An Article Review for Research Methodology subject
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An Article Review for Research Methodology subject An Article Review for Research Methodology subject Document Transcript

  • ARTICLE REVIEW: DO STUDENTS' PERSONALITY TRAITS MODERATE RELATIONSHIP OF TEACHER'S LEADERSHIP STYLE AND STUDENTS' ACADEMIC PERFORMANCE? EMPIRICAL EVIDENCE FROM INSTITUTE OF HIGHER LEARNING REVIEWED BY: ELNIZIANA BINTI SUPAR Faculty of Education, INTEC April 3rd, 2014 1
  • Contents ARTICLE REVIEW: DO STUDENTS' PERSONALITY TRAITS MODERATE RELATIONSHIP OF TEACHER'S LEADERSHIP STYLE AND STUDENTS' ACADEMIC PERFORMANCE? EMPIRICAL EVIDENCE FROM INSTITUTE OF HIGHER LEARNING...........................................................................................................1 REVIEWED BY: ELNIZIANA BINTI SUPAR .....................................................................................................................1 Faculty of Education, INTEC April 3rd, 2014........................................................................................................................................1 Contents.................................................................................................................................................2 1.0 SOURCE ................................................................................................................................................................5 ................................................................................................................................................................5 2.0 OVERVIEW OF THE STUDY................................................................................................................5 3.0 DESCRIPTION OF THE METHODOLOGY ................................................................................................................................................................7 What we can see here, this study establishes the relationship between leadership style of a teacher as per students' assessment and their own perceived academic performance, keeping their level of emotional intelligence as the moderator of this relationship................................................................7 Student had been selected as the target population of the study because of the study was to assess the leadership style of a teacher and to explore its impact on the academic performance of students. A teacher was selected to assess his leadership style perceived by students. For study researcher was selected as the teacher to be assessed by students for his leadership style. ................................7 2
  • In the second stage of research those were selected for responses that have been or they are students of specified teacher. For sample 250 students (estimated sample size) were selected with a choice to participate in research, 212 students voluntary participated and contributed in data collection comprising a respond rate of 85%. .......................................................................................7 Table 2 shows the summarized resultant values of the regression analyses. Findings of the table prove that there is weak relationship between teachers leadership style and their performance (r=.146. R square value of the table shows that only 2.1% of the change in dependent variable is attributable to independent variable. It is also show that this relation is significant (t=2.136, p<.05). So it can be inferred that transformational leadership style of teacher is significant but weak predicator of students' academic performance.....................................................................................8 Table 3. Impact of teachers' transactional leadership style on Academic performance..................9 Table 3 shows the summarized resultant values of the regression analyses. Findings of the table prove that there is weak relationship between teachers leadership style and their performance (r=.141). R square value of the table shows that only 2% of the change in dependent variable is attributable to independent variable. It also shows that this relation is significant (t=2.239, p<.05). So it can be inferred that transformational leadership style of teacher is a significant but weak predictor of students' academic performance......................................................................................................9 Table 4. Impact of Moderator (EI) on the Model-1...........................................................................9 Model-1. a. Predictor : (Constant), Transactional leadership, EI b. Predictor: (Constant), Transformational leadership, EI, Transformational-EI c. DV: Academic performance...............................................................................................................9 Model-2 a. Predictor : (Constant), Transactional leadership style of teacher, EI b. Predictor: (Constant), Transformational leadership, EI, Transformational-EI c. DV: Academic performance.............................................................................................................10 4.0 EVALUATION OF THE STUDY..........................................................................................................10 5.0 DISCUSSION OF IMPLICATIONS OF THE STUDY...............................................................................12 Respond to this article there are some implications that can be obtained. The authors revealed that teacher as a leader has a weak impact on the academic performance of students, similarly when the EI was tested as the moderating variable between teacher leadership style and academic performance it is concluded that EI doesn't moderate the relation....................................................12 After review the article, my judgement towards this study is it would be useful to others especially higehr eductation institutions rom all over the places in the world. This is also recommended to do future research which can be focused to the other aspects that have not been discuss by the authors of this article. .......................................................................................................................................12 3
