complex relationships between all of the factors and
students’ academic achievement. A study of teacher classroom practices as they relate
to students’ achievement is important for several reasons. Understanding the reasons
why the teacher is important will give insight to professional development planners.
Identifying such factors contributing to increased student achievement is dominant in
this age of accountability. Teachers need to be held to high standards and implement
research-based best practices in their classrooms. Identifying factors contributing to
students’ achievements are very important. Regarding leadership, the principal
indirectly impacts the performance of teachers under his or her leadership as well as
the climate and culture of the building (Stewart, 2008).
The idea of highly qualified teachers is a good one, but compliance has not
been widespread. The question which begs to be asked is what defines teacher
quality? If a student is asked about a teacher who is highly qualified, they will most
likely say that it is the teacher who spend extra time with them and who makes the
class content clear and attainable.
On the other hand, the unqualified teachers are the ones who are boring and
don’t connect with students. Students don’t care about educational certificates or
years of experience. Amobi (2006) recognises that as true educators, teachers are
always learning; and teachers need to continue to define the meaning of highly
qualified, instead of doing as little as possible within the meaning of the law. As
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teachers, educators need to move from mere competence to excellence in practice.
Defining teacher’s quality is a question that resurfaces again in the literature on
teacher’s preparation. Does content knowledge in addition to knowledge about
teaching make a difference in students’ achievement?
(Kaplan & Owings, 2002).
One group believes quality teachers possess content knowledge and have
studied instructional ideas and practices that have increased students’ academic
achievement, while another group believes teachers just need strong content
knowledge. Harris and Sass (2011) found disagreement in the literature over whether
traditional teacher preparation positively affected students’ achievement or not. They
found that teachers who learn and practice sound pedagogical practices techniques
can affect students’ measured achievements and also students whose teachers had
strong content knowledge and had learned to work with students who came from
different cultures or special needs tested higher than one full grade over their peers.
Teacher’s competencies for each level and appropriate subjects would vary as
well. Teacher’s competencies must therefore relate to academic and professional
preparation, professional growth, classroom interaction and evaluation (Macaulay,
2002). The professional teacher is expected to possess certain competencies both
professional and personal. Professional competences are both academic and
pedagogical. Academic competencies are the teacher’s knowledge of his subject.
Do the academic and professional competencies of a teacher, really ensure that
he/she teaches the content and meaning of content to the students clearly? If teachers
have mastery over subject knowledge and abilities then does he/she can carry out the
assessment and evaluation based procedures in the classroom? Therefore, this

5
research is aimed to find out the impacts of teachers competencies on students’
academic achievement in general science subject at Grade VIII.
Statement of the problem
Competent teachers are the most critical piece in improving students’
academic achievement and closing the achievement gap. The most important
difference between the most and least effective classrooms is the teacher (William,
2007). The single most important influence on student learning is the quality of
teaching, yet most schools don’t define what good teaching is (Danielson, 2006).
This is a real and the most noticeable problem and if it is not explained or
defined at all levels, then teachers may not be given the chances to expand teachers
competencies based practices in the classroom, and in this way students’ academic
performance may be affected. It is about what are the impacts of teachers’
competencies on students’ academic achievement. This study will also assist new and
old teachers to adopt teacher competencies based skills and techniques to improve
academic achievements.Therefore a survey study was conducted on impact of
teachers’ competencies on students’ academic achievement in general science subject
at Grade VIII in district Lahore.
Significance of the Study
Most important concern in all schools is to achieve students learning
objectives in the form of students’ academic achievement. This can be done by paying
attention on classroom situations with teacher taken at the center which will influence
students’ academic achievement and to create the better environment in which
learning and engaging students can be facilitated.
As a result, this study is significant and meaningful for the following reasons:
Results of this study will be helpful for both teachers and students who may wanted to
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know about all those aspects that could bring a better improvement in students’
academic achievement. Classroom climate variables will allow for professional
development for teachers to focus on areas to increase students’ academic
achievement. The significance of teachers and their knowledge, skills, attitude and
classroom management based competencies and influence of these teacher
competencies on students’ academic achievement will be useful for school
administrators at Grade VIII to retrain teachers to make their teaching styles effective
and student-centered.
Optimistically this study will provide conclusions and means, through which
teachers use teachers’ competencies for improving the academic achievement of
students.
Objectives of the Study
Following are the objective of this study:
1. To observe teachers’ knowledge, skills, attitude and classroom management
competencies during teaching general science subject at Grade VIII.
2. To find out the impact of teachers’ competencies on students’ academic
achievement at Grade VIII.
3. To find out the differences in students’ academic achievement regarding
teachers’ competencies among locale-wise, school-wise: best and low, and
medium-wise at Grade VIII.
Research Questions
Following are the research questions of this study:
1. What is the significance difference between the teachers’ knowledge
competencies of low and best level schools during teaching the class of
general science subject at Grade VIII?

7
2. What is the significance difference between the teachers’ skills competencies
of low and best level schools during teaching the general science subject at
Grade VIII?
3. What is the significance difference between the teachers’ attitude
competencies of low and best level schools during teaching the general
science subject at Grade VIII?
4. What is the significance difference between the teachers’ classroom
management competencies of low and best level schools during teaching the
5. What is the impact of teachers’ competencies on students’ academic
achievement at Grade VIII regarding location of school?
6. What is the impact of teachers’ competencies on students’ academic
achievement at Grade VIII regarding medium of school?
7. What are the locale-wise differences in students’ academic achievement
regarding teachers’ competencies at Grade VIII?
8. What are the school-wise: best and low, differences in students’ academic
achievement regarding teachers’ competencies at Grade VIII?
9. What are the medium-wise differences in students’ academic achievement
Delimitations
1. The study was delimited only to the public sector boys’ elementary schools.
2. The study was delimited to district Lahore.
3. Numerous studies have been conducted in science subject therefore, this
study was delimited only to extent of general science subject at Grade VIII.
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Chapter II
Review of Related Literature
A literature review is a body of text that aims to review the critical points of
current knowledge including substantive findings as well as theoretical and
methodological contributions of a particular topic. Literature reviews are secondary
sources, and as such do not report any new or original experimental work. We say that
literature review is a critical and in depth evaluation of previous research. It is a
summary of specific area of any research. Many researchers worked on impact of
teachers’ competencies on students’ academic achievement.
A teacher plays a key role on instructive stage and we expect from him or her
to make up for the short comes in the curriculum and in the educational means. The
accomplishment of the instructive effort is hence accepted to focus on the nature of
teaching that goes on in the classrooms (Howie & Plomp, 2005).
Ley and Albert (2003) defined the term of competencies as a standard of
measurement. Many succeeding studies also had been presented in areas of teacher
education, professional education, commercial organizations and human resource
management. Extensive study on literature review indicates that teaching
competencies are very essential to bring the desired outcomes. But, the literature
review indicates various competencies by different studies. It is thus imperative to list
all the competencies together and get an opinion from the teachers at educational
institutions. Many studies have been carried out on factors affecting the teaching
competencies. If a clear understanding of the teaching competencies can be identified,
the educational institutions can achieve success in promoting world class education to
students. In outline, the motivation behind recognizing competencies is to give a very

9
much prepared workforce that will work for authoritative objectives adequately and
proficiently.
According to Bangbade (2004) teachers quality have huge association with
students’ academic achievement. Bangbade (2004) founded that these qualities
incorporate teacher knowledge about the subject matter, correspondence capacity,
emotional firmness, good human connection and zeal for the work. Rena (2000)
clarified that for students to perform well in any examination one of prerequisites is
that their teachers must know them and should have significant information about
their physical condition, scholarly and mental availability. In many countries, teachers
capabilities that are considered to be connected with student’s education have turned
out to be attractive focuses for teacher training reform. Some of these changes require
the professionalization of teachers training by making it longer, updating it to
graduate projects, directing it through systems of licensure, affirmation and
advancement line up with measures (Thorenson, Darling-Hammond, & Berry, 2001).
How do teachers set up and how they ought to set up to perform their function
admirably is the establishment for any assessment framework for expert execution.
Clearly, with the emphasis on links between teacher’s performance and student
achievement, the preparation of teachers for their instructional and motivational roles
is essential. And the growing body of evidence about the links between teachers’
competencies and students’ academic achievement must be an influential element in
the evaluation of teachers’ work and the provision of support for their ongoing
learning to improve that work (Stufflebeam, 2003).
Operational Definitions
Following are the definition of key terms related to study:

10
Teacher’s Competencies
Teacher’s competencies are coordinated arrangement of individual attributes,
knowledge, aptitude and dispositions that are required for actual performance in
different contexts of teaching (Stoof, & Martens, 2002; Tigelaar, 2005).
Student’s Academic Achievement
Students’ academic achievement or performance is degree to which a student,
teacher or organization has accomplished their short or long term educational
objectives (Rankin, 2006).
Personality Traits, Attitudes and Believes
Specifically, studies have shown that traits such as flexibility in terms of the
appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm,
creativity, care and interest in the students, all contribute to the effectiveness of
teachers. Attitudes of teachers affect their degree of commitment to their duties, the
way they teach and treat their students, as well as how they perceive their professional
growth (Chen & Rovegno, 2000; Darling, 2000). Specifically, teachers that have high
expectations for their students and insist on promoting learning for all students tend to
be more effective. Another factor which contributes to the effectiveness of teachers is
a feeling of commitment to the job at hand and interest in the personal life of students
and their families (Harslett, 2000).
Pedagogical Skills and Knowledge
Didactic and pedagogical skills are not only understood as familiarization with
techniques that are then used mechanically, but also as the acquisition of routines
which, without a doubt, every teacher needs in order to save time and energy for the
more significant aspects of his work; at the same time, they refer to a set of theoretical
principles and research data that leads to a variety of techniques and strategies which
11
a teacher chooses and shapes, depending on the circumstances (Beyer, 2002; Conczi,
2002 ; Marsh, 2003). Nevertheless, there are knowledge fields that constitute a
necessary prerequisite for every teacher or at least for a large part of them (Meijer &
Verloop, 2001)
Subject Knowledge
The teaching subject does not coincide with the corresponding science;
however, teaching a particular subject requires familiarisation with scientific
knowledge. The way each scientific field is approached and studied is strongly
defined by the job and duties defined in the job description. For such a specific
comprehension of scientific knowledge as a way of teaching, familiarisation with the
science and its dimensions is necessary (Loewenberg, Thames, & Phelps, 2008). A
classification of the dimensions of scientific knowledge is science content (opinions,
axioms, facts, etc.). It relates to the “facts” and “principles” of the science being
taught, from which the teacher derives appropriate examples, pictures, etc.
Knowledge of Learners
This includes information on the biological, social, mental and intellectual
development of students on issues identified with group elements and communication
between students furthermore teachers and students behavioral issues, learning
inspiration, learning challenges and modification issues (Pintrich, 2003).
Teaching Methodology
A way to define the necessary qualifications of a teacher is to give a detailed
description of the teaching methodology. A schematic presentation of the specific
structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-
lesson activities and actions. Planning can vary, depending on whether it is short term
(weekly lesson planning or unit planning) or long-term (for the entire semester or
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academic year); ii) teaching performance, i.e. enforcing the choices made during
planning (didactic organisation, teaching path, application of teaching forms,
directions of the teacher, use of teaching methods and aids; iii) evaluation of teaching,
i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms,
basic principles and assessment techniques).
Curriculum Knowledge
Curriculum of school is an instrument, which s it were, decide the instructive
decision of an educator. Therefore, teachers should know about the curriculum, course
readings, the principles and laws of education system and all in all state key role in
education context (Shulman, 2001). In the meantime, be that as it may, the request of
society today requires a basic way to deal with the curriculum and its adjustment to
the needs getting from the context.
General Pedagogical Knowledge
This field relates to the organisation of the classroom, to motivating and
retaining students’ attention, pooling resources, learning theories and pedagogical
theories. This sort of information is in any case recognized, as it anchors a structure of
mental portrayals essential for the perception and understanding of the school
classroom. Moreover, this knowledge is completely vital for lesson planning, as it
directs the teacher’s educational decisions (Ernest, 2002).
Knowledge of context
An educator is called upon to assess the contexts in which he instructs and acts
accordingly, as his activities are characterized by surrounding conditions and in other
words we can say that there are no programmed attitudes that would suit each event.
Such context shapes our recognition and understanding of meaning. All data and
learning that have come to us immersed in variety of contexts. So as to comprehend or

13
impart meaning, we should take care of the logical intimations connected to the
meaning of each other (DeRose, 2002). Consequently, knowledge of context refers to
knowledge about the environment and conditions where a teacher is required to work
e.g. the school, the state and the locale.
Knowledge of “Self”
A basic qualification of teachers, related to their views on their rol, duties,
training and capabilities, rights and professional growth, philosophy, values and
working conditions etc. and it is basically associated with their professional growth
through reflection to learn through their teaching experiences, in connecting to their
workplace (Lambert, 2003; Kagan, 2001).The manner in which teachers perceive
their role defines their choices, as well as the manner in which they understand,
translate and utilized this kind of knowledge(Clandinin & Connely, 2000). In
conclusion on, the characteristics that can guarantee an educator’s effectiveness are
not entirely about his knowledge, but rather the connection between diverse sorts of
knowledge he possesses. These kinds of knowledge do not just coexist they should
frame an entire, indivisible unit of learning.
Understanding of teachers’ competencies
Teacher’s competencies are typically connected with very proficient
performance and there is a direct connection in the field of education between
teachers’ professional competencies and students’ academic achievement. In
education there are two different meaning of competencies. From an operational
point of view, competencies seem to cover a broad range of higher-order skills and
behaviors that represent the ability to deal with complex, unpredictable situations. The
functional definition incorporates attitudes, knowledge, skills, key reasoning and
deliberate basic leadership (Westera, 2001).

