The research determined a correlation between teacher’s effectiveness and students’ academic achievement; with special reference to the School Of Health Information Management, Ahmadu Bello University Teaching Hospital, Zaria; Nigeria. It was a descriptive study involving 17 Lecturers and 151 students of the school. Mean percentage Effectiveness of the lecturers were determined by Student-Teacher Evaluation using Questionnaires and the mean Academic Achievement of students were obtained from the school records. Specifically, the study was meant to answer one research question and to test one null hypothesis viz: (1).What is the relationship between teacher-effectiveness and students’ academic achievement? (2). There is NO positive Correlation between Teacher-Effectiveness and Students’ Academic Achievement. A value of r=+0.74 indicated a significant and strong positive correlation between teacher-effectiveness and students’ academic achievement. To improve learning and academic performance, the researchers made some useful recommendations in that regard.. The shortcoming of this research is in its drawing of conclusions based only on statistical calculations and findings; hence it is still subject to further studies.

1. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
1
A Review of Teacher-Effectiveness and Students
Academic Achievement.
EZUGWU G. G. 1
and IJEOMA C V2
;
1
DEPARTMENT OF EDUCATIONAL FOUNDATION, FEDERAL COLLEGE OF
EDUCATION, (FCE) ZARIA- NIGERIA.
2
SCHOOL OF HEALTH INFORMATION MANAGEMENT, AHMADU BELLO
UNIVERSITY TEACHING HOSPITAL (ABUTH) ZARIA, NIGERIA.
August, 2011
1. ABSTRACT
The research determined a correlation between teacher s effectiveness and students academic
achievement; with special reference to the School Of Health Information Management, Ahmadu
Bello University Teaching Hospital, Zaria; Nigeria. It was a descriptive study involving 17
Lecturers and 151 students of the school. Mean percentage Effectiveness of the lecturers were
determined by Student-Teacher Evaluation using Questionnaires and the mean Academic
Achievement of students were obtained from the school records. Specifically, the study was meant
to answer one research question and to test one null hypothesis viz: (1).What is the relationship
between teacher-effectiveness and students academic achievement? (2). There is NO positive
Correlation between Teacher-Effectiveness and Students Academic Achievement. A value of
r=+0.74 indicated a significant and strong positive correlation between teacher-effectiveness
and students academic achievement. To improve learning and academic performance, the
researchers made some useful recommendations in that regard.. The shortcoming of this research
is in its drawing of conclusions based only on statistical calculations and findings; hence it is still
subject to further studies.
(Keywords: Mean Percentage Teacher-Effectiveness, Mean Percentage Students Academic Achievement.)
2. INTRODUCTION
The issue of poor academic
performance of students in Nigeria has,
for long, been of much concern to all
and sundry. It is however common to
note that students poor performance in
academic and scholastic activities are,
more often than not, blamed entirely on
the students lack of commitment to
studies. It is rare to see teachers or
academic administrators take a blame for
being part of the problem. Various
literatures attest that the quality of
education in any given nation will, to a
great extent, depend on the quality and
capacity of teachers it parades in that
sector. Ajao (2001) notes that over time,
pupils academic performance in both
internal and external examinations had
been used to determine excellence in
teachers and teaching. In our tertiary
institutions, lecturers have also been
shown to have an important influence on
students academic achievement and
they also play a crucial role in their
educational attainments. This is so

2. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
2
because the teacher is ultimately
responsible for translating policies into
actions during interaction with students,
based on principles and practices of the
institution. Both teaching and learning
depend a lot, on the teacher. As a result,
students achievement should be viewed
partly as the quality of teachers and
teaching in such institution.
3. REVIEW OF RELATED LITERATURE
In enumerating the factors that
could be responsible for varying
academic performance of students,
Combs (1990) listed prominent among
them, well motivated and qualified
teachers who are familiar with and
capable of discharging their teaching
responsibility effectively well. On a
similar note, Ukeje (1990) and Fafunwa
(1979) write extensively on the prime
importance of effective teachers in the
development of academic institutions,
especially in the area of enhancing
students academic performance. Rice
(2003) stated that: researchers and
policy-makers agree that teacher quality
is a pivotal policy issue in educational
development, particularly given the
investment in teacher-compensation,
coupled with the evidence that teachers
are the most important factor affecting
student-academic achievement. Marzano
(2003) also stated that on the average the
most effective teachers produce gains of
about 53% points in Student-
Achievement over a year, whereas, the
least effective teachers produce
achievement gains of about 14% points
over a year. He stated that identifying
teachers areas of role performance that
positively influence student-achievement
is a critical conversation in education
today. Studies by Oskamp & Schultz
(2005) also reveal that teachers attitude
reflects their effectiveness; which are
then related to their students
achievement.
Ensuring that students in
academic institutions achieve with high
grades in tested courses, is not just the
only concern for effective teachers.
Promoting students academic
achievement is arguably the most
important component of their tasks.
However, teachers contribute to their
students development in many diverse
ways. For instance, teachers can help
students learn to work cooperatively
with their peers; conduct themselves
appropriately in classrooms and schools;
resolve differences peacefully; and
understand their roles as citizens in
classrooms and schools; communities
and the society at large. Teachers also
have responsibilities beyond direct
instructions; such as working with
colleagues to identify students with
special needs and developing plans to
support them, (Goe et al 2008).
In trying to determine what possible
effect Teacher-Effectiveness may have
on students scholastic achievement,
Maduegbuna (1980) also carried out a
research with information gathered from
100 students for Teacher- Evaluation
purpose on ten chosen courses, using
Questionnaires. He correlated students
achievement in the courses with the
graded effectiveness of the teachers and
concluded that Teacher-Effectiveness
had significant effects on students
achievement in each of the courses. In a
similar research, Ijeoma (2011) obtained
a correlation value of +0.70, which he
concluded as a strong positive
correlation between Teacher-
Effectiveness and Students Academic
Achievement.

3. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
3
In summary, it can be deduced that
students taught by more experienced
teachers achieve at a higher level
because such teachers must have
mastered their course content and have,
over time, acquired skills to deal with
varying students academic problems
such as difference in abilities, prior
academic knowledge, and background.
Teachers should therefore, realize that
how they teach, how they behave, and
how they interact with students in
attending to their academic challenges,
are as important as what they teach, in
shaping students attitudes towards
acquisition of academic and general
knowledge.
4. RESEARCH QUESTION AND
HYPOTHESIS
Research Question: (1).What is the
relationship between teacher-
effectiveness and students academic
achievement? Research Hypothesis:
The following Research Hypothesis was
formulated and tested using Pearson
Product Moment Correlation and
Simple Regression Analysis: (2).There
is NO positive Correlation between
Teacher-Effectiveness And Students
Academic Achievement.
5. METHODOLOGY
Research Design
This research was Descriptive in
nature and employed an Ex-post-facto
design to determine and describe the
relationship between teacher-
effectiveness and students academic
achievement in the selected study area.
Sample Size And Sampling Techniques.
A sample size of 100 students was
drawn out of the one hundred and fifty-
one (151) students by proportional
allocation, (Table1). Questionnaires
were administered to this group for the
purpose of teacher-evaluation of the
seventeen (17) teachers of the school.
Instrumentation and Data Collection
Data were collected using
Questionnaires and Records of the
school s Board Examination Results
from 2006 to 2010, a five (5) year
period. This exam is conducted yearly
by the Heath Records Officers
Registration Board of Nigeria; a
regulating body for the Health
Information Management (HIM)
profession in Nigeria. The Questionnaire
was preferred for this research due to its
flexibility, affordability, ease of
administration and quick data
collection. It was suitable because it
allowed the researchers to reach out to
the sample within a limited time period.
It also ensured confidentiality; and thus
it enabled the researcher to gather more
candid and objective data. The type
made use of here is the self-
administered, structured Questionnaire.
All the 100 Questionnaires were
returned and usable.
6. DATA ANALYSES
Methods of Descriptive Statistics
were used to analyze the Data obtained
through the Questionnaires and the
school Records. The percentage teacher-
effectiveness range between 0% and
100% with 0-25% and 76-100%
considered as ineffective and highly
effective respectively. Mean percentage
Academic Achievement of students was
obtained as their average percentage
passes in the six (6) courses for the 5-
year period. The two values were used to
test the null hypothesis stated in

4. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
4
Section3 above, using Pearson Product
Moment Correlation and Regression
Analysis.
7. RESULTS
Strata or levels (h) No of students (Nh) Sample drawn
(nh)
Percentage (%) of
sample drawn
400 Level 20 13 13
300 Level 44 29 29
200 Level 39 26 26
100 Level 48 32 32
TOTAL 151 100 100
Table 1: number of students drawn from each level following proportional allocation
Research Question: What is the relationship between Teacher-Effectiveness (TE) and Students
Academic Achievement (SAA)?
TE/SAA RELATIONSHIP RANGE OF
%INFLUENCE
NO. OF RESPONDENTS RESPONDENTS
%
TE DOES NOT HAVE ANY
SIGNIFICANT INFLUENCE
ON SAA
(0-25)% 0 0
TE BARELY HAVE
SIGNIFICANT INFLUENCE
ON SAA
(26-50)% 15 15
TE HAVE MODERATE
INFLUENCE ON SAA
(51-75)% 22 22
TE HAVE STRONG
INFLUENCE ON SAA
(76-100)% 63 63
TOTAL 100 100
Table2: Summary of responses to the Research Question.
Table2 above shows that the student-respondents have varying opinions on the influence
of Teacher-Effectiveness on Students Academic Achievement. However, 63% of them
agree to a strong influence.
Research Hypothesis: There is NO positive Correlation between Teacher-Effectiveness And Students
Academic Achievement. This Hypothesis was tested using Pearson Product Moment
Correlation and Regression Analysis.
Count No.
Score
SD Var. r. b.
%Mean TE 6 49.0 0.09 0.009
%Mean SAA 326
81.0
0.01 0.001 +0.74 +0.70
Table3. Summary of PPMC and SRA between TE and SAA.(PPMC- Pearson Product Moment
Correlation; SRA-Simple Regression Analysis; TE-Teacher-Effectiveness; SAA- Students
Academic Achievement; SD- Standard Deviation; Var.- Variance; r.- Correlation Coefficient; b.-
Regression Coefficient).

5. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
5
Table3 above shows a strong positive
correlation(r=+0.74) between Teacher-
Effectiveness and Students Academic
Achievement. Therefore, the Null
Hypothesis is rejected and we accept that
there is strong positive correlation
between Teacher-Effectiveness and
Students Academic Achievement in
School of Health Information
Management, Ahmadu Bello University
Teaching Hospital, Zaria, Nigeria.
8. DISCUSSION
The study found that the lecturers
were rated Moderately-Effective (with a
%Mean Effectiveness of 49%), by the
students. The problem of accuracy and
reliability of Student-Teacher rating
probably informed Ronald (2005) to
propose a unified conceptualization of
teacher effectiveness which uses
multiple sources of teaching evidence
that includes eleven other methods of
Teacher-Effectiveness evaluation. These
include: (1) Peer ratings, (2) Self-
evaluation, (3) Videos, (4) Student
interviews, (5) Alumni ratings, (6) Employer
ratings, (7) Administrator ratings, (8)
Teaching scholarship, (9) Teaching awards,
(10) Learning outcome measures, and (11)
Teaching portfolios. It is however,
noteworthy that the Mean Academic
Achievement of the students was as high
as 81%. This seems to be in agreement
with the report of Blanktein (1996) that
students grades and test scores do not
(accurately) reflect the quality of
instruction because teachers inputs are
not the only factors that influence
students academic performance in
schools. This reported high performance
may be due to student-related factors
such as intelligence, parental education,
socio-economic status, interest etc. The
performance is also evident from
students level of preparedness and
commitment for this exam as more value
is placed on it than on their semester
exams.
9. CONCLUSION
The study showed that the
performance in the Board Exam, of
students of School Of Health
Information Management, Ahmadu
Bello University Teaching Hospital,
Zaria, was very high compared to the
rated effectiveness of their lecturers.
This is because student- and
environment-related factors might have
contributed to the results of the exam
within the reviewed period. There is
however, a strong positive correlation
between Teacher-Effectiveness and
Academic Achievement of students in
this exam.
10. RECOMMENDATIONS
(1) Arguably, Teacher-
Effectiveness starts from
Effective Teacher-
Preparation. As a result,
Institutions vested with the
responsibility of Teacher-
Education must not waver in
standards. Even in the face of
dwindling resources, socio-
political instabilities, and
other challenges which
threaten academic
programmes, they should
thrive and persevere.
(2) Some teachers, especially
those in the tertiary
institutions, are usually more
concerned with covering their
course content within a
stipulated time. However,
this should be balanced by
the desire to see that
Learning Objectives have
been attained. Lecturers
concern should be more on
ensuring that the domains of

6. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
6
knowledge are achieved in
the students. This will no
doubt, prepare the students
for higher academic
achievement.
(3) Teachers in any institution
must continue to take
advantage of policies that
encourage Continuing
Professional Development.
This programmes among
others, are aimed to develop
the teachers to further
improve their effectiveness in
teaching. Institutions where
such or similar policies are
lacking, efforts should be
made to establish one; to
ensure adequate Human
Resource Development
(HRD) in schools.
(4) Because Student-Related
factors are other major
predictors to academic
achievement, students should
therefore show serious
commitment to their studies.
(5) A right attitude towards
learning; academic resiliency;
self-discipline; adequate class
attendance; and the taking up
of responsibilities; amongst
others, will definitely
enhance students academic
achievement
References
Agwuegbu, M.N. (2006): Education And Development. Enugu; Temple Publications Ltd.
Akintayo, B.A. (1980): Issues in Nigerian Education. Benin; Evangel Publishers Ltd.
Ayot, H.O. and H. Briggs (1992): Economics of Education.. Nairobi; Educational Research and Publications.
Barnett, C.W., Matthews, H.W. and R.A. Jackson (2003): Comparison Between Student Rating And Faculty Self-Rating Of
Instructional Effectiveness. American Journal Of Pharmaceutical Education.
Blakstein, A.M. (1996): Why TCM Can t work And A School Where It Did. The Education Digest 62 (1).
Combs, P.H. (1970): The World Educational Crisis: A System Analysis. New York; Oxford University Press.
.Evans, B. (1992): Staff Effectiveness In Schools: Making Schools More Effective, 67-68.
Fafunwa, B. (1979): The Purpose of Teacher Education. Ibadan; Heinemann Educational Books (Nig.) Ltd.
Fagbamiye, T.A. (1991): The Effects Of Instructional Resources On Learning. Unpublished B.Ed Thesis.
.Gibbons, S; Kimmel, H and M. O Shea (997): Changing Teacher Behaviour Through Staff Development. School Science And
Mathematics; 97(6).
Goe, L; Bell, C; and Little, O. (2008): Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Washington, DC;
National Comprehensive Center for Teacher Quality.
Gregory, V.S. (1996): Student Classroom and Career Success. Journal of Education for Business; 96 (7).
Ijeoma, C. Victor (2011): A Study of Correlation Between Teacher s Role Performance And Students Academic Achievement.
Unpublished PGDE Thesis; FCE; Zaria.
Imhanlahimi, E.O. and L.I. Aguele (2006): Comparing Three Instruments For Assessing Biology Teachers Effectiveness. Journal of
Social Science; 17 (3).
Khalid, D, Kartz, R. and Kahnl, L. (2010): The Social Psychology Of An Organiztion. New York; Wileym Publications.
Maduegbuna, U. (1980): The Relationship Between Service Condition of Teachers And Their Effectiveness. University of Port
Harcourt; Unpublished M.Ed Thesis.
Marzano, R. J.(2003): What Works In Schools: Translating Research Into Action. Alexandria, VA; Association for Supervision and
Curriculum Development.
Marzano, R. J. (2000): A New Era of School Reform: Going Where The Research Takes Us. Aurora, CO; Mid-Continent Research
for Education and Learning.
Mathieu, J.E.(1990): A Test of Subordinates Achievement and Affiliation Needs. Basic And Applied Social Psychology; 11 (2).
Moorman, R.H. and Blakely, G.L. (1995): Individualism And Collectivism As An Individual Difference Predictor of Organizational
Citizenship Behaviour. Journal of Organisational Behaviour; 16 (2).
Norris (1993): Evaluation, Economics and Performance Indicators. London; Falmer Press.
Ofoegbu, F.I. (2004): Teacher-Motivation: A factor for classroom Effectiveness And School Improvement. Enugu; Gale Group.
Onyeachu, A (1996): Relationship Between Working Conditions And Teacher Effectiveness. University of Port Harcourt,
Unpublished M.Ed Thesis

7. A Review of Teacher-Effectiveness and Students Academic Achievement, by G G Ezugwu & C V Ijeoma. ; 2011
7
Organ, D.W. (1988): Organizational Citizenship: The Good Soldier Syndrome. Lexington, M.a; Lexington Books.
Pozo-munzo, C; Rebolloso, P.E. and Fernandez, R.B (2000): The Ideal Teacher; Implication for students Evaluation Of Teachers
Effectiveness. Assessment And Evaluation In Higher Education; 25(3).
Ronald, A.B. (2005): Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in
Higher Education,USA.
Rice, R. E. (2003): The NewAmerican Scholar:Scholarship and the Purposes of the University. Metropolitan Universities; vol1(4).
Rutter, M; B. Maugham, P. Mortimer and A. Smith (1979): Fifteen Thousand Hours In School And Their Effects. Cambridge;
Harvard University
Slavin, B. (1987): Management And Evaluation Of Schools; Nairobi; Oxford University Press, East African Ltd.
Starr, L. (2002): Measuring The Effects Of Effective Teaching. Education World.
Ukeje, D.O. (1990): Performance Oriented Teacher Education. Report of the 5th
Annual Conference.