  • In example; a comparison could be made between transformational and transactional leadership style of th eteacher as predictor of the students' academic performance. Moreover, other types of class leadership could be undertaken to eloborate the study. Moreover, sample may also be inreased to get more detailed results..................................................................................................12 6.0 RFERENCES.....................................................................................................................................12 .............................................................................................................................................................13 4
  • 1.0 SOURCE The International Journal of Academic Research: Do students' personality traits moderate relationship of teacher's leadership style and students' academic performance? Empirical evidence from institute of higher learning by Ishfaq Ahmed and Tehmina Fiaz Qazi, Lecturer, Research Scholar (M.Com Hons) at Hailey College of Commerce, University of the Punjab (PAKISTAN), Vol.3.No.4.July, 2011, 11 Part. 2.0 OVERVIEW OF THE STUDY In this article review, I summarize the article and offer comments about selected aspects, identify some relevant changes that have occurred since the article was published, and suggest areas where additional research findings would assist in understanding the educational leadership in regard to the issues raised. Research conducted by the authors establishes the relationship between leadership style of a teacher as per students' assessment and their own perceived academic performance. This article concentrates 1) to assess the leadership style of their teacher, secondly they had 2) to mention their perception about their academic performance Additionally, this study is 3) to assess the level of emotional intelligence (EI) in students. This made point of view that these aspects literally developed into the objectives of the study. Literature reviewed was clearly discussed by the authors which they stated the study focuses on two distinct class leadership styles of teachers (Transformational & Transactional) which they follow the influence the students and ultimately their academic performance. Every significant elements in the study was particularly discussed in this article cited from other researchers or other sources. There are six key terms which are 1) Transformational vs. Transactional leadership style of teachers, 2) Individual outcomes of transformational leadership style, 3) EI and performance 5
  • predictors, 4) EI and its key elements, 5) ability EI vs. trait EI and 6) EI & academic performance. In this article, the research problem and issues that arises in many parts of the world especially issue related with educational leadership are not clearly discussed by the authors. As been mentioned in this article, authors cited from Aikaman S. & Unterhalter (2005) which explained the education is the key words development of a nation as a whole and the most effective channel to bring about the prosperity in a society. competition has become the basic evolutionary element behind all the progress in this area. As the significance of the study at that particular time, the authors hope that this study emanates from the ability of Ministry of Education, researchers and interested leaders in the Pakistan. The authors wishes that decision makers in more HEIs shall adopt the results of this study and make the suitable decisions to activate them in the country. The study limitations was in the size of the study population as the study was restricted to the whole Pakistan. The sample selected among students on the basis of their study period with the mentioned teacher. However, the study period will affected student assessment on the selected teacher in example; the longer the students taught by the selected teacher , the more positive relationship they built. And of course they will assess the teacher with their EI involves. 6
  • 3.0 DESCRIPTION OF THE METHODOLOGY After gone through the article, this following figure is the spotted variables that involved in the study: What we can see here, this study establishes the relationship between leadership style of a teacher as per students' assessment and their own perceived academic performance, keeping their level of emotional intelligence as the moderator of this relationship. Student had been selected as the target population of the study because of the study was to assess the leadership style of a teacher and to explore its impact on the academic performance of students. A teacher was selected to assess his leadership style perceived by students. For study researcher was selected as the teacher to be assessed by students for his leadership style. In the second stage of research those were selected for responses that have been or they are students of specified teacher. For sample 250 students (estimated sample size) were selected with a choice to participate in research, 212 students voluntary participated and contributed in data collection comprising a respond rate of 85%. 7 (IV) Teacher Leadership Style (DV) Academic Performance of Student (Moderator) Emotional Intelligence Level of the Student
  • Questionnaire was used to elicit their responses. In 1st portion of questionnaire they were asked to assess the leadership style of their teacher, secondly, they had to mention their perception about their academic performance. In 3rd potion of the questionnaire, EI level of students had been assessed. 3 categories had been made among students on the basis of their study period with the mentioned teacher in example; 111 students were currently being taught for 1 semester, 70 students were currently being taught for 2 semesters and 31 students assessed the teacher who had been student of the teacher a year back. to identify the transformational and transactional leadership style was assessed by using MLQ (Multifactor Leadership Questionnaire) developed by Bass and Avolio in 1992. To Judge emotional intelligence of students' instrument develop by Goleman (1995) was used. SPSS 16.0 was used for analysis of data. Average age of the respondents was 23.8 years, out of these respondents 61% were male and 39% were female. Detailed results are discussed by the authors in the findings section of this article. Table 2. Impact of teacher's transformational leadership style on Academic Performance. Table 2 shows the summarized resultant values of the regression analyses. Findings of the table prove that there is weak relationship between teachers leadership style and their performance (r=.146. R square value of the table shows that only 2.1% of the change in dependent variable is attributable to independent variable. It is also show that this relation is significant (t=2.136, p<.05). So it can be inferred that transformational leadership style of teacher is significant but weak predicator of students' academic performance. 8