14
This learning can be made accessible to the outside world by method for
regenerative abilities (i.e. discourse, composing, pointing, and so forth.), or can end
up steady to aptitudes and the related talented conduct. A similar author focuses on
that in complex non-standard circumstances, competencies consolidate learning (or
the subjective), and explicit specific attitude and skills. Capabilities have a
psychological part including idea and a social segment including competent
execution.
Various authors represent competencies as identifying with an activity,
conduct or results that can be illustrated, watched and evaluated. As indicated by
Tomlinson (1995) skills or competencies brings attractive much predictable capacity
to acknowledge specific sorts of purposes to accomplish desired results. A capable
individual is fit for specific acts or activities. Such an equipped individual is for
activities is supposed to accomplish an expected result.
In an a lot more extensive sense, competency is an exceedingly esteemed
quality that represents the fascinating use of information and skills in explicit and
solid settings. The authority of significant knowledge and abilities alone is no
assurance of effective execution in complex situations. People should to have the
capacity to choose from their accessible knowledge and aptitudes so that productive
and powerful conduct happens which requires unique "capacities" that consider the
qualities of clear setting (Westera, 2001).
Competent teacher and Quality teaching both have turned into an important
issue as the scene of advanced education has been confronting consistent changes.
The body of student has impressively extended and expanded, both socially and
geologically. New teaching methods and styles are demanded by new students. Now a
days, advancement in the form technology has entered the classroom, in this way
15
revolutionizing of the way of communications between the teachers and students. The
administrations, the students and their families, the workers, the assets suppliers
increasingly demand value for their more money and desire through the teaching
process. Hanushek, Kain and Rivkin (2005) in the same way as other different
specialists, have assumed that the school impact on achievement gets mostly from
varieties in teacher’s competencies and abilities.
The relationship between teachers’ competencies and Students’
academic achievement
Teacher’s competencies are not just connected to the level of teacher
professional training but additionally to the level and quality of training is being given
to the teachers. Achievement of academic level and receiving of professional training
of teachers both have contribution to the teacher’s competencies. According to Kanu
(1996), Châu (1996), Myint (1999) and Darling-Hammond (1999) teacher
competencies the quality of education duly depends on teachers’ quality and skills.
Warham (1993) stated the positivist perspective of the scientific teacher
recommends that for assessing teacher’s competencies only research created from
academic sources is relevant. View of hermeneutic suggests teachers’ competencies
can be assessed only by the knowledge created within the class. However, Warham
(1993) points out that center perspective of reflective teacher attempts to eradicate
these difficulties and it is important for assessing teacher competencies by accepting
and creating that knowledge generated from both inside and outside the classroom.
Châu (1996) maintains that quality of teaching is one of the factors which
directly affected by the teachers level of competence. One may think from the earlier
that there ought not to be significant problems in this regard at the primary level given
that most teachers in the countries studied have a reasonable level of education.
16
As per Botha and Hite (2000), the focus of competent teacher will be on
definite predetermined outcomes or results which are to be accomplished before end
of each procedure of learning. In this manner, the utilization of students’ academic
achievement as a instrument of effectiveness of teacher is sensible and suitable and
one could state that student’s “learning is the most criterion by which to assess
teachers competencies. Connection between teachers’ efficiency and students’
academic achievement, and assessment or measurement based methodologies used to
track such connections, and are progressively considered as associated responsibility
so as to assessing performance the systems of teacher evaluation (Pearlman &
Tannenbaun, 2003).
If the quality of education and most especially primary education in
developing world is to improve then, it is essential to improve teaching practice and
methodology by improving knowledge of teachers. This declaration is not proposed to
decrease the significance of funds aimed at refining facilities, developing article
curriculum, provision of cost effective instructional resources, textbooks, or latest
technology, or improving school executives. Nonetheless, the effect of all of these
investments on student learning depends upon the capability of teachers to consume
funds efficiently in classrooms (Raudenbush & Willms, 1997).
Application of teaching competencies in classroom
More possession of knowledge and qualification certificates by the teacher
does not guarantee the competencies of a good teacher. For this purpose a teacher
should have the understanding of human nature, it needs to develop standards in the
light of urbanization, advancements in technology, and industrialization locally and in
addition universally. Because of huge augmentation in jobs and duties, a teacher
needs to show high order of professional attitude and skills inside and outsides the
17
classroom to make learning effective. It is difficult for an educator to have all
competencies, training in perfect grouping and experience leads an educator towards
capability (Jennings & Greenberg, 2009).
Referring to couple of attributes: An able teacher is inconsistently warm and
heartfelt. He/she has clear vision of the set targets. He/she executes precisely
whatever is decided. He/she does inside and outside the classroom management based
affairs efficiently. He/she seeks attention of students by introduction of topic. He/she
is equipped with remarkable skills of encouraging the back benchers. Key skills are
those abilities that are required for playing out any expert activity and they
incorporate data correspondence skills, social-working skills (capacity of an
individual to settle on free proficient choices, to join his/her own enthusiasm with the
interests of a general public), dialect abilities (capacity for oral and composed
correspondence in various dialects), benefits of a person and social capabilities
(commonality with national and world culture (Olubusayo, 2014).
Essential competencies demonstrate specificities of the teaching profession
and incorporate educational competencies (capacity of an educator to exchange
information to understand and make them inspired by the learning procedure),
organizational competencies (capacity of a teacher to effectively compose informative
exercises of students), pedagogical thinking (reflexive capacity of an educator
identified with his/her very own exercises and the arranged exercises), cognitive and
creative based competencies (capacity of a teacher to sort out a procedure of learning
with understanding of students, to fit the objectives of educating with intellectual
capacities of student), psychological based competencies (capacity of an educator to
regard an extraordinary identity of a student in the teaching process), evaluation based
competencies (capacity of an teacher to impartially view students’ academic

18
achievement and the learning process, his/her very own work, proficient work of
partners, positive and negative perspectives in the arrangement of training
completely).
Factors that affect teachers’ competencies
It is focused in literature that competent teachers have sympathies for their
students, the all are expressive and well organized and they are also generally
considered to be more experienced teachers. Brilliant teachers are those one who have
interests: interest for learning, for their filed, for their students and for their teaching.
Researchers also reveal that good teaching also depends on what is being taught and
in which teaching is placed in classrooms. The performance of teachers in all
education system is one of the few factors that defined learning objectives and
effectives of school.
According to Selmer (2004), teaching is honorable yet demanding occupation.
In order for teachers to maintain high level of professional performance, they duly
need to undertake individual concern for their own development, growth and
performance. In education system teachers are considered as the most important
component. How well teachers teach depends on inspiration, experience,
qualification, ability and a mass of different elements, not the least of these being the
environment and management with structure in which they perform their jobs.
Teachers must be viewed as major part of solution, not be considered as the part of
any problem. Poor pay, low status and morale are key causes of poor performance and
corrupt behavior in the public sector.
Ethell and McMeriman (2000) explain that internal factors have an impact on
teacher’s feelings of success and various external factors can either help or prevent a
teacher’s achievement. Number of components is there that have impact on teacher

19
performance directly. Expanded obligations and requests on time, low pay and
troublesome students significantly affect teacher’s disposition towards their
profession. Moreover, absence of help from the staff at all levels affect teacher
performance. Similarly, teachers are not given any exemption. Students lead problems
and low pay in the classroom are only a few problem that a teacher have to face. So as
to move in the direction of an answer, the initial step is to distinguish those variables
that have the best effect moral, both positive and negative (Loughran & Berry, 2005).
Characteristics of teachers’ competencies
Competent teachers are those who urge their students to think on social
interaction, and engage them to change the current situation that may shapes their
lives and future as well. Additionally, a capable instructors is one who through
discourse to accomplish certifiable learning since students and teachers are occupied
with shared basic discourse, they commonly construct and create knowledge rather
than latently transmitting it, since their encounters, ponder them lastly make basic
assessment hardware of instruction. In the system of formal education, students’
academic achievement can be assessed at which offers ascent to three sorts of
performance, assessment and these are: diagnostic, summative or formative
assessment and evaluation (Young & Kim, 2010).
Few studies that focus on the impact of teacher’s competencies on students’
academic achievement have demonstrated that there is a positive connection between
of teachers and their experiences as a teacher in education. The proofs presently
recommend that fresh teachers are more active and competent then increasingly senior
teachers (Rivkin, Hanushek, & Kain, 2000).

20
Chapter III
Research Methodology
This chapter deals with the explanation of the procedure of the study including
population, sampling technique, sample size research design, instrumentation, validity
and reliability of Instruments, data collection and data analysis techniques.
Research design
This research was quantitative in nature because it investigated the causal
comparative relationship between teachers’ competencies and students’ academic
achievement by using statistical analysis of the data. A descriptive survey was
conducted in public sector boys’ elementary schools in district Lahore. A self-
developed test for students and a self-developed structured quantitative observation
sheet was used to explore teachers’ competencies at elementary level in district
Lahore. Both descriptive (mean and SD) and inferential statistics (Independent
samples t-test, MANOVA) was applied to determine the status of population with
respect to demographical variables. Along with this, classes were observed in 20
boys’ elementary schools to identify the impact of teacher’s competencies on
students’ academic achievement by teachers teaching the subject of general science to
Grade VIII.
Population of the study
The population of this study consisted male students of government
elementary schools of district Lahore. At this time, there are 93 government boys’
elementary schools in Lahore in which 54081 male students are studying (School
Education Department, 2018).

21
Table 3.1
Population of the study
Category No of Elementary Students

Schools
Govt. Boys Elementary Schools 93 54081
Sampling Design
Multistage sampling techniques were used. Sampling techniques used to select
the sample from population by decreasing the no. of respondents in controllable size.
Sample size exactly represents the population (Johanson & Brooks, 2010). At the first
stage 20 elementary schools for boys in Lahore were selected by using simple random
sampling technique. At second stage convenient sampling technique was used to
select 60 students from each school. Therefore, 1200 students were selected from 20
schools.
22
Table 3.2
Sample of the study
Category Selected schools Selected students
Boys Elementary Schools

20 1200
of Lahore
For the quantitative observation part, 1 teacher was selected from each school
so in this way 20 teachers were taken from 20 public sector boys’ elementary schools
and in each school class of Grade VIII was observed, it was observed for the subject
of general science. Subject of general science was observed in each class room of
grade VIII for two days. In this way, a total of 40 observations conducted in 20
schools of 20 teachers to identify teachers’ competencies during teaching of general
science at Grade VIII.
Total 233 Public Sector Elementary Schools in Lahore
Boys Elementary Schools 93
20 Boys Elementary schools Selected
60 students selected from each school
Total Sample
60x20=1200 Students
Fig.3 Sample of the study

23
Instrumentation
In this study two research instruments, quantitative observation sheet and
student achievement test were used. for first quantitative part, a structured
quantitative observation sheet for teachers’ observation was developed to observe the
differences between the teacher’s competencies of best and low level schools’
teachers. Which contained closed ended questions. Instrument was prepared by
researcher after reviewing the related literature. Instrument contained some
constructs, teacher’s competencies, and student’s achievement, attitudes, knowledge
and classroom management, which were decided after reviewing the related literature.
For second quantitative part, a student’s achievement test having 30 stems was
developed to collect data from students as per requirement of the study. First part of
the instrument contained demographic variables (School name, Locale and Medium).
Second part of the instrument was based on 30 stems to explore impact of teachers’
competencies on students’ academic achievement at elementary level. Hence a total of
40 observations were made of twenty male teachers.
Validation of Instrument
The validity of the instrument includes content, criterion-related, and
construct was ensured by expert opinion. Three experts of the relevant field of study
were consulted for validation of the instruments. Instrument was piloted to check
reliability and validity. For this purpose schools were categorizes into two groups best
and Low level schools. Total 120 male students were selected, 60 students from best
and 60 from low level schools were conveniently select to check reliability of the
instrument. Same like that 2 teachers were observed from both levels of schools. This
sample was not being included in actual study. Similarly, reliability of the instrument
24
was investigated by using Cronbach Alpha. The observation checklist was also being
validated through experts’ opinion.

25
Table 3.3
Internal consistency of observation sheet by using Cronbach Alpha
Cronbach Alpha No. of items

Constructs
Knowledge .845 06
Skills .945 12
Attitude .795 06
Classroom Management .912 06
Total .901 30
Cronbach Alpha test was used to find out Construct-wise reliability of the tool
as seen in Table 3.3. The first construct Knowledge had good reliability .845 with 06
items, second construct Skills had good reliability 0.945 with 12 items, third construct
had acceptable reliability 0.795 with 06 items and last construct had good reliability
0.912 with 06 items. Overall total instrument reliability was 0.901 with 30 items and
it considered very good reliability.
Data Collection
The researcher visited public sector sampled schools personally and collected
the data from respondents. Instruction about the questionnaire was given to the
responded. Prior permission was pursued from the heads and relevant teachers of the
schools to make classroom observations and filling in questionnaires from the
sampled students in the subject of general science of Grade VIII.

26
Data Analysis
Descriptive and inferential statistical analysis techniques were applied to
analyze the data. Descriptive statistics used the data to provide descriptions of the
population, either through numerical calculations/graphs/tables and inferential
statistics made inferences and predictions about a population based on a sample
of data taken from the population (Johanson & Brooks, 2010). Descriptive statistics
was used to describe the data while inferential statistics was used to determine the
accuracy of the data. Observations were analyzed using proper coding procedure.
27
Table 3.4
Summary of the Research Methodology
Research Objectives Research questions Instrument Data

analysis
techniques
1. To observe What is the significance Observation (Frequency,

teachers’ different difference between the Checklist Mean and
competencies teachers’ knowledge St.
during teaching competencies of low and best Deviation)
class of general level schools during the Independent
science subject at teaching class of general samples t-
Grade VIII. science subject at Grade VIII? test
What is the significance
difference between the
teachers’ skills competencies
of low and best level schools
during the teaching class of
general science subject at
Grade VIII?

teachers’ attitude
competencies of low and best
level schools during the
teaching class of general

teachers’ classroom
management competencies of
low and best level schools
during the teaching class of
general science subject at
Grade VIII?
28
2. To find out the What is the impact of Test General

impact of teachers’ teachers’ competencies on Linear
competencies on students’ academic Model
students’ academic achievement at Grade VIII
achievement at regarding location of school?
Grade VIII.
What is the impact of
teachers’ competencies on
students’ academic
achievement at Grade VIII
regarding medium of school?
3. To find out the What are the locale-wise Test Independent

differences in differences in students’ samples t-
students’ academic academic achievement test
achievement regarding teachers’
competencies
among locale-wise,
school-wise: best
and low, and
Medium-wise at What are the school-wise: best Test Independent
Grade VIII. and Low, differences in samples t-
students’ academic test
achievement regarding
teachers’ competencies at
Grade VIII.
What are the medium-wise Test Independent

differences in students’ samples t-
academic achievement test
regarding teachers’
competencies at Grade VIII?
29
Chapter IV
Analysis and Interpretation of Data
This chapter deals with the analysis and interpretation of data. The questionnaire that
was used for collection of data was analyzed by using descriptive and inferential
statistics. The items which were supposed to assess are the impact of teachers’
competencies on students’ academic achievement.
This chapter has main two sections. Section “A” is related to quantitative data
analysis of the items in the quantitative observation checklist which was done by
measuring mean, frequency and independent sample T-test was used. Data collected
on 5 point Likert-Type scale so each statement was allotted a score as strongly Never
=1, Rare =2, Sometimes=3, Mostly= 4, Always = 5. And section “B” is related to
quantitative data analysis of the test which was done by General Linear Model and
independent samples T-test. Descriptive statics was employed to compare frequencies
and mean.
30
Quantitative
Test Data Analysis of data Results of

Data both
Quantitative
Data
Observational Analysis of data
Checklist
Data
Quantitative
Findings
Fig 4.1 Data Analysis Technique
In section “A” Descriptive statistics and inferential statistics techniques were
used for data analysis. First instrument (structured quantitative observation) was used
by the researcher to collect data and then it was analyzed with the help of computer
software “Statistical Package for Social Sciences” (SPSS). SPSS was used to analyze
data by calculating percentage, mean scores of responses, standard deviation and
independent samples t-test.
Section “A” Quantitative Analysis of Teachers’ Competencies based
Observation Checklist
In section A, quantitative data analysis was performed. Researcher recorded Teachers’
competencies by using structured quantitative observational checklist. Demographical
variable (locality) was analyzed by frequency and percentage. Researcher recorded
overall responses through observation by using quantitative observational checklist
were analyzed by computer software (SPSS) through proper coding of checklist.

