How pre-service teachers’ attitudes can affect students’ performance
It can be said that teachers have always been aware that learners, that is to say, the way students learn, must shape the way teachers teach. In other words, the methods of teaching used by teachers should be determined in tune with the learning styles of the targeted students.
See Samples Of Undergraduate Project Topics Research Works For Students In Colleges
It can also be said that although the needs of today’s students and their styles of learning are urging the introduction of new technology to the classrooms, just the opposite can also be true as well, new technology is at the same time trying to make its way into the field of education which has always been very broad and open to continuous development.
PRE-SERVICE TEACHERS ATTITUDES
Change in Pre-service Teacher Attitudes toward Contemporary Issues in Education Pre-service teacher education is concerned with the development of specific instructional competencies but it is also focused on promotion of teacher attitudes that facilitate effective instructional practice. Because the upcoming generation of teachers is often viewed as a primary mechanism of curriculum reform pre-service teacher education focuses on current research and contemporary interpretation of best practices in school organization and classroom instruction. In the context of pre-service teacher education, then, post-secondary pedagogy is concerned with producing graduates who move into the field able, in terms of both skills and attitudes, to implement research-based conclusions that may not always coincide with the attitudes of previously trained teachers. An attitude is the sum of a person’s inclinations and feelings, prejudices and bias, preconceived notions, ideas, fears, and convictions regarding any specific topic. Attitudes are formed by direct experience as well as by implicit learning and may reflect personality. Attitudes are typically conceptualized as having three related components: cognitive (i.e., the idea or assumptions upon which the attitude is based), affective (i.e., feelings about the issue), and behavioural (i.e., a predisposition toward an action that corresponds with the assumption or belief). Attitudes are functional in as much as they simplify complex subjects, express fundamental values and beliefs, and mediate or guide behaviour.
ACADEMIC PERFORMANCE
Students’ academic gain and learning performance is affected by numerous factor including gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation as hostelries or day scholar. Many researchers conducted detailed studies about the factors contributing student performance at different study levels. The measurement of students previous educational outcomes are the most important indicators of students future achievement, this refers that as the higher previous appearance, better the student’s academic performance in future endeavours. Lot of studies have been conducted in the area of students achievement and these studies identify and analyze the number of factors that affect the academic performance of the student at school, college and even at university level. Their finding identify students’ effort, previous schooling, parent’s educational background, family income, self-motivation of students, age of student, learning preferences and entry qualification of students as important factors that have effect on student’s academic performance in different setting. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of graduate students
PRE-SERVICE TEACHERS ATTITUDES AND AFFECT STUDENTS PERFORMANCE
The attitude that students have towards mathematics is influenced by the efforts that these students place into the understanding and their ability to practice the teaching ideas and skills learned in the classroom. The belief that students have about their ability to succeed and their expectations for the outcome of the results in school is directly connected to their levels of commitment and their mental states that urge or interfere with their physical and cognitive ability to be academically successful. Thus, attitudes predict the effort with which a student is most probably able to put into his or her learning of various subjects. Teachers therefore, need to do their maximum best to maintain positive attitudes toward mathematics for good performance among students. The attitude of pre-service teachers towards teaching learning referred to the emotional disposition that they have towards improving students’ academic performance
