Exploring the Effect of Pedagogical Beliefs and Practices during Classroom Instruction on Students Learning at Secondary School Level in District Gujrat

Abstract

Exploring the effect of pedagogical beliefs and practices during classroom instruction on students’ learning in tehsil Sarai Alamgir, district Gujrat was the key purpose of the present research. It was exploratory research and survey design in nature with mixed method data collection technique. Data was collected from 46 secondary school science teachers and 460 students of 10th class who were selected by using simple random sampling technique. The researcher used three self-developed tools (questionnaire to measure pedagogical beliefs, checklist to observe practice of pedagogical beliefs during classroom instruction, and test to measure students’ learning) to glean data. Statistical Package for Social Sciences (SPSS) software (20.0) was used to analyze arrange, and coded data by applying inferential statistics. It was found after analysis that there is strong association between pedagogical beliefs and practices during classroom instruction and students’ learning, practices of pedagogical beliefs during classroom instruction. The results also reveals that gender and qualification wise no difference was found in the degree of pedagogical beliefs except the science teachers who had above than 20 year teaching experience had high degree of pedagogical beliefs. So for as the concern of practices of pedagogical beliefs is male sciences teachers practice more than the female and the teacher who were enjoying M.A/M.Sc. their qualification and had above than 20 year teaching experience practices more pedagogical beliefs during classroom instruction then the others teachers. The results reveals that the teachers who had high degree of pedagogical beliefs and practiced perfectly/ great extent pedagogical beliefs theirs students had level of learning and performed “excellent”, the teachers who had moderate degree of pedagogical beliefs and practiced some extent pedagogical beliefs theirs students had medium level of learning and performed “good”, and the teachers who had low degree of pedagogical beliefs and practiced not at all pedagogical beliefs during classroom instruction, theirs students had low level of learning and majority of them performed “average” in test.