31
Table 4.1
School location (General Information)
Variables f %
Locality
Rural 4 20.0
Urban 16 80.0
Total 20 100.0
Table 4.1 shows the school location in general observation checklist of teachers’
competencies. In this research 4 schools from the rural areas and 16 schools from the
urban areas of the Lahore were selected. In this research total 20 schools were
selected from district of Lahore.
Objective 1
Objective of this study is to find out the significance difference between the teachers’
knowledge based competencies of low and best level schools during the teaching of

32
Research Question 1.1
What is the significance difference between the teachers’ knowledge competencies of
low and best level schools during the teaching general science subject at Grade VIII?
Table 4.2
Observing knowledge competencies of teachers during teaching general science

subject at Grade VIII
Low Best
Construct M SD M SD t df P
Knowledge 12.85 1.35 20.15 1.55 11.97 18 <.001
An independent-samples t-test was conducted to compare the teachers’ knowledge
competencies of both groups of schools: low and best. Table 4.2 indicated that there
was significance difference between knowledge of low level school teachers
(M=12.85, SD=1.35 and best school teachers (M=20.15, SD=1.55); t (18) =11.97,
p<.001. Result shows that there was statistical significance difference between the
teachers’ knowledge competencies of both level of schools; low and best. Result
shows that teachers of low level schools were not possessed certain knowledge based
competencies as the teachers of best schools have.

33
What is the significance difference between the teachers’ skills competencies
of low and best level schools during the teaching of general science subject at Grade
VIII?
Table 4.3
Observing Skills competencies of teachers during teaching the of general science
subject at Grade VIII
Low Best
Construct M SD M SD t df P
Skills 26.35 2.68 48.04 3.64 15.35 18 <.001
An independent-samples t-test was conducted to compare the teachers’ skills
competencies scores of both groups of schools: low and best. Table 4.3 indicated that
there was significance difference between skills scores of low level school (M=26.35,
SD=2.68) and best school (M=48.04, SD=3.64; t (18) =15.35, p<.001. Result shows
that there was statistical significance difference between the skills of teachers of both
groups of schools (low and best). Result shows that teachers of low schools were not
possessed certain skills based competencies as the teachers of best schools have.
34
Research Question 1.3:
What is the significance difference between the teachers’ attitude
competencies of low and best level schools during the teaching of general
Table 4.4
Observing different Attitude based competencies of teachers’ during teaching general
science subject at Grade VIII
Low Best
Construct
M SD M SD T df p
Attitude 12.65 1.79 24.00 1.48 15.28 18 <.001
An independent-samples t-test was conducted to compare the teachers’
attitude competencies scores of both groups of schools: low and best. Table 4.4
indicated that there was significance difference between attitude scores of low level
school (M=12.65, SD=1.79) and best school (M=24.00, SD=1.48); t (18) =15.28,
p<.001. Result shows there was statistical significance difference between the attitude
scores of teachers of both groups of schools: low and best. Result shows that teachers
of low level schools were not possessed certain attitude based competencies as the
teachers of best schools have.

35
What is the significance difference between the teachers’ classroom management
competencies of low and best level schools during the teaching of general science
subject at Grade VIII?
Table 4.5
Observing Classroom management based competencies of teachers’ during teaching

general science subject at Grade VIII
Low Best
Construct
M SD M SD t df p
Classroom management 13.25 1.38 25.05 1.52 18.42 18 <.001
An independent-samples t-test was conducted to compare teachers’ classroom
management competencies scores of teachers for both groups of schools: low and
best. Table 4.5 indicated that there is significance difference between scores of
classroom management of low level school (M=13.25, SD=1.38) and best school
(M=25.05, SD=1.52); t (18) =18.42, p<.001. Result shows statistical significance
difference between the classroom management scores of teachers of both groups of
schools (low and best). Result shows that teachers of low schools were not possess
certain classroom management based competencies as the teachers of best schools
have.
36

Achievement
Table 4.6
Demographical information of students (General information)
Variable f %
School Best 600 50.0
Low 600 50.0
Total 1200 100.0
Location Rural 240 20.0
Urban 960 80.0
Total 1200 100.0
Medium Urdu 540 45.0
English 660 55.0
Total 1200 100.0
Table 4.6 shows students’ demographical variables information. There were 600
students from best schools and 600 students from low level schools of Lahore in this
study. There were 240 students from rural area and 960 students from urban area of
Lahore in this research study. There were 540 students from Urdu medium and 660
students from English medium schools of Lahore in this research study.
Objective 2
Objective of this study is to find out the impact of teachers’ competencies on
students’ academic achievement at Grade VIII.

37

What is the impact of teachers’ competencies on students’ academic
achievement at Grade VIII regarding location of school?
Table 4.7
Impact of teachers competencies on Students’ academic achievement at Grade VIII
regarding location of school
Rural Urban
Best Low Best Low
Variables M SD M SD M SD M SD
Human Organ System 64.00 22.63 62.66 21.07 78.11 18.03 63.85 23.06
Cell Division 44.00 34.69 48.55 20.71 72.81 18.32 50.28 27.65
Biotechnology 42.00 24.61 59.66 26.86 72.96 20.18 52.42 23.98
Pollutants and Their effects on 36.00 19.76 48.22 19.35 76.85 18.50 42.85 25.39
Environment
Chemical Reactions 42.00 26.21 52.88 20.12 76.59 21.31 44.42 24.64
Acids. Alkalis/Bases and Salts 45.00 24.98 49.16 17.72 78.61 18.96 44.64 22.41
A two-way between-groups multivariate analysis of variance was performed
to investigate the location-wise scores differences of students’ academic achievement.
Five dependent variables were used: human organ system, cell division,
biotechnology, pollutants and their effects on environment, chemical reactions and
acids, alkalis/bases and salts. The independent variables were location and school.
Table 4.7 shows that the mean score of human organ system indicated that
students of urban area schools reported higher academic score (best=78.11, SD=18.03
& low. M=63.85, SD= 23.06) then rural area schools (best. M=64.00, SD=22.63 &
low. M=62.66, SD= 21.07). Results show that students’ academic achievement in
human organ system of urban area schools is higher than the rural area schools.
Table 4.7 shows that the mean score of cell division indicated that students of
urban area schools reported higher academic score (best. M=72.81, SD=18.32& low.
38
M=50.28, SD= 27.65) then rural area schools (best. M=44.00, SD=34.69 & low.
M=48.55, SD= 20.71). Results show that students’ academic achievement in cell
division of urban area schools is higher than the rural area schools.
Table 4.7 shows that of the mean score of biotechnology indicated that
students of urban area schools reported higher academic score (best. M=72.96,
SD=20.18 & low. M=52.42, SD= 23.98) then rural area schools (best. M=42.00,
SD=24.61 & low. M=59.66, SD= 26.86). Results show that students’ academic
achievement in biotechnology of urban area schools is higher than the rural area
schools.
Table 4.7 shows that the mean score of pollutants and their effects on
environment indicated that students of urban area schools reported higher academic
score (best. M=76.85, SD=18.50 & low. M=42.85, SD= 25.39) then rural area schools
(best. M=36.00, SD=19.76 & low. M=48.22, SD= 19.35). Results show that students’
academic achievement in pollutants and their effects on environment of urban area
schools is higher than the rural area schools.
Table 4.7 shows that the mean score of chemical reactions and acids indicated
that students of urban area schools reported higher academic score (best. M=76.59,
achievement in chemical reactions and acids of urban area schools is higher than the
rural area schools.
Table 4.7 shows that the mean score of acids, alkalis/bases and salts indicated
that students of urban area schools reported higher academic score (best. M=78.61,
achievement in acids, alkalis/bases and salts of urban area schools is higher than the
rural area schools.

39
Table 4.8
Significance differences of urban and rural schools on all factors
Hypothesis partial
Value F Error df p
df η2
Wilks'
.839 37.96 6 1191 <.001 .16
Lambda
Table 4.8 shows that there was statistically significant differences between
urban and rural schools on human organ system, cell division, biotechnology,
pollutants and their effects on environment, chemical reactions and acids,
alkalis/bases and salts, F (6, 1191) = 37.96, p<.001; Wilks' Lambda=.839, partial η2
= .16.
40
Table 4.9
Significance differences of school: best and low on all factors
Hypothesis partial
Value F Error df p
df η2
Wilks'
.886 25.53 6 1191 <.001 .11
Lambda
Table 4.9 shows that there was statistically significant differences between
best and low level schools on human organ system, cell division, biotechnology,
alkalis/bases and salts F (6, 1191) = 25.53, p<.001; Wilks' Lambda=.886, partial η2 =
.11.
41
Table 4.10
Significance differences of urban & rural and best & low level schools on all factors
Hypothesis partial
Value F Error df p
df η2
Wilks'
.760 62.60 6 1191 <.001 .24
Lambda
Table 4.10 shows that there was statistically significant differences among
urban & rural and best & low level on human organ system, cell division,
acids, alkalis/bases and salts F (6, 1191) = 62.60, p<.001; Wilks' Lambda=.760,
partial η2 = .24.
42
Table 4.11
Significance differences of urban and rural schools on all factors
Variables F df p partial
η2
Human Organ System 20.84 1 <.001 .02
Cell Division 64.98 1 <.001 .05
Biotechnology 40.67 1 <.001 .03
Pollutants and Their effects on 104.48 1 <.001 .08
Environment
Chemical Reactions 50.40 1 <.001 .04
Acids, Alkalis/Bases and Salts 76.91 1 <.001 .06
Table 4.11 shows that urban and rural schools have significance difference on
human organ system (F (1, 1196) = 20.84, p<.001, partial η2 = .02).
cell division (F (1, 1196) = 64.98, p<.001, partial η2 = .05).
biotechnology (F (1, 1196) = 40.67, p<.001, partial η2 = .03).
pollutants and their effects on environment (F (1, 1196) = 104.48, p<.001, partial η2 =
.08).
Table 4.11 shows table that urban and rural schools have significance
difference on chemical reactions (F (1, 1196) = 50.40, p<.001, partial η2 = .04).
acids, alkalis/bases and salts (F (1, 1196) = 76.91, p<.001, partial η2 = .06).
Results show that urban and rural schools have significance differences on all factors.
43
Table 4.12
Significance differences of best and low level schools on all factors
Variables F df p partial η2
Cell Division 22.50 1 <.001 .02
Biotechnology .59 1 >. 441 .00
Pollutants and Their effects on Environment 39.33 1 <.001 .03
Table 4.12 shows that best and low level schools have significance difference
on human organ system (F (1, 1196) = 21.62, p<.001, partial η2 = .02).
on cell division (F (1, 1196) = 22.50, p<.001, partial η2 = .02).
Table 4.12 shows that best and low level schools have no significance
difference on biotechnology (F (1, 1196) = .59, p>. 441, partial η2 = .00).
on pollutants and their effects on environment (F (1, 1196) = 39.33, p<.001, partial η2
= .03).
on chemical reactions (F (1, 1196) = 33.41, p<.001, partial η2 = .03).
Table 4.12 shows that best and low level schools have has significance
difference on acids, alkalis/bases and salts (F (1, 1196) = 80.73, p<.001, partial η2 =
.06).
Result shows that best and low schools have significance differences on all
factors except biotechnology.

44
Table 4.13
Significance differences of both urban & rural and best and low level school on all
factors
Cell Division 51.09 1 <.001 .04
Biotechnology 105.44 1 <. 001 .08
Pollutants and Their effects 177.22 1 <.001 .13

on Environment
Acids. Alkalis/Bases and Salts 132.20 1 <.001 .10
Table 4.13 shows that urban & rural and best & low level school both have
significance differences on human organ system (F (1, 1196) = 14.86, p<.001, partial
η2 = .01).
significance differences on cell division (F (1, 1196) = 51.09, p<.001, partial η2 =
.04).
significance differences on biotechnology (F (1, 1196) = 105.44, p<.001, partial η2 =
.08).
significance differences on pollutants and their effects on environment” (F (1, 1196) =
177.22, p<.001, partial η2 = .13).

45
significance differences on chemical reactions (F (1, 1196) = 136.80, p<.001, partial
η2 = .10).
significance differences on acids, alkalis/bases and salts (F (1, 1196) = 132.20,
p<.001, partial η2 = .10).