  • Table 3. Impact of teachers' transactional leadership style on Academic performance. Table 3 shows the summarized resultant values of the regression analyses. Findings of the table prove that there is weak relationship between teachers leadership style and their performance (r=.141). R square value of the table shows that only 2% of the change in dependent variable is attributable to independent variable. It also shows that this relation is significant (t=2.239, p<.05). So it can be inferred that transformational leadership style of teacher is a significant but weak predictor of students' academic performance. Table 4 shows the summarized values of the regression. Change Statistics show that R2 change is 0.002 when the interaction variable (transformational leadership*EI) is added in regression analysis. This change is insignificant, F (1,208) = 0.478, p = (0.490>0.05). The insignificant interaction proves that EI has no moderating affect-between relationship of transformational leadership style and academic performance. Table 4. Impact of Moderator (EI) on the Model-1 Model-1. a. Predictor : (Constant), Transactional leadership, EI b. Predictor: (Constant), Transformational leadership, EI, Transformational-EI c. DV: Academic performance 9
  • Table 5 shows the summarized values of the regression. Change Statistics show R2 changes 0.006 when the interaction variable (transformational leadership*EI) is added in regression analysis. This change is insignificant, F (11,746) = 2.465, p = (0.227>0.05). The significant interaction prove that EI has no moderating affect between relationship of transactional leadership style and academic performance. Table 5. Impact of Moderator (EI) on the Model-2 Model-2 a. Predictor : (Constant), Transactional leadership style of teacher, EI b. Predictor: (Constant), Transformational leadership, EI, Transformational-EI c. DV: Academic performance 4.0 EVALUATION OF THE STUDY The authors adequately established the significance of the research questions which in the study they used the research questions as a guideline for them to measured the relationship between leadership style of a teacher as per students assessment and their own perceived academic performance, keeping their level of emotional intelligence as the moderator of this relationship. The methods of data collection and analysis is appropriate to the research questions for the article because as been mentioned in the methodology of the study survey (questionnaire) was used by the authors to elicit sample's responses and it is a suitable way in resultant values of the regression analyses. The results data support the conclusion made in the article which can be seen in conclusion the authors conclude those findings prove that findings are same for both transactional and transformational leadership styles. However, those findings contradict the findings given by other researchers in example; Walberg & Anderson 10
  • (1968) who found that autonomy given by the leader increases students interaction in group and that ultimately increases their performance. Thus, there is a significant methodological weakness in the study found which the survey (questionnaires) are distributed to the sample and it might be the percentage of return questionnaire below than authors expectation. Additionally, the weakness of the points in this article is the authors did not stated clearly what is their research objective and research questions that might lead to misinterpreted information by other reviewers. In my opinion, a trustworthy point or view come with proven study result or other related research. Every statements or data in this article have its supporting facts that convinced reviewer to trust their point of view. Any arguments and data in the article is applicable for local context because Malaysian educational leadership style is similar with international context. Through this research, every community in HEIs can work together to improve the organization's quality. It is therefore necessary to develop quality culture in American institutions where leadership can play a more important role. Nevertheless, to produce a TQM model in HEIs, it will be essential to incorporate all the customers as indicate in the findings. 11
  • 5.0 DISCUSSION OF IMPLICATIONS OF THE STUDY Respond to this article there are some implications that can be obtained. The authors revealed that teacher as a leader has a weak impact on the academic performance of students, similarly when the EI was tested as the moderating variable between teacher leadership style and academic performance it is concluded that EI doesn't moderate the relation. After review the article, my judgement towards this study is it would be useful to others especially higehr eductation institutions rom all over the places in the world. This is also recommended to do future research which can be focused to the other aspects that have not been discuss by the authors of this article. In example; a comparison could be made between transformational and transactional leadership style of th eteacher as predictor of the students' academic performance. Moreover, other types of class leadership could be undertaken to eloborate the study. Moreover, sample may also be inreased to get more detailed results. 6.0 RFERENCES Aikaman S. & Unterhalter, E. (2005). Beyond access: Transforming policy and practice for gender equality in education. London: Oxford . B.M, B. (1985). Leadership and performance beyond expectations. New York: The Free Press Goleman, D. (. (1995). Emotional Intelligence. New York: Bantam Books. 12
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