The impact of teachers’ effectiveness on students’ academic achievement of science in junior secondary grades in batticaloa West Zone, Sri Lanka Arulmoly Chelliah Senior Lecturer Grade I, Department of Education and Childcare, Faculty of Arts and Culture, Eastern University, Sri Lanka, Email id: chelliah.arulmoly@yahoo.com Online published on 16 October, 2019. Abstract Understanding the impact of teachers’ effectiveness on students’ achievement of science subject is important in determining effective and valid performance of science education for secondary schools in Sri Lanka. The Objective of this study is to find out the correlation of teachers’ effectiveness (TE) and Academic achievement (AA) of science subject in secondary school students in urban and Semi-urban area in the Batticaloa district. In this study was a design survey method was used and directed at the population of junior secondary students in the Batticaloawest zone, Sri Lanka. Sixteen school of Type 2 were selected from this research area. These schools were stratified into urban (7) and semi-urban (9) schools. 636 students who studied in grade 6 and9 (junior secondary) students were selected at random. The research instruments, questionnaire format titled teachers ‘questionnaire; it's to measure the TE and responses about the student's attitude to the science subject. Grades gained of academic achievement of the science subject (AA) at the final examination of grade 6 and 9 in zonal level. Reliability was checked by test-retest after three weeks for the TE. The very high correlations obtained reveal the reliability of the instruments of measurement. Null hypotheses were postulated from objectives and tested at 0.05 level of significant to determine how the impact of TE correlates on students’ academic achievement (AA) in science. The data was collected through questionnaire related to the variable. Mixed method was used to analysis and SPSS which include Chi-Square test, t-test and Pearson Product Moment correlation coefficient was used in analyses. There is only a significant relationship between the sub-variables of TE among grade 6 students and their achievement of science subject. At the same time, there is no relationship between low and high levels of TE and grade 6 and 9 achievement of science subject. Likewise there is no relationship between the sub-variable of TE and grade 9 achievement of science subject. That is, there is no relationship between the TE at any level (grades 6 or 9) and their achievement of science subject. Also, there is no relationship between the sub-variables of TE (TP, TM, and IP) and grade 9. There is a relationship between the sub-variables of TE (TP, TM, and IP) and the achievement of science subject among the grade 9 students. Top Keywords Junior Secondary Grades, Academic Achievement, Teamers’ Effectiveness, Urban And Semi Urban, Teacher Professionalism, Teaching Methods And Techniques, Individual Personality. Top |