46
Table 4.14
Means scores differences of all the factors
95% CI
Variables
M Std. Error LB UB
Human Organ System 67.16 .84 65.51 68.80
Cell Division 53.91 .95 52.05 55.77
Biotechnology 56.76 .93 54.94 58.59
Pollutants and Their effects on Environment 50.98 .87 49.28 52.69
Chemical Reactions 53.98 .92 52.17 55.78
Acids. Alkalis/Bases and Salts 54.35 .83 52.73 55.98
Table 4.14 shows that the highest mean score is of human organ system which
is 67.16 and lowest mean is of pollutants and their effects on environment which is
50.98
Mean score of cell division is 53.91 which is less than the mean score of
human organ system.
Mean score of biotechnology is 56.76 which is high then the mean score of
cell division.
Mean score of pollutants and their effects on environment is 50.98 which is
less than the mean score of biotechnology.
Mean score of chemical reactions is 53.98 which is high then the mean score
of pollutants and their effects on environment.
Mean score of acids, alkalis/bases and salts is 54.35which is high then the
mean score of chemical reactions.

47
Table 4.15
Mean score differences of rural and urban schools
95% CI
Variables Location M Std. LB UB
Error
Human Organ System Rural 63.33 1.54 60.32 66.35
Urban 70.98 .67 69.67 72.30
Cell Division Rural 46.28 1.73 42.87 49.68
Urban 61.55 .76 60.06 63.04
Biotechnology Rural 50.83 1.71 47.49 54.18
Urban 62.70 .74 61.24 64.16
Pollutants and Their effects on Rural 42.11 1.59 38.99 45.23
Environment Urban 59.85 .69 58.49 61.22
Chemical Reactions Rural 47.44 1.69 44.13 50.75

Urban 60.51 .74 59.07 61.95
Acids, Alkalis/Bases and Salts Rural 47.08 1.52 44.10 50.06
Urban 61.63 .66 60.33 62.93
Table 4.15 shows that the mean score of human organ system is high in urban
area which is 70.98 and low in rural area which is 63.33.
Mean score of cell division is high in urban area which is 61.55 and low in
rural area which is 46.28.
Mean score of biotechnology is high in urban area which is 62.70 and low in
rural area which is 50.83.
Mean score of pollutants and their effects on environment is high in urban area
which is 59.85and low in rural area which is 42.11.
Mean score of chemical reactions is high in urban area which is 60.51 and low
in rural area which is 47.44.
Mean score of acids, alkalis/bases and salts is high in urban area which is
61.63 and low in rural area which is 47.08.

48
Table 4.16
Mean score differences of best and low schools
95% CI
Variables School M Std. LB UB
Error
Human Organ System Best 71.06 1.40 68.30 73.81
Low 63.26 .99 61.46 65.06
Cell Division Best 58.40 1.58 55.30 61.52
Low 49.42 1.04 47.38 51.46
Biotechnology Best 57.48 1.56 54.43 60.53
Low 56.05 1.02 54.05 58.05
Pollutants and Their effects on Best 56.43 1.45 53.58 59.27
Environment Low 45.54 .95 43.67 47.40
Chemical Reactions Best 59.30 1.54 56.27 62.32

Low 48.66 1.00 46.68 50.64
Acids, Alkalis/Bases and Salts Best 61.80 1.38 59.08 64.53
Low 46.90 .90 45.12 48.69
Table 4.16 shows that the mean score of human organ system is high in best
school which is 71.06 and low in low level school which is 63.26.
Mean score of cell division is high in best school which is 58.40 and low in
low level school which is 49.42.
Mean score of biotechnology is high in best school which is 57.48and low in
low level school which is 56.05.
Mean score of pollutants and their effects on environment is high in best
school which is 56.43and low in low level school which is 45.54.
Mean score of chemical reactions is high in best school which is 59.30 and
low in low level school which is 48.66.
Mean score of acids, alkalis/bases and salts is high in best school which is
61.80and low in low level school which is 46.90.

49
Table 4.17
Mean score differences of interaction between location and school
Variables 95% CI
Location School M Std. LB UB
Error
Human Organ System Rural Best 64.00 2.66 58.78 69.22
Low 62.67 1.54 59.65 65.68
Urban Best 78.11 .89 76.37 79.85
Low 63.86 1.01 61.88 65.83
Cell Division Rural Best 44.00 3.01 38.10 49.90
Low 48.56 1.74 45.15 51.96
Urban Best 72.81 1.00 70.85 74.78
Low 50.29 1.14 48.05 52.52
Biotechnology Rural Best 42.00 2.95 36.21 47.79
Low 59.67 1.70 56.32 63.01
Urban Best 72.96 .98 71.03 74.89
Low 52.43 1.12 50.24 54.62
Pollutants and Their effects on Rural Best 36.00 2.76 30.59 41.41
Environment Low 48.22 1.59 45.10 51.34
Urban Best 76.85 .92 75.05 78.65
Low 42.86 1.04 40.81 44.90
Chemical Reactions Rural Best 42.00 2.92 36.27 47.73
Low 52.89 1.69 49.58 56.20
Urban Best 76.59 .97 74.68 78.50
Low 44.43 1.10 42.26 46.59
Acids, Alkalis/Bases and Salts Rural Best 45.00 2.63 39.83 50.16
Low 49.17 1.52 46.18 52.15
Urban Best 78.61 .88 76.89 80.33
Low 44.64 .99 42.69 46.59
Table shows 4.17 that the mean score of human organ system is high in urban
areas schools (best= 78.11 and low=63.86) and low in rural areas schools (Best=64.00
and Low= 62.67)
Mean score of cell division is high in urban areas schools (best= 72.81 and
low=50.29) and low in rural areas schools (best=44.00 and low= 48.56)
Mean score of biotechnology is high in urban areas schools (best= 72.96 and
50
Mean score of pollutants and their effects on environment is high in urban
areas schools (best= 76.85 and low=42.86) and low in rural areas schools (best=36.00
and low= 48.22)
Mean score of “Chemical Reactions” is high in urban areas schools (Best=
76.59 and Low=44.43) and low in rural areas schools (Best=42.00and Low= 52.89)
Mean score of “Acids, Alkalis/Bases and Salts” is high in urban areas schools
(Best= 78.61and Low=44.64) low in rural areas schools (Best=45.00 and Low=
49.17)
51
What is the impact of teachers’ competencies on students’ academic achievement at
Grade VIII regarding medium of school?
Table 4.18
Impact of Students’ academic achievement at Grade VIII regarding medium of school
Variables Medium School M S.D N
Human Organ System Urdu Best 71.00 20.10 240

Low 65.00 23.37 300
English Best 80.50 17.24 360
Low 62.00 21.48 300
Cell Division Urdu Best 66.33 26.19 240
Low 50.53 23.38 300
English Best 72.33 18.85 360
Low 49.00 27.96 300
Biotechnology Urdu Best 64.66 24.58 240
Low 60.20 26.25 300
English Best 73.33 20.58 360
Low 49.00 22.55 300
Pollutants and Their effects on Environment Urdu Best 67.66 24.64 240
Low 45.93 21.78 300
English Best 76.17 19.91 360
Low 43.00 25.71 300
Chemical Reactions Urdu Best 68.08 25.54 240
Low 50.93 21.52 300
English Best 76.50 22.64 360
Low 43.00 25.08 300
Acids, Alkalis/Bases and Salts Urdu Best 70.83 24.98 240
Low 47.00 19.28 300
English Best 78.19 19.37 360
Low 45.00 22.95 300
A two-way between-groups multivariate analysis of variance was performed
to investigate the medium-wise scores differences of students’ academic achievement.
Five dependent variables were used: human organ system, cell division,
acids, alkalis/bases and salts. The independent variables were location and school.
Table 4.18 shows that the mean Score of human organ system of english
medium schools reported higher Mean and Standard. Deviation (best. M=80.50,
52
SD=17.24 & low. M=62.00, SD= 21.48) then Urdu medium schools (best. M=71.00,
SD=20.10 & low. M=65.00, SD= 23.37).
Table 4.18 shows that the Mean Score of cell division of english medium
schools reported higher Mean and Standard. Deviation (best. M=72.33, SD=18.85&
low. M=49.00, SD= 27.96) then urdu medium schools (best. M=66.33, SD=26.19 &
low. M=50.53, SD= 23.38).
Table 4.18 shows that the Mean Score of biotechnology of english medium
schools reported higher Mean and Standard. Deviation (best. M=73.33, SD=20.58 &
low. M=49.00, SD= 22.55) then Urdu medium schools (Best. M=64.66, SD=24.58 &
Low. M=60.20, SD= 26.25).
Table 4.18 shows that the Mean Score of pollutants and their effects on
Environment of english medium schools reported higher Mean and Standard.
Deviation (best. M=76.17, SD=19.91 & low. M=43.00, SD= 25.71) then Urdu
medium schools (Best. M=67.66, SD=24.64 & Low. M=45.93, SD= 21.78).
Table 4.18 shows that the Mean Score of chemical reactions of english
SD=22.64 & low. M=43.00, SD= 25.08) then urdu medium schools (best. M=68.08,
SD=25.54 & low. M=50.93, SD= 21.52).
Table 4.18 shows that the Mean Score of acids, alkalis/bases and salts of
english medium schools reported higher Mean and Standard. Deviation (best.
M=78.19, SD=19.37& low. M=45.00, SD= 22.95) then urdu medium schools (best.
M=70.83, SD=24.98 & low. M=47.00, SD= 19.28).

53
Table 4.19
Significance difference of urdu and english medium schools on all factors
Value F Hypothesis Error df P partial

df η2
Wilks' .984 3.31 6 1191 <.005 .02

Lambda
Table 4.19 shows that there was statistically significant difference between
Urdu and English medium schools on human organ system, cell division,
acids, alkalis/bases and salts, F (6, 1191) = 3.31, p<.005; Wilks' Lambda=.984,
partial η2=. 02.

54
Table 4.20
Significance difference of school (best and low) on all factors
Value F Hypothesis df Error df p partial η2
Wilks' Lambda .553 160.74 6 1191 <.001 .45
Above table 4.20 shows that there was statistically significant differences
between best and low level schools on human organ system, cell division,
partial η2 =. 45.
55
Table 4.21
Significance differences of Urdu & English and best & low level schools on all factors
Hypothesis partial
Value F Error df p
df η2
Wilks'
.922 16.81 6 1191 <.001 .08
Lambda
Table 4.21 shows that there was statistically significant difference among
urban & rural and best & low level schools on human organ system, cell division,
partial η2=. 08.

56
Table 4.22
Significance differences of urdu and english medium schools on all factors
Human Organ System 7.36 1 >.005 .01
Cell Division 2.54 1 >.005 .00
Biotechnology .86 1 >.005 .00
Pollutants and Their effects on Environment 4.34 1 >.005 .00
Chemical Reactions .03 1 >.005 .00
Acids. Alkalis/Bases and Salts 4.57 1 >.005 .00
Table 4.22 shows that urdu and english medium schools have no significance
differences on human organ System (F (1, 1196) = 7.36, p>.005, partial η2=. 01).
difference on cell division (F (1, 1196) = 2.54, p>.005, partial η2 = .00).
difference on biotechnology (F (1, 1196) = .86, p>.005, partial η2 = .00).
Table 4.22 shows that urdu and english medium schools have has no
significance difference on pollutants and their effects on environment (F (1, 1196) =
4.34, p>.005, partial η2 = .00).
Table 4.22 shows that urdu and english medium schools have has no
significance difference on chemical reactions (F (1, 1196) = .03, p>.005, partial η2 =
.00).
difference on acids, alkalis/bases and salts, (F (1, 1196) = 4.57, p>.005, partial η2 =
.00).
Results show that Urdu and English medium schools have no significance
differences on all factors.

57
Table 4.23
Significance differences of best and low level schools on variables
Cell Division 195.35 1 <.001 .14
Acids. Alkalis/Bases and Salts 517.21 1 <.001 .30
Table 4.23 shows that best and low level schools has significance difference
on human organ system (F (1, 1196) = 104.53, p<.001, partial η2 =.08).
on cell division (F (1, 1196) = 195.35, p<.001, partial η2 = .14).
on biotechnology (F (1, 1196) = 111.36, p<.001, partial η2 = .08).
on pollutants and their effects on environment (F (1, 1196) = 422.43, p<.001, partial
η2 = .26).
on chemical reactions (F (1, 1196) = 338.19, p<.001, partial η2 = .22).
on acids, alkalis/bases and salts (F (1, 1196) = 517.21, p<.001, partial η2 = .30).
Results show that best and low level schools have significance differences on all
factors.
58
Table 4.24
Significance differences of both Urdu & English medium and best low level schools
on all factors
Variables F df P partial η2
Cell Division 7.24 1 >.005 .01
Table 4.24 shows that urdu & english medium and best low level schools both
have significance differences on human organ system” (F (1, 1196) = 27.21, p<.001,
partial η2 = .02).
Table 4.24 shows that urdu & english medium and best & low level schools
have no significance differences on cell division (F (1, 1196) = 7.24, p>.005, partial
η2 = .01).
have significance differences on biotechnology (F (1, 1196) = 52.99, p<.001, partial
η2 = .04).
have significance differences on pollutants and their effects on environment (F (1,
1196) = 18.32, p<.001, partial η2 = .01).
Table 4.24 shows that urdu & english medium and best low level schools have
significance differences on chemical reactions (F (1, 1196) = 35.24, p<.001, partial η2
= .03).
59
have significance differences on acids, alkalis/bases and salts (F (1, 1196) = 13.94,
p<.001, partial η2 = .01).
Objective 3
The objective of this study is to find out the local-wise, School-wise: best and
low, and Medium-wise, differences in students’ academic achievement in general
science subject at Grade VIII.

