Teaching Competence and Academic Achievement on Higher Secondary Students in Satkhira District

Teaching competence is the primary indicator for better academic achievement. Without providing quality education, a nation can’t be developed with knowledge. This research tried to assess the effect of teaching competence on academic achievements of higher secondary level students in Satkhira District of Bangladesh. The study was in explanatory in nature in which survey method was followed to collect data. A sample of 246 students of class twelve were randomly selected from four renowned colleges under Satkhira District. Data were collected through a structured interview schedule. The study revealed that the mean Grade Point Average (GPA) of the student was 3.69 in English and they studied 5.78 hours on an average in a day. An index was developed to measure students’ perception with 7 indices (subject knowledge, cooperative teaching method, classroom management, punctuality, students’ evaluation, motivation of the students and teacher-student relationship) and the mean value of all the components were around 4 which indicates students agreed about effective teaching competence of their teacher. Furthermore, the results of ANOVA and Independent Sample t-test depicted that variations in students’ perception about teaching competence were significant with reference to age, religion, place of residence and study time. Moreover, the result of regression analysis revealed that overall teaching competence was not significantly associated with students’ academic achievement. On the contrary, sex, place of residence, area of study and study time per day were significantly related with students’ academic achievement. Teachers should concentrate on enhancing their competence so that the students can achieve a better academic performance respectively.