The Impact of Teacher Gender and Teachers’ Teaching Style on Male Form Four and Form Five Biology Students’ Achievement Motivation and Academic Achievement at a Secondary School in Trinidad and Tobago

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dc.DegreeTypeMaster's in Educationen_US
dc.DepartmentEducationen_US
dc.FacultyHumanities and Educationen_US
dc.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorThomas, Reinnie
dc.date.accessioned2019-07-17T15:56:14Z
dc.date.available2019-07-17T15:56:14Z
dc.date.issued2017
dc.description.abstractThis mixed-method study examined the effect of teacher gender and teacher instructional style on male Form 4 and Form 5 Biology students at a secondary school in Trinidad and Tobago. Data were obtained through interviews and the administration of a questionnaire. The participants were four Biology teachers (two males and two females) and 15 male Biology students of the school under study. The findings indicated that teacher gender and teacher instructional style impacted the academic achievement of the male Biology students, but not their achievement motivation. The male students preferred to be taught by female Biology teachers and achieved higher test scores in comparison to students taught by male Biology teachers.en_US
dc.identifier.urihttps://hdl.handle.net/2139/47327
dc.subject.otherCase studiesen_US
dc.subject.otherGender issuesen_US
dc.subject.otherMale studentsen_US
dc.subject.otherBiology studentsen_US
dc.subject.otherAcademic achievementen_US
dc.subject.otherStudent attitudesen_US
dc.subject.otherSecondary school studentsen_US
dc.subject.otherTeacher attitudesen_US
dc.subject.otherSecondary school teachersen_US
dc.subject.otherTrinidad and Tobagoen_US
dc.titleThe Impact of Teacher Gender and Teachers’ Teaching Style on Male Form Four and Form Five Biology Students’ Achievement Motivation and Academic Achievement at a Secondary School in Trinidad and Tobagoen_US
dc.typeThesisen_US

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