60
What are the local-wise, differences in students’ academic achievement in
general science subject at Grade VIII regarding human 0rgan system , cell division ,
biotechnology , pollutants and their effects on environment, chemical reactions and
acids, alkalis/bases and Salts?
Table 4.25
Local-wise differences in students’ academic achievement regarding factor analysis
Locale of
Variables N M S.D t df P
School
Human Organ System Rural 240 232.08 32.40
Urban 960 227.92 32.86 1.762 1198 .078
Cell Division Rural 240 275.50 43.25

Urban 960 291.02 46.02 -4.729 1198 .000
Biotechnology Rural 240 217.42 46.66

Urban 960 228.00 45.13 -3.227 1198 .001
Pollutants and Their effects Rural 240 245.00 44.38
on Environment Urban 960 254.02 40.75 -3.012 1198 .003
Chemical Reactions Rural 240 243.50 45.71
Urban 960 232.21 43.63 3.551 1198 .000
Acids, Alkalis/Bases and Rural 240 247.17 44.27
Salts Urban 960 255.20 40.74 -2.687 1198 .007
An independent-samples t-test was conducted to compare the “Human Organ
System”, “Cell Division” , “Biotechnology” , “Pollutants and Their effects on
Environment”, “Chemical Reactions and Acids”, “Alkalis/Bases and Salts “scores of
students for rural and urban area schools.
Above table 4.25 indicated that there was no significance difference between scores
of rural (M=232.08, SD=32.40) and urban (M=227.92, SD=32.86; t (1198) = 1.762,
p=.078 school’ students. Result shows that there was no statistical significance
61
difference between scores of rural and urban areas schools regarding “Human Organ
System”.
Table 4.25 indicated that there was significance difference between scores of rural
(M=275.50, SD=43.25) and urban (M=291.02, SD=46.02; t (1198) = -4.729, p=.000
school’ students. Result shows that there was statistical significance difference
between scores of rural and urban areas schools regarding cell division.
Table 4.25 indicated there was significance difference between scores of rural
between scores of rural and urban areas schools in biotechnology.
between scores of rural and urban areas schools in pollutants and their effects on
environment.
(M=243.50, SD=45.71) and urban (M=232.21, SD=43.63; t (1198) = 3.551, p=.000
between scores of rural and urban areas schools in chemical reactions.
between scores of rural and urban areas schools in acids, alkalis/bases and salts.
62
What are the School-wise (best and low) differences in students’ academic
achievement in general science subject at Grade VIII in human organ system , cell
division , biotechnology , pollutants and their effects on environment, chemical
reactions and acids, alkalis/bases and salts?
Table 4.26
School-wise (best and low) differences in students’ academic achievement regarding
factors analysis
Variables School N M S.D t df p
Human Organ System Best 600 227.27 27.70

Low 600 230.23 37.18 -1.567 1107 .117
Cell Division Best 600 300.13 42.55

Low 600 275.70 45.87 9.565 1191 .000
Biotechnology Best 600 220.50 39.77
Low 600 231.27 50.25 -4.115 1137 .000
Pollutants and Their effects on Best 600 265.33 33.32
Environment Low 600 239.10 44.89 11.493 1105 .000
Chemical Reactions Best 600 224.03 40.32
Low 600 244.90 45.59 -8.398 1180 .000
Acids, Alkalis/Bases and Salts Best 600 256.63 30.36
Low 600 250.57 50.20 2.533 985 .011
An independent-sample t-test was conducted to compare the organ system , cell
reactions and acids, alkalis/bases and salts, scores of students for best and low level
schools.
Table 4.26 indicated that there was no significance difference between scores of best
(M=227.27, SD=27.70) and low (M=230.23, SD=37.18; t (1107) = -1.567, p=.117
school’ students. Result shows that there was no statistical significance difference
between scores of best and low level schools in human organ system.
63
Table 4.26 indicated that there was significance difference between scores of best
(M=300.13, SD=42.55) and low (M=275.70, SD=45.87; t (1191) = 9.565, p=.000
levels Schools’ students. Result shows that there was statistical significance
difference between scores of best and low level schools in cell division.
Table 4.26 indicated there was significance difference between scores of best
(M=220.50, SD=39.77) and low (M=231.27, SD=50.25; t (1137) = -4.115, p=.000
level school’ students. Result shows that there was statistical significance difference
between scores of best and low level schools in biotechnology.
(M=265.33, SD=33.32) and low (M=239.10, SD=44.89; t (1105) = 11.493, p=.000
between scores of best and low level schools in pollutants and their effects on
environment.
(M=224.03, SD=40.32) and low (M=244.90, SD=45.59; t (1180) = -8.398, p=.000
between scores of best and low level schools in chemical reactions.
(M=256.63, SD=30.36) and low (M=250.57, SD=50.20; t (985) = 2.533, p=.011 level
between scores of best and low level schools in acids, alkalis/bases and salts.
64
What are the Medium-wise (Urdu and English) differences in students’
academic achievement in general science subject at Grade VIII in organ system , cell
Table 4.27
Medium-wise differences in students’ academic achievement regarding factors
analysis
Variables Medium N M S.D t df p

Human Organ System Urdu 540 231.33 33.86
English 660 226.64 31.78 2.473 1198 .014
Cell Division Urdu 540 290.59 43.73
English 660 285.73 47.50 1.844 1181 .065
Biotechnology Urdu 540 218.96 42.89
English 660 231.54 47.01 -4.841 1183 .000
Pollutants and Their effects on Urdu 540 251.26 41.77

Environment
English 660 253.00 41.55 -.720 1198 .471
Chemical Reactions Urdu 540 236.70 46.82
English 660 232.64 42.01 1.567 1094 .117
Acids, Alkalis/Bases and Salts Urdu 540 251.55 42.62
English 660 255.27 40.65 -1.534 1128 .125
An independent-sample t-test was conducted to compare the organ system , cell
reactions and acids, alkalis/bases and salts, scores of students for best and low level
schools.
Table 4.27 indicated that there was significance difference between scores of urdu
(M=231.33, SD=33.86) and english medium (M=226.64, SD=31.78; t (1198) = 2.473,
p=.014school’ students. Result shows that there was statistical significance difference
between scores of urdu and english medium schools in human organ system.
65
Table 4.27 indicated that there was no significance difference between scores of urdu
p=.065 level school’ students. Result shows that there was no statistical significance
difference between scores of Urdu and English medium schools in cell division.
Table 4.27 indicated there was significance difference between scores of Urdu
(M=218.96, SD=42.89) and english medium (M=231.54, SD=47.01; t (1183) = -4.841,
p=.000 level school’ students. Result shows that there was statistical significance
difference between scores of urdu and english medium schools in biotechnology.
Table 4.27 indicated there was no significance difference between scores of Urdu
(M=251.26, SD=41.77) and english medium (M=253.00, SD=41.55; t (1198) = -.720,
difference between scores of urdu and english medium schools regarding in pollutants
and their effects on environment.
Table 4.27 indicated there was no significance difference between scores of urdu
difference between scores of urdu and english medium schools in chemical reactions.
difference between scores of urdu and english medium schools in acids, alkalis/bases
and salts.
66
CHAPTER V
Summary, Findings, Discussion, Conclusion & Recommendations
This chapter of research tells the main ideas of this research, how study was
conducted and well-defined summary of the previous four chapters. This chapter
define the main five sections which are summary of the study, major findings/results,
discussion, conclusion and recommendation for further research or study.
Summary
Summary of this research study clarifies the aim of this casual comparative
research which was to observe the teachers’ competencies while teaching the general
science subject at Grade VIII at district Lahore. It encompasses such teaching
competencies that a teacher should possess while teaching the general science subject
at Grade VIII. This study focused on teachers’ competencies practiced in the classes
during the teaching of general science subject at Grade VIII. This study focused on
the relationship between teachers’ competencies and students’ academic achievement.
Therefore, a causal comparative research was conducted to find out the impact of
teachers’ competencies on students’ academic achievement at Grade VIII at district
Lahore. Literature review of this study was defined the different types and previous
studies about teachers’ competencies and its impact on students’ academic
achievement.
For this causal comparative research study, the researcher developed two
instruments. First instrument (Structured Quantitative Observation Sheet) was
developed for first quantitative part of this study to observe data collection of this
study. Second instrument (student’s achievement test) was developed for second
quantitative part of this study to find out the students’ academic achievement at Grade
VIII. Instruments of this study were developed after reviewing literature and then
67
constructs were developed for first quantitative instrument (Observation Sheet) and
(MCQs based test) was developed from the book of general science of Grade VIII.
The population of this study was consisted of male students of government
elementary schools of district Lahore. At this time, there are 93 government boys’
elementary schools in Lahore in which 54081 male students are studying (School
Education Department, 2018).
Multistage sampling techniques were used. Sampling techniques used to select
the sample from population by decreasing the no. of respondents in controllable size.
Sample size exactly represents the population (Johanson & Brooks, 2010). At the first
stage 20 elementary schools for boys at Lahore were selected by using simple random
sampling technique. At second stage, convenient sampling technique was used to
select 60 students from each school. Therefore, 1200 students were selected from 20
schools. For the quantitative observation part, 1 teacher was selected from each school
so in this way 20 teachers were taken from 20 public sector boys’ elementary schools
and in each school class of Grade VIII was observed, it was observed for the subject
of general science. Each class of Grade VIII in subject of general science was
observed for two days in each school. In this way, a total of 40 observations were
conducted in 20 schools of 20 teachers to identify teachers’ competencies during
teaching of general science at Grade VIII. To analyse impact of teachers’
competencies on students’ academic achievement at Grade VIII, SPSS was used to
analyse the data. Independent sample t-test and MANOVA were applied to test the
research questions.
In first quantitative part of teacher observation, when observer/researcher
observed teachers’ knowledge, skills, attitude and classroom management based
competencies while teaching general science subject at Grade VIII. It came to notice
68
by observations that contrary to the low level schools teachers, teachers of best
schools were practicing teacher’s competencies in classrooms.
The second quantitative part of students’ academic achievements of this study
showed that students’ academic achievement will be better of those teachers who
practiced teacher’s knowledge, skills, attitude and classroom management based
competencies during teaching general science subject at Grade VIII. Practicing of
teachers competencies will definitely effect students’ academic achievement.
Effectiveness of teachers is directly related to the students’ academic results. There
was statistical difference in students’ academic achievement of best and low level of
schools, and it was directly related to teacher’s competencies. There was statistical
difference in students’ academic achievement of rural and urban areas schools and
this was also depending upon the implementation of teacher’s competencies. There
was no statistical difference in students’ academic achievement of Urdu and English
medium schools students. This indicates, medium of instruction does not affect
students’ academic achievement.
Findings
Findings of the study drawn on the basis of data analysis are given as under.
Research Question 1
What is the significance difference between the teachers’ knowledge competencies of
1. An independent-samples t-test was conducted to compare the knowledge of the
teachers for both groups of schools: low and best. Table 4.2 indicated that there was
significance difference between knowledge of low level school teachers (M=12.85,
SD=1.35 and best school teachers (M=20.15, SD=1.55); t (18) =11.97, p<.001. Result
shows that there was statistical significance difference between the knowledge of
69
teachers of both level of schools; low and best. Result shows that teachers of low level
schools were not possessed certain knowledge based competencies as the teachers of
best schools have.
Research Question 2
What is the significance difference between the teachers’ skills competencies of low
and best level schools during the teaching general science subject at Grade VIII?
1. An independent-samples t-test was conducted to compare the skills competency
scores of teachers for both groups of schools: low and best. Table 4.3 indicated that
there was significance difference between Skills of low level school teachers
(M=26.35, SD=2.68) and best school teachers (M=48.04, SD=3.64; t (18) =15.35,
p<.001. Result shows that there was statistical significance difference between the
skills of teachers of both groups of schools: low and best. Result shows that teachers
of low schools were not possessed certain skills based competencies as the teachers of
best schools have.
Research Question 3
What is the significance difference between the teachers’ attitude competencies of
1. An independent-sample t-test was conducted to compare the attitude scores
of teachers for both groups of schools: low and best. Table 4.4 indicated that there
was significance difference between attitude scores of low level school teachers
(M=12.65, SD=1.79) and best school teachers (M=24.00, SD=1.48); t (18) =15.28,
p<.001. Result shows there was statistical significance difference between the
attitudes of teachers of both groups of schools: low and best. Result shows that
teachers of low level schools were not possessed certain attitude based competencies
as the teachers of best schools have.

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Research Question 4
What is the significance difference between the teachers’ classroom management
competencies of low and best level schools during the teaching general science
subject at Grade VIII?
1. An independent-samples t-test was conducted to compare classroom management
scores of teachers for both groups of schools: low and best. Table 4.5 indicated that
there is significance difference between scores of classroom management of low level
school teachers (M=13.25, SD=1.38) and best school teachers (M=25.05, SD=1.52); t
(18) =18.42, p<.001. Result shows statistical significance difference between the
classroom management scores of teachers of both groups of schools: low and best.
Result shows that teachers of low schools were not possess certain classroom
management based competencies as the teachers of best schools have.
Achievement
Research Question 5
Grade VIII regarding school location?
Table 4.6 shows that the mean score of human organ system indicated that students of
urban area schools reported higher academic score (best. M=78.11, SD=18.03& low.
M=62.66, SD= 21.07). Results show that students’ academic achievement in human
organ system of urban area schools is higher than the rural area schools.
Table 4.6 shows that the mean score of cell division indicated that students of urban
area schools reported higher academic score (best. M=72.81, SD=18.32 & low.
71
M=48.55, SD= 20.71). Results show that students’ academic achievement in cell
division of urban area schools is higher than the rural area schools
Table 4.6 shows that of the mean score of biotechnology indicated that students of
urban area schools reported higher academic score (best. M=72.96, SD=20.18 & low.
M=52.42, SD= 23.98) then rural area schools (best. M=42.00, SD=24.61& low.
M=59.66, SD= 26.86). Results show that students’ academic achievement in
biotechnology of urban area schools is higher than the rural area schools.
Table 4.6 shows that the mean score of pollutants and their effects on environment,
indicated that students of urban area schools reported higher academic score (Best,
M=76.85, SD=18.50 & Low. M=42.85, SD= 25.39) then rural area schools (Best.
M=36.00, SD=19.76 & Low. M=48.22, SD= 19.35). Results show that students’
academic achievement in pollutants and their effects on environment of urban area
schools is higher than the rural area schools.
Table 4.6 shows that the mean score of chemical reactions and acids, indicated that
SD=21.31& low. M=44.42, SD= 24.64) then rural area schools (best. M=42.00,
SD=26.21& low. M=52.88, SD= 20.12). Results show that students’ academic
achievement in chemical reactions and acids of urban area schools is higher than the
rural area schools.
Table 4.6 shows that the mean score of acids, alkalis/bases and salts, indicated that
achievement in acids, alkalis/bases and salts of urban area schools is higher than the
rural area schools.

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Table 4.7 shows that there was statistically significant differences between urban and
rural schools on human organ system, cell division, biotechnology, pollutants and
Their effects on environment, chemical reactions and acids, alkalis/bases and salts, F
(6, 1191) = 37.96, p<.001; Wilks' Lambda=.839, partial η2 = .16.
Table 4.8 shows that there was statistically significant differences between best and
low level schools on human organ system, cell division, biotechnology, pollutants and
their effects on environment, chemical reactions and acids, alkalis/bases and salts, F
(6, 1191) = 25.53, p<.001; Wilks' Lambda=.886, partial η2 = .11.
Table 4.9 shows that there was statistically significant differences among urban &
rural and best & low level on human organ system, cell division, biotechnology,
alkalis/bases and salts, F (6, 1191) = 62.60, p<.001; Wilks' Lambda=.760, partial η2 =
.24.
Table 4.10 shows that urban and rural schools have significance difference on human
organ system (F (1, 1196) = 20.84, p<.001, partial η2 = .02).
Table 4.10 shows that urban and rural schools have significance difference on cell
division, (F (1, 1196) = 64.98, p<.001, partial η2 = .05).
Table 4.10 shows that urban and rural schools have significance difference
biotechnology, (F (1, 1196) = 40.67, p<.001, partial η2 = .03).
pollutants and their effects on environment, (F (1, 1196) = 104.48, p<.001, partial η2
= .08).
Table 4.10 shows table that urban and rural schools have significance difference on
chemical reactions and acids, (F (1, 1196) = 50.40, p<.001, partial η2 = .04).
73
alkalis/bases and salts, (F (1, 1196) = 76.91, p<.001, partial η2 = .06).
Results show that urban and rural schools have significance differences on all factors.
Table 4.11 shows that best and low level schools have significance difference on
human organ system, (F (1, 1196) = 21.62, p<.001, partial η2 = .02).
Table 4.11 shows that best and low level schools have significance difference on cell
division (F (1, 1196) = 22.50, p<.001, partial η2 = .02).
Table 4.11 shows that best and low level schools have no significance difference on
biotechnology (F (1, 1196) = .59, p>. 441, partial η2 = .00).
.03).
Chemical Reactions (F (1, 1196) = 33.41, p<.001, partial η2 = .03).
Table 4.11 shows that best and low level schools have has significance difference on
Acids, Alkalis/Bases and Salts (F (1, 1196) = 80.73, p<.001, partial η2 = .06).
Result shows that best and low schools have significance differences on all factors
except biotechnology.
significance differences on human organ system (F (1, 1196) = 14.86, p<.001, partial
η2 = .01).
significance differences on cell division (F (1, 1196) = 51.09, p<.001, partial η2 =
.04).
74
.08).
significance differences on pollutants and their effects on environment (F (1, 1196) =
177.22, p<.001, partial η2 = .13).
significance differences on chemical reactions (F (1, 1196) = 136.80, p<.001, partial
η2 = .10).
significance differences on acids, alkalis/bases and salts (F (1, 1196) = 132.20,
p<.001, partial η2 = .10).
Table 4.13 shows that the highest mean score is of human organ system which is
67.16 and lowest mean is of pollutants and their effects on environment which is
50.98
Mean score of Cell Division is 53.91 which is less than the mean score of human
organ system.
Mean score of biotechnology is 56.76 which are high then the mean score of cell
division.
Mean score of pollutants and their effects on environment is 50.98 which is less than
the mean score of biotechnology.
Mean score of chemical Reactions is 53.98 which is high then the mean score of
pollutants and their effects on environment.
Mean score of acids, alkalis/bases and salts is 54.35which is high then the mean score
of chemical reactions.
75
Table 4.14 shows that the mean score of human organ system is high in urban area
which is 70.98 and low in rural area which is 63.33.
Mean score of cell division is high in urban area which is 61.55 and low in rural area
which is 46.28.
Mean score of “Biotechnology” is high in urban area which is 62.70 and low in rural
area which is 50.83.
Mean score of pollutants and their effects on environment is high in urban area which
is 59.85 and low in rural area which is 42.11.
Mean score of chemical reactions is high in urban area which is 60.51 and low in rural
area which is 47.44.
Mean score of acids, alkalis/bases and salts is high in urban area which is 61.63 and
low in rural area which is 47.08.
Table 4.15 shows that the mean score of human organ system is high in best school
which is 71.06 and low in low level school which is 63.26.
Mean score of cell division is high in best school which is 58.40 and low in low level
school which is 49.42.
Mean score of biotechnology is high in best school which is 57.48 and low in low
level school which is 56.05.
Mean score of pollutants and their effects on environment is high in best school which
is 56.43 and low in low level school which is 45.54.
Mean score of chemical reactions is high in best school which is 59.30 and low in low
level school which is 48.66.
Mean score of acids, alkalis/bases and salts is high in best school which is 61.80 and
low in low level school which is 46.90.

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Table shows 4.16 that the mean score of human organ system is high in urban areas
schools (best= 78.11 and low=63.86) and low in rural areas schools (best=64.00 and
low= 62.67)
Mean score of cell division is high in urban areas schools (best= 72.81 and
Mean score of biotechnology is high in urban areas schools (best= 72.96 and
Mean score of pollutants and their effects on environment is high in urban areas
schools (best= 76.85 and low=42.86) and low in rural areas schools (best=36.00 and
low= 48.22)
Mean score of chemical reactions is high in urban areas schools (best= 76.59 and
Mean score of acids, alkalis/bases and salts is high in urban areas schools (best= 78.61
and low=44.64) low in rural areas schools (best=45.00 and low= 49.17)
Research Question 6
Grade VIII regarding medium of school?
Table 4.17 shows that the Mean score of human organ system of english medium
low. M=65.00, SD= 23.37).
Table 4.17 shows that the Mean Score of cell division of english medium schools
reported higher Mean and Standard. Deviation (best. M=72.33, SD=18.85 & low.
M=49.00, SD= 27.96) then urdu medium schools (best. M=66.33, SD=26.19 & low.
M=50.53, SD= 23.38).

77
Table 4.17 shows that the Mean Score of biotechnology of english medium schools
reported higher Mean and Standard. Deviation (best. M=73.33, SD=20.58 & low.
M=49.00, SD= 22.55) then urdu medium schools (best. M=64.66, SD=24.58 & low.
M=60.20, SD= 26.25).
Table 4.17 shows that the Mean Score of pollutants and their effects on environment
of english medium schools reported higher Mean and Standard. Deviation (best.
M=76.17, SD=19.91& low. M=43.00, SD= 25.71) then urdu medium schools (best.
M=67.66, SD=24.64 & low. M=45.93, SD= 21.78).
Table 4.17 shows that the Mean Score of chemical reactions of english medium
low. M=50.93, SD= 21.52).
Table 4.17 shows that the Mean Score of scids, alkalis/bases and salts of english
SD=19.37 & low. M=45.00, SD= 22.95) then urdu medium schools (best. M=70.83,
SD=24.98 & low. M=47.00, SD= 19.28).
Table 4.18 shows that there was statistically significant difference between urdu and
english medium schools on human organ system, cell division, biotechnology,
alkalis/bases and salts, F (6, 1191) = 3.31, p<.005; Wilks' Lambda=.984, partial η2 =.
02.
Above table 4.19 shows that there was statistically significant differences between
best and low level schools on human organ system, cell division, biotechnology,

78
alkalis/bases and salts, F (6, 1191) = 160.74, p<.001; Wilks' Lambda=.553, partial η2
=. 45.
Table 4.20 shows that there was statistically significant difference among urban &
rural and best & low level schools on human organ system, cell division,
partial η2 =. 08.
differences on human organ system (F (1, 1196) = 7.36, p>.005, partial η2 =. 01).
difference on cell division (F (1, 1196) = 2.54, p>.005, partial η2 = .00).
difference on biotechnology (F (1, 1196) = .86, p>.005, partial η2 = .00).
Table 4.22 shows that Urdu and English medium schools have has no significance
difference on pollutants and their effects on environment (F (1, 1196) = 4.34, p>.005,
partial η2 = .00).
Table 4.22 shows that urdu and english medium schools have has no significance
difference on chemical reactions (F (1, 1196) = .03, p>.005, partial η2 = .00).
difference on acids, alkalis/bases and salts (F (1, 1196) = 4.57, p>.005, partial η2 =
.00).
Results show that urdu and english medium schools have no significance differences
on all factors.
Table 4.23 shows that best and low level schools has significance difference on
human organ system (F (1, 1196) = 104.53, p<.001, partial η2 =.08).

79
Table 4.23 shows that best and low level school shave significance difference on cell
division (F (1, 1196) = 195.35, p<.001, partial η2 = .14).
Table 4.23 shows that best and low level school shave significance difference on
biotechnology (F (1, 1196) = 111.36, p<.001, partial η2 = .08).
.26).
chemical reactions (F (1, 1196) = 338.19, p<.001, partial η2 = .22).
acids, alkalis/bases and salts (F (1, 1196) = 517.21, p<.001, partial η2 = .30).
Results show that best and low level schools have significance differences on all
factors.
Table 4.24 shows that urdu & english medium and best and low level schools both
have significance differences on human organ system (F (1, 1196) = 27.21, p<.001,
partial η2 = .02).
Table 4.24 shows that urdu & english medium and best low level schools have no
significance differences on cell division (F (1, 1196) = 7.24, p>.005, partial η2 = .01).
Table 4.24 shows that urdu & english medium and best low level schools both have
.04).
Table 4.24 shows that urdu & english medium and best & low level schools both have
significance differences on pollutants and their effects on environment (F (1, 1196) =
18.32, p<.001, partial η2 = .01).

80
Table 4.24 shows that urdu & english medium and best & low level schools have
significance differences on chemical reactions (F (1, 1196) = 35.24, p<.001, partial η2
= .03).
Table 4.24 shows that urdu & english medium and best & low level schools both have
significance differences on acids, alkalis/bases and salts (F (1, 1196) = 13.94, p<.001,
partial η2 = .01).
Research Question 7
What are the local-wise differences in students’ academic achievement in
general science subject at Grade VIII regarding human organ system , cell division ,
biotechnology , pollutants and their effects on environment, chemical reactions and
acids, alkalis/bases and salts?
An independent-sample t-test was conducted to compare the human organ system ,
cell division , biotechnology , pollutants and their effects on environment, chemical
reactions and acids, alkalis/bases and salts scores of students for rural and urban area
schools.
Table 4.25 indicated that there was no significance difference between scores of rural
between scores of rural and urban areas schools in human organ system.
Table 4.25 indicated that there was significance difference between scores of rural
between scores of rural and urban areas schools in cell division.

81
between scores of rural and urban areas schools in biotechnology.
between scores of rural and urban areas schools in pollutants and their effects on
environment.
between scores of rural and urban areas schools in chemical reactions
between scores of rural and urban areas schools in acids, alkalis/bases and salts.
Research Question 8
What are the School-wise: best and low differences in students’ academic
achievement in general science subject at Grade VIII regarding human organ system ,
An independent-sample t-test was conducted to compare the human organ system ,
reactions and acids, alkalis/bases and salts scores of students for best and low level
schools.
82
Table 4.26 indicated that there was no significance difference between scores of best
(M=227.27, SD=27.70) and low (M=230.23, SD=37.18; t (1107) = -1.567, p=.117
between scores of best and low level schools in human organ system.
Table 4.26 indicated that there was significance difference between scores of best
between scores of best and low level schools in cell division.
(M=220.50, SD=39.77) and low (M=231.27, SD=50.25; t (1137) = -4.115, p=.000
between scores of best and low level schools ion biotechnology.
(M=265.33, SD=33.32) and low (M=239.10, SD=44.89; t (1105) = 11.493, p=.000
between scores of best and low level schools in pollutants and their effects on
environment.
(M=224.03, SD=40.32) and low (M=244.90, SD=45.59; t (1180) = -8.398, p=.000
between scores of best and low level schools in chemical reactions.
between scores of best and low level schools in acids, alkalis/bases and salts.
83
Research Question 9
What are the Medium-wise differences in students’ academic achievement in
general science subject at Grade VIII regarding regarding human organ system , cell
An independent-sample t-test was conducted to compare the regarding human organ
system , cell division , biotechnology , pollutants and their effects on environment,
chemical reactions and acids, alkalis/bases and salts scores of students for best and
low level schools.
Table 4.27 indicated that there was significance difference between scores of Urdu
(M=231.33, SD=33.86) and English medium (M=226.64, SD=31.78; t (1198) = 2.473,
p=.014 school’ students. Result shows that there was statistical significance difference
between scores of Urdu and English medium schools in human organ system.
Table 4.27 indicated that there was no significance difference between scores of Urdu
(M=290.59, SD=43.73) and English medium (M=285.73, SD=47.50; t (1181) = 1.844,
difference between scores of Urdu and English medium schools in cell division.
Table 4.27 indicated there was significance difference between scores of Urdu
p=.000 level school’ students. Result shows that there was statistical significance
difference between scores of urdu and english medium schools in biotechnology.
(M=251.26, SD=41.77) and english medium (M=253.00, SD=41.55; t (1198) = -.720,
84
difference between scores of urdu and english medium schools in pollutants and their
effects on environment.
difference between scores of urdu and english medium schools in chemical reactions.
difference between scores of urdu and english medium schools in acids, alkalis/bases
and salts.
Discussion
This research aimed at finding out the impact of teachers’ competencies on
students’ academic achievement in general science subject at Grade VIII in district
Lahore. The main objectives of this study were to find out the impact of teachers’
competencies on students’ academic achievement, to observe the teachers’
knowledge, skills, attitude and classroom management competencies during teaching
general science subject at Grade VIII, to find out the differences in students’ academic
achievement regarding teachers’ competencies among locale-wise, school-wise: best
and low and medium-wise at Grade VIII.
It was a causal comparative research study. Total 20 elementary schools for boys of
district Lahore were population of this research.
Generalization was made based on data. The following discussion of selected findings
is based on the personal judgment of the researcher. It anecdotal that students’
academic achievement of urban schools were higher than the rural areas schools. It
85
further concluded, comparatively academic achievement of best schools ‘students
were higher than the students of low level schools.
The first research question sought to discover the significance difference between the
teachers’ knowledge competencies of low and best level schools during the teaching
of general science subject at Grade VIII. Result showed that there was statistical
significance difference between the knowledge scores of teachers of both groups of
schools: low and best. Result showed that teachers of low level schools did not
possess certain knowledge based competencies as the teachers of best schools.
The second research questions sought to discover the significance difference between
the teachers’ skills competencies of low and best level schools during the teaching
class of general science subject at Grade VIII. Result showed that teachers of low
schools did not possess certain skills competencies as the teachers of best schools.
The third research question sought to identify the significance difference between the
teachers’ attitude competencies of low and best level schools during the teaching
general science subject at Grade VIII. Result showed there was statistical significance
difference between the attitude scores of teachers of both groups of schools: low and
best. Result showed that teachers of low level schools did not possess certain attitude
based competencies as the teachers of best schools.
The fourth research question sought to identify the significance difference between
the teachers’ classroom management competencies of low and best level schools
during the teaching general science subject at Grade VIII. Result showed statistical
significance difference between the classroom management scores of teachers of both
groups of schools: low and best. Result showed that teachers of low schools did not
possessed certain classroom management based competencies as the teachers of best
schools.
86
The fifth research question sought to identify the impact of teachers’ competencies on
students’ academic achievement at Grade VIII regarding location of school. Results
showed that urban and rural schools have significance differences on all factors.
Result showed that best and low schools have significance differences on all factors
except biotechnology. Results show that the highest mean score of human organ
system which was 67.16 and lowest mean is of pollutants and their effects on
environment which was 50.98. Results showed that the mean score of human organ
system was high in urban area which was 70.98 and low in rural area which was
63.33. Results showed that the mean score of human organ system was high in best
school which was 71.06 and low in low level school which is 63.26.
The sixth research question sought to identify the impact of teachers’ competencies on
students’ academic achievement at Grade VIII regarding medium of school. Results
showed that there was statistically significant difference between Urdu and English
medium schools on human organ System, cell division, biotechnology, pollutants and
their effects on environment, chemical reactions and acids, alkalis/bases and salts.
Results showed that there was statistically significant differences between best and
low level schools on human organ system, cell division, biotechnology, pollutants and
Results showed that there was statistically significant difference among urban & rural
and best & low level schools on human organ System, cell division, biotechnology,
alkalis/bases and salts . Results show that Urdu and English medium schools have no
significance differences on all factors. Results showed that best and low level schools
had significance differences on all factors.

87
The seventh research question sought to identify the local-wise differences in
students’ academic achievement in general science subject at Grade VIII regarding on
human organ System, cell division, biotechnology, pollutants and their effects on
environment, chemical reactions and acids, alkalis/bases and salts. Results showed
that there was statistical significance difference between scores of rural and urban
areas schools on all factors except Human Organ system.
The eighth research question sought to identify the School-wise: best and low
differences in students’ academic achievement in general science subject at Grade
VIII regarding on human organ system, cell division, biotechnology, pollutants and
Results showed that there was statistical significance difference between scores of
best and low level schools on all factors except Human Organ System.
The ninth research question sought to identify the medium-wise differences in
students’ academic achievement in general science subject at Grade VIII regarding on
human organ System, cell division, biotechnology, pollutants and their effects on
environment, chemical reactions and acids, alkalis/bases and salts. Results showed
that there was no statistical significance difference between scores of Urdu and
English medium schools on all factors except Human Organ System and
Biotechnology.
It was observed that some teachers possessed knowledge, skills, attitude and
classroom management competencies but some did not possess while teaching the
general science subject at Grade VIII. Teachers who were practicing teaching
competencies during teaching their students’ academic scores were higher than those
who were not practicing. Students’ academic achievement differs in urban and rural
schools which were due to the impact of teachers’ competencies on students’

88
academic achievement. Overall all it was observed that teachers’ competencies and
students’ academic achievement are directly relate to each other.
Conclusions
The purpose of this research is to find out the impact of teachers’ competencies on
students’ academic achievement in general science subject at Grade VIII at district
Lahore. On the basis of analysis of data and finding of study, following conclusions
are drawn.
It is concluded that some teachers possessed knowledge, skills, attitude and classroom
management based competencies and some teachers did not possess such teaching
competencies while teaching general science subject at Grade VIII. Teachers who
possessed certain teaching competencies their students showed higher students’
academic scores than those who did not possess.
It is concluded that students’ academic achievement of urban areas schools was better
than that of rural areas schools. This mean difference in students’ academic scores of
urban and rural area schools revealed that the teachers of urban areas schools were
more competent than those of rural areas. Comparatively those urban areas teachers
are effectively applying their teaching skills and competencies to get the desired
students’ academic achievements.
It is concluded that the students’ academic achievement of best schools was much
better than low level schools. The research finding exposed that this mean difference
between students’ academic achievement of best and low level schools directly
depends on effective teacher competencies. So it is concluded that the teachers of best
schools are implementing their competencies to the best of their abilities to get the
desired students’ academic achievements. Moreover, it is concluded that medium of

89
instruction did not bring statistically significant differences in students’ academic
achievement.
Summing up whole, it is concluded that it is only teacher competency that directly
influences students’ academic achievements no matter what medium is used for
instruction. A teacher can play a crucial role in improving students’ academic
achievements by practicing teachers’ competencies in the classes. So teacher
competencies and students’ academic achievements are directly related to each other.
Recommendations
According to the objective of this study, finding and conclusion from both
quantitative responses following recommendation are made:
1. Government should introduce courses and make it compulsory for the teachers
to know about the main terms and basic concepts of knowledge, skills, attitude
and classroom management based competencies. These courses will help
urban and rural areas schools teachers to explore their knowledge, skills,
attitude and classroom management based competencies in a very
comprehensive ways.
2. Government should have proper check and balance of students’ academic
achievement of both urban and rural areas schools so that short comes could
be identified to improve students’ academic performance.
3. Teacher professional training programs in that teacher’s comprise knowledge,
skills, attitude and classroom management competencies based topics should
be a part of training sessions. Government should make it compulsory for the
teachers to attend these training sessions.
4. Teacher’s guidance and counseling committees should be introduced in all the
government schools. These committees would aim at managing a better and

90
effective classroom environment. These committees will assist and provide
necessary guidance to the teachers to get desired learning outcomes.
5. Government educators and representatives need to make efforts to develop
some different formative and summative assessment techniques that will
enhance student’s learning in general science subject at Grade VIII.
Recommendations for Future Researchers
1. It is recommended for future researchers that, they might also examine the
impact of teacher’s competencies for the long time period by using different
techniques of research. This could also take into description the teachers
competencies and frequency of students’ academic performance.
2. Researcher should also further investigate the impact or influence of teacher
competencies on students’ academic achievement by observing teachers and
by conducting test and take feedback from students regarding teacher’s
competencies in different context (e.g., classroom environment, student’s
engagement in study, different school subjects and high school students).
3. Other opportunities for further research include not only observing but
interviewing teachers, head and school teaching staff as well.
4. It is also recommended for future researchers that they should conduct
research on secondary level to observe some more features of teacher’s
competencies to enhance students learning and to make students’ academic
achievement better.
91
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APPENDICES
Appendix A
98
Appendix-B
Instrument Number 1 (Structured Quantitative Observation Sheet)

Summary of Instrument Validation
Final
Sr. No. Names Expert 1 Expert 2 Expert 3
Decision
In the light of
All
All All all experts’
demographical
demographical demographical opinions, I
Section A variables are
Demographical variables are variables are excluded the
Personal good and meet
Variables good and meet good and meet roman
Information to objectives
to objectives to objectives numeric from
of study
of study of study demographical
variables
I use 5 point
Use 5 point Use 5 point Use 5 point
Likert-type
Likert-type Likert-type Likert-type
Section B scale and
Rating Scale scale for better scale for better scale for better
Construct 1 exclude yes
results if results if results if
and no
possible possible possible
responses
Use 5 point
All statements Some
Likert-type I corrected the
Section C in this Grammatical
Knowledge scale for better grammatical
Construct 1 construct are mistakes need
results if mistakes
good to be corrected
possible
Statement
number 13,
Use 5 point I exclude the
16and 17
Likert-type statement
Section C should be All statements
Skills scale for better number 13, 16
Construct 2 excluded to are good
results if and 17 from
reduce the
possible the construct 2
number of
statements
Statement
number 25,
I exclude the
26, 27, 30 and Use 5 point
statement
31 should be Likert-type
Section C All statements number 25,
Attitude excluded scale for better
Construct 3 are good 26, 27, 30 and
because these results if
31 from
statements are possible
construct 3
not observable
in class
Use 5 point
All statements
Likert-type Some
Section C Classroom in this All statements
scale for better statements are
Construct 4 management construct are are good
results if excluded
good
possible
103
Instrument Number 2 (Test)
Summary of Instrument Validation
Sr.
Names Expert 1 Expert 2 Expert 3 Final Decision
No.
Because only In the light of all experts’
male gender is opinions, I have excluded
All demographical
Section A Medium of instruction being used so number 5 demographical
Demographical variables are good
General (Urdu and English) number 5 variable and add the new
Variables and meet to
Information should be added demographical demographical variable i.e.
objectives of study
variable should Medium of instruction
be excluded (Urdu and English)
In the light of all experts’
Instrument is
All 30 stems should be opinions, I have excluded
Section B 30 MCQs based Name of Chapters good and attempt
arranged in numerical name of chapters in test and
Test should be excluded to address the
order arranged all stems in
topic
numerical order
104
Appendix C
Report of Pilot Study
The purpose of the study was to know the Impact of Teachers’ Competencies on
Students’ Academic Achievement at Grade VIII. To fulfill the purpose of the study, the
researcher selected two public sectors boys’ elementary school. The Researcher
personally visited CDG Boys High School Babu Sabu kot kamboh, and Govt Boys
Elemtary School Jafria Colony Bund Road Lahore for Pilot study. Then Researcher
collected data from students’ in these two schools from elementary level. They provided
data very conveniently and showed good behavior, 60 boys were taken from each school
for data collection for pilot study. And one teacher was taken from each school to
observe.
The instrument which was developed for students was a test which has two
sections. Section A consisted of demographical variables. Section B consisted of 30
MCQs based questions. The instrument which was developed for teachers’ observation
was a structured quantitative observation sheet. Observation sheet has four constructs,
there were six statements in construct one, twelve statements in factor two, six statements
in factor three and six statements in fourth constructs.
Reliability Analysis for Pilot Study
Cronbach’s Alpha No. of Items

Knowledge .925 06
Skills .819 12
Attitude .905 06
Classroom Management .845 06
.918
Total 30
105
Cronbach's Alpha test was used to find out Construct-wise reliability of the
instrument factors for pilot study. Knowledge construct had highest reliability which was
(.925) with 06 items and Value of classroom management construct had lowest reliability
which was (.819) with 12 items. Overall Reliability for pilot study was .918 with 30 items
which was considered very good reliability.

106
Appendix D
Impact of Teachers’ Competencies on Students’ Academic Achievement at Grade
VIII
Classroom Observation Sheet
Respected Sir
The Researcher is M. Phil Scholar at the Institute of Education & Research, University of
the Punjab, Lahore. A research entitled “Impact of Teachers’ Competencies on Students’
Academic Achievement at Grade VIII” is carried for pursuing this degree. This
Observation Sheet consists of three sections: Section A on demographic information and
Section B on Rating scale (1=Never, 2=Rare, 3=Sometimes, 4=Mostly and 5=Always)
and Section C on the impact of teachers’ competencies in the subjects of general science
at Grade VIII.
Researcher
NadeemMukhtar
St. No MP/W-2016-S-07
nadeemmukhtar520@gmail.c
om
0343-4676293
107
Objectives of the Study
The study will be based on the following objectives:
1) To observe teachers’ Knowledge, Skills, Attitude and Classroom management
competencies during teaching general science subject at Grade VIII.
2) To find out the impact of teachers’ competencies on students’ academic
achievement inn general science subject at Grade VIII.
3) To find out the locale-wise (Rural and Urban), School-wise (Best and Low) and
Medium-wise (Urdu and English) differences in students’ academic achievement in
general science subject at Grade VIII.
Section A
General Information
1. Name of the School ----------------------------------------------
2. Name of the Observer ------------------------------------------
3. Day/Date of Observation : -------------------------------------
4. Time of observation: Start ------------------- End --------------------
5. Facilitator/ Co-observer (If any): ------------------------------
6. Location of school: Rural Urban

108
Section B
Rating scale
1= Never 2 = Rare 3 = Sometimes
4= Mostly 5= Always
Section C
Teachers’ Competencies Classroom Observations Sheet
Teachers’ Competencies
Sr.no Lesson Planning Skills Never Rare Sometimes Mostly Always

1 Lesson plan.
2 Title of the lesson
3 List of objectives
4 List of required materials
Knowledge Skills
5 Subject knowledge.
6 Introduces topic.
7 Illustrates topic with examples.
8 Effective use of board.
9 Encourages student’s active
participation.
10 Asks questions to students.
11 Repetition of topic.
12 Innovative ideas
Pedagogical Skills
13 Attains classroom attention.
14 Encourages good abilities in
students.
15 Summarizes the topic.
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16 Effective use of Audio-Visual aids.

17 Gives home assignments.
18 Avoidance from discrimination
towards students.
19 Cooperates with students.
20 Friendly and understanding.
21 Feels responsible for the students’
academic achievement.
22 Enthusiasm towards the work.
23 Good sense of humour.
Classroom room Skills
25 Established rules.
26 Maintained discipline of classroom.
27 Supports good behaviour.
28 Creating safe and encourage
learning environment.
29 Motivating students to ask
questions.
30 Time management.
110
Impact of Teachers’ Competencies on Students’ Academic Achievement at Grade
VIII
Dear Students
The purpose of this test is to evaluate the impact of teacher’s competencies on students’
academic achievement. Test is comprises of 30 MCQs which are taken from first 6
chapters of general science subject of Grade VIII. Test is comprised of two sections.
Section A contains items on personal profile. Section B contains 30 MCQs based test.
I ensure you that all the obtained information and results will be kept confidential and
used for research purposes only. Thanks for giving your precious time.
Researcher (M. Phil Scholar)
NadeemMukhtar
Student No.MP/W-2016-S-07
nadeemmukhtar520@gmail.c
om
0343-4676293
Section A
Personal Information
1. School Name: __________________________________________________
2. Medium Of Instruction:_______________________________________
3. Location of school: Rural Urban
4. Elementary Grade: Grade VIII
5. Subject:
6. General Science
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Section B
There are 30 MCQs in this test, encircle the correct options.
1. The parts of a neuron which receive messages are:
:‫نیوران کے حصے جو پیغامات وصول کرتے ہیں‬
a. Cell bodies ‫سیل باڈی‬ b. dendrites ‫ڈینڈرائٹس‬
c. axons ‫ایکسونز‬ d. nuclei ‫نیوکلیوئی‬
2. Heartbeat is controlled by:
‫دل کی دھڑکن کو کنٹرول کرتا ہے‬
a. Cerebrum ‫سیریبرم‬ b. cerebellum‫سیری بیلم‬
c. medulla oblongata ‫میڈوال آبال نگیٹا‬ d. hypothalamus‫ہا ئپو تھیالمس‬
3. The part of body which filters nitrogenous wastes from blood:
‫جسم کا حصہ جو خون سےنائٹروجنی فاضل مادے فلٹر(الگ) کرتا ہے‬
a. Liver‫جگر‬ b. kidney ‫گردہ‬
b. intestine ‫آنت‬ d. stomach‫معدہ‬
4. The function of nephron is to:
‫نیفرون کا کام ہے‬
a. store urine ‫پیشاب ذخیرہ کرنا‬ b. form urine ‫پیشاب بنانا‬
c. push out urine from urinary bladder‫یورینری بلیڈر سے پیشاب باہردھکلینا‬
d. break stones in kidneys‫گردوں کی پتھری کو توڈنا‬
5. Many axons present side by side and enclosed in a common sheath:
‫ساتھ ساتھ موجود بہت سی ایکسونزجوایک ہی شیتھ میی لپٹی ہوتی ہے‬
a. nerve cell ‫نرو سیل‬ b. nerve ‫نرو‬
c.dendrite ‫ڈینڈرائٹس‬ d. spinal cord ‫سپائنل کورڈ‬

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6. The section has of DNA which had information for making a specific protein is called:
‫کا حصہ جو خاص قسم کی پروٹین بنانے کی ہدایات رکھتا ہے‬DNA
a. DNA strand ‫سٹرینڈ‬DNA b. nucleotide ‫نیو کلیو ٹائڈ‬
c. chromosomes ‫کروموسوم‬ d. gene ‫جین‬
7. Chromosomes are made of:
‫کروموسوم بنے ہوتے ہیں‬
a. DNA only ‫سے‬DNA‫صرف‬ b. proteins only ‫صرف پروٹین سے‬
c. DNA, proteins and fats ‫پروٹینز اور فیٹس سے‬,DNA
d. DNA and proteins ‫اور پروٹینزسے‬DNA
8. In human, a sperm has 23 chromosomes. Egg cell has:
‫ انسان کے سپرم سیل میں کرموسومزہوتے ہیں۔ ایگ سیل میں کروموسمز کی تعداد ہوتی ہے‬23
a. 23 chromosomes b. 46 chromosomes
c. no chromosomes d. 69 chromosomes
9. In humans, the eye colour is developed due to effects of:
‫انسان مین آنکھوں کی رنگت متاثرہوتی ہے‬
a. diet ‫خوراک سے‬ b. environment ‫ماحول سے‬
c. genes ‫جینز سے‬ d. both ‘a’ and ‘b’‫الف اور ب دونوں سے‬
10. Zygote Is formed by the fusion of:
‫کون سے سیلزکے مالپ سے زائیگوٹ بنتا ہے؟‬
a. two sperm cells ‫دو سپرم سیلز‬ b. two eggs cells ‫دو ایگ سیلز‬
c. two somatic cells ‫دو عام جسمانی سیلز‬ d. sperm cell and egg cell ‫سپرم سیل اور ایگ سیل‬
11. The additional circular of DNA present in a bacterial cell are called:
‫بیکٹیریل سی مینکے اضافی گول شکل کے ٹکڑوں کو کیا کہتے ہیں؟‬DNA

113
a. RNA ‫آراین اے‬ b. nucleotides‫نیکلیو ٹائڈز‬
c. chromatids ‫کرومیٹڈز‬ d. plasmids ‫پالزمڈز‬
12. The organisms whose cells and plasmids are usually in genetic engineering are:
‫جاندار جن کے سیلز اور پالزمڈزعام طور پر جینیٹک انجینرنگ میں استعمال ہوتے ہیں‬
a. bacteria ‫بیکٹیریا‬ b. fungi ‫فنجائی‬
c. algae ‫الجی‬ d. fungi and algae ‫فنجائی اور الجی‬
13. Sections of DNA serving as codes for developing characters in an organism are
called:
‫کے حصے جو جانداروں میں خصوصیات کی نشوونما کی لیے ہدایات کے کوڈز کے طور پر عمل‬DNA
‫کرتے ہیں‬
a. genes ‫جینز‬ b. nucleotides ‫نیکلیو ٹائڈز‬
c. plasmids ‫پالزمڈز‬ d. proteins ‫پروٹینز‬
14. Which of the following is not a biotechnology product?
‫درج زیل میں سے کون سی چیزبنانے میں بائیوٹیکنالوجی کا استعمال نہیں ہوتا؟‬
a. Insulin ‫انسولین‬ b. Quinine ‫کونین‬
c. Beta-endorphin ‫بیٹاانڈروفین‬ d. Interferon ‫انٹر فیرون‬
15. Biotechnological method for the production of animal organs:
‫جانوروں کے آرگنز تیار کرنے کیلیےبائیوٹیکنالوجی کا طریقہ‬
a. gene therapy ‫جین تھراپی‬ b. genetic testing ‫جنیٹک ٹیسٹنگ‬
c. cloning ‫کلوننگ‬ d. organ transplant ‫آرگن ٹرانسپالنٹ‬
16. Indicate an air pollutant among the following:
‫درج زیل میں سے فضائی پولیوٹینٹ کی نشاندہی کریں‬
a. Oxygen ‫آکسیجن‬ b. nitrogen ‫نائٹروجن‬

114
c. water ‫پانی‬ d. carbon monoxide ‫کاربن مونو ڈائی آکسائڈ‬
17. Which of the following is not a greenhouse gas?
‫درج زیل میں سےکون سی گرین ہاوس گیس نہیں ہے؟‬
a. Methane ‫میتھین‬ b. Carbon dioxide ‫کاربن ڈائی آکسائڈ‬
c. Sulphur dioxide ‫سلفر ڈائی آکسائڈ‬ d. Water ‫پانی‬
18. Reason for increase in the amount of carbon dioxide in air:
‫فضا میں کاربن ڈائی آکسائڈ کی مقدار میں اضافے کا باعث ہے‬
a. plantation ‫پودے لگانا‬ b. deforestation ‫ڈی فارسٹیشن‬
c. using CFC-free products ‫فری پراڈکٹس کا استعمال کرنا‬CFC
d. recycling of materials ‫مادوں کی ری سائیکلنگ‬
19. The phenomenon which does not lead to global warming:
‫کون سا عمل گلوبل وارمنگ کا سبب نہیں ہے‬
a. greenhouse effect ‫گرین ہاس ایفیکٹ‬ b. ozone depletion ‫اوزون ڈپلیشن‬
c. deforestation ‫ڈی فارسٹیشن‬ d. photosynthesis‫فوٹوسنتھی سز‬
20. The amount of which greenhouse gas can you reasonably control?
‫کونسی گرین ہائوس گیس کی مقدار کو مناسب حد تک کنٹرول کیا جا سکتا ہے؟‬
a. Oxides of nitrogen ‫نائٹروجن کے آکسائڈز‬ b. Water vapours‫پانی کے بخارات‬
c. Methane ‫میتھین‬ d. Carbon dioxide ‫کاربن ڈائی آکسائیڈ‬
21. Carbon burns in air to release energy along with the formation of:
‫کاربن ہوا میں جل کرہیٹ کے اخراج کے ساتھ بناتی ہے‬
a. Carbon dioxide ‫کاربن ڈائی آکسائیڈ‬
b. carbon dioxide and water ‫کاربن ڈائی آکسائیڈ اور پانی‬
c. carbon dioxide and hydrogen ‫کاربن ڈائی آکسائیڈ اور ہائڈروجن‬

115
d. carbon monoxide and water ‫کاربن مونو آکسائڈ اور پانی‬
22. Heating of solids potassium chlorate produces a gas:
‫پوٹاشیم کلوریٹ کوگرم کرنے سے گیس پیدا ہوتی ہے‬
a. chlorine ‫کلورین‬ b. carbon dioxide ‫کاربن ڈائی آکسائڈ‬
c. carbon monoxide ‫کاربن مونو آکسائڈ‬ d. oxygen ‫آکسیجن‬
23. The chemical reactions during which heat energy is evolved are called:
‫ایسے کیمیکل ری ایکشنز جس کے دوران ہیٹ انرجی کا اخراج ہوتا ہےکہالتے ہیں‬
a. exothermic reactions ‫ایکسو تھرمک ری ایکشن‬
b. endothermic reactions ‫اینڈوتھرمک ری ایکشن‬
c. chemical reaction ‫کیمیکل ری ایکشن‬
d. decomposition reaction ‫ڈی کمپوزڈ ری ایکشن‬
24. Law of conservation of mass was put forward by a French Chemist:
‫قانون بقائے مادہ کس فرانسیسی سائنسدان نے پیش کیا؟‬
a. Marie Curie ‫میری کیوری‬ b. John Dalton ‫جان ڈالٹن‬
c. Lavoisier ‫لیوائزے‬ d. Bohr ‫بوہر‬
25. Substances which take part in chemical reaction are called:
‫اشیا جو کیمیکل ری ایکشن میں حصہ لیتی ہیں کہالتی ہیں‬
a. products ‫پروڈکٹس‬ b. reactants ‫ری ایکٹنٹس‬
c. compound ‫کمپاؤنڈ‬ d. matte r ‫مادہ‬
26. The king of chemicals is:
‫کیمیکل کا بادشاہ ہے‬
a. KOH b. HCl
c. H2SO4 d. Na
116
27. Lactic acid is found in:
‫لیکٹیک ایسڈ پایا جاتا ہے‬
a. grapes ‫انگوروں میں‬ b. tomatoes ‫ٹماٹروں میں‬
c. ant’s string ‫چیونٹی کے ڈنگ میں‬ d. yoghurt ‫دہی میں‬
28. The compounds which produce hydrogen ions in their aqueous solutions are called:
‫ایسے کمپاؤنڈز جو اپنے آبی سلوشن میں ہائڈروجن آئنز پیدا کرتے ہیں کہالتے ہیں‬
a. acids ‫ایسڈز‬ b. bases ‫بیسز‬
c. salts ‫سالٹس‬ d. fats ‫فیٹس‬
29. A compound formed by the chemical reaction of an acid with a base is called:
‫ایک اسیا کمپاؤنڈ جو ایسڈ اور بیس کے کیمیکل ری ایکشن کے نتیجے میں بنتا ہے کہالتا ہے‬
a. vinegar ‫سرکہ‬ b. fat ‫فیٹ‬
c. salt ‫سالٹس‬ d. mixture ‫مکسچر‬
30. The scale which is used to measure the strength of acidic or alkaline solutions is
known as:
‫ایسا سکیل جو کہ ایسڈک اور بیسک سلوشنز کی طاقت معلوم کرنے کی لیے استعمال ہوتا ہے‬
a. Celsius scale ‫سیلسئس سکیل‬ b. pH scale ‫پی ایچ سکیل‬
c. Kelvin scale ‫کیلون سکیل‬ d. Fahrenheit scale ‫فارن ہائیٹ سکیل‬

My Thesis

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My Thesis

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IMPACT OF TEACHERS’ COMPETENCIES ON

STUDENTS’ ACADEMIC ACHIEVEMENT AT GRADE

INSTITUTE OF EDUCATION AND RESEARCH

Submitted in the partial fulfillment of the requirements for the

This thesis titled “Impact of Teachers’ Competencies on Students’

degree of Master of Philosophy in Education by the Faculty of Education at the

Institute of Education and Research, University of the Punjab, Lahore.

Thesis Evaluation Committee

(Professor Dr. Rafaqat Ali Akbar)

(Dr. Muhammad Abiodullah)

It is certified that this M.Phil thesis titled, “Impact of Teachers’

Competencies on Students’ Academic Achievement at Grade VIII”, is an original

material published or written previously by another author, except where due

references were made to the source in the text of the thesis.

its correctness and authenticity.

partially or fully in any manuscript already submitted or is in the process of

M.Phil. degree in accordance with prescribed procedure of the university.

The dissertation titled, “Impact of Teachers’ Competencies on Students’

degree of M.Phil in Education at the Institute of Education and Research, University

of the Punjab, Lahore.

I dedicate this thesis to the teacher of Mankind (Holy Prophet Hazrat

Muhammad S.A.W). I also dedicate my thesis to my Parents and my

supervisor whose cooperation and concerns enabled me to accomplish

reverence for many people throughout this tenure, especially in completion of M.

guidance was a great motivating factor in this success.

The researcher acknowledges the guidance of all teachers at IER who

Statement of the problem 5

Significance of the Study 5

Objectives of the Study 6

Chapter II Review of Related Literature 8

Student’s Academic Achievement 10

Personality Traits, Attitudes and Believes 10

Pedagogical Skills and Knowledge 10

General Pedagogical Knowledge 12

Understanding of teachers’ competencies 13

Competencies needed by Teacher Error!

Bookmark not defined.

The relationship between teachers’ competencies and Students’

Factors that affect teachers’ competencies 18

Characteristics of teachers’ competencies 19

Chapter 3 Research Methodology 20

Chapter 4 Analysis and Interpretation Of Data 29

Section “A” Quantitative Analysis of Teachers’ Competencies based

Section “B” Quantitative Analysis of Students’ Academic

Chapter 5 Summary, Findings, Discussion, Conclusion & Recommendations 66

Recommendations for Future Researchers 90

Tables Statements Page No

Figures Statements Page No

3.1 Population of the Study 21

3.2 Sample of the study 22

4.1 Data Analysis Technique 29

Teacher plays a key role in education system. Teacher’s competencies are

the impact of teachers competencies on students’ academic achievement in general

students’ academic achievement regarding teachers’ competencies among locale-wise,

instruments. First research instrument was structured quantitative observation sheet

Grade VIII. Observation sheet was accurately coded during observations.

difference in students’ academic score regarding medium of school.

Those teachers of schools who possessed teachers’ competencies their

not possessing particular teacher’s competencies should be trained. There is need of

appropriate systematic planning and training for increasing teachers’ competencies.

Rural area schools where lack of implementations of teachers competencies was

observed, there should be practices of such competencies in classroom by teachers to

get the desired students’ academic achievement.

Key words: Teachers’ competencies, students’ academic achievement