The document summarizes the M.Phil public defense of Nabila Khattak on the impact of quality teaching on students' academic performance at the secondary school level in Peshawar, Pakistan. The study used a quantitative survey design to collect data through questionnaires from 216 teachers and 396 students across 36 schools. Several statistical tests were used to analyze the data and test the hypotheses. The results showed significant impacts of quality teaching on student performance and differences between male and female schools and students. Recommendations focused on improving teaching quality, learning environments, resources, and community involvement.

1. WELCOME
M.PHIL PUBLIC DEFENSE
OF
Nabila Khattak
Student ID #13307
M.Phil. Education
Department of Education
Supervisor: Dr. Rahim Khan
QURTUBA UNIVERSITY OF SCIENCE & INFORMATION
TECHNOLOGY PESHAWAR, KHYBER PAKHTUNKHWA
Session 2019-20

2. IMPACT OF QUALITY TEACHING ON
STUDENTS' ACADEMIC
PERFORMANCE AT SECONDARY
SCHOOL LEVEL IN DISTRICT
PESHAWAR

3. Recent decades have shown that the level of the classroom is more
important than the school level for students, and teacher efficiency is
systematically different (Mayer et al., 2017). Although there is
overwhelming proof that high-quality teachers are critical to student
performance, the teacher qualities that are most important for student
outcomes remain unanimously agreed (Darling, 2006; Hattie, 2013;
Rivkin & Kain, 2005; Scheerens & Blömeke, 2016). The quality of
the teacher is traditionally measured by official degrees and
experience in education research. Several studies have examined the
impact of teacher education, student performance and experience
(Darling, 2000; Goe, 2007;Wayne &Youngs, 2003). Other studies
have shown that teachers' personalities like self-efficacy, control
locus and oral intellect is critical to their work (Scheerens, 2016).

4. Statement of the Problem
 Teachers, among other things, must have an exceptional capacity
to relate to children of diverse backgrounds, which is
unquestionably a must for the profession. Teachers must assist
pupils in developing critical thinking skills as a result of the
rising cost of education and the dismal reduction in academic
standards, as well as the increased demand for further education.
Therefore, there is an urgent need to investigate the relationship
between teaching quality and student performance in order to
answer important questions such as how do students' results
relate to the quality of teaching? It is important to remember that
while evaluating teaching quality and its impact on student
performance, the emphasis should not just be on how much
knowledge student’s gain from the curriculum, but also on how
the curriculum affects students' attitudes toward social standards.

5. OBJECTIVES OF THE STUDY
1. To assess the quality of teaching at secondary School
level in District Peshawar
2. To examine impact of quality teaching on students’
academic performance.
3. To find out significant difference regarding quality
teaching at male and female school
4. To find out significant difference in male and female
students’ academic achievement

6. Research Hypotheses
H01: There is no significant impact of quality teaching at
secondary School level in District Peshawar.
H02: There is no significant impact of quality teaching on
students’ academic performance
H03: There is no significant difference regarding quality
teaching at male and female school
H04: There is no significant difference in male and
female student’s academic achievement

8. Research methodology
population and sample
Random sampling
Nature of the
Research
Study
• Quantitative survey-based research design was used. The
data was collected through questionnaire from the
students of the sample
POPULATION
• The study's population included all teachers and students
from Peshawar's Government Girls' and Boys' Secondary
Schools.
Sample
• The information was gathered from 216 teachers and 396
pupils across 36 schools.

9. Research methodology
Instrument
Data collection and analysis
Instrumen
t
• Self-constructed close ended questionnaire was used as a
tool for collecting the data. A questionnaire enables the
researcher to gather data over a large sample
Data
collection
• Data were collected through the questionnaire from the
respondent of the selected sample and sample size. The
closed-ended questionnaire was distributed among the
respondent
Analysis
• Data analysis is the most important and fundamental
stage in research. The collected data were analyzed by
using SPSS version 23. the following statistics were used.
• Descriptive Statistics for frequency and percentages
• Chi-squre, regression and Independent sample t-test
statistical tests were used for data analysis

10. Learning Environment
S/N STATEMENTS SA A D SD
1
Students come to class early and prepare for the
lesson
311
(77.8%)
76
(19%)
0
(0%)
13
(3.3%)
2
Students talk in English with each other before
the teacher arrives.
179
(44.8%)
156
(39%)
51
(12.8%
)
14
(3.5%)
3
The teacher comes to class early and starts the
lesson in time.
295
(73.8%)
92
23%)
13
(3.3%)
0
(0%)
4
The teacher explains the lesson in detail on
the students’ request.
311
(77.8%)
58
(14.5%)
15
(3.8%)
16
(4%)
5
The teacher explains and guides students that
how to execute given tasks.
233
(58.3%)
139
(34.8%)
8
(.8%)
10
(2.5%)
Item 1 revealed that 96.8 percent of students agreed with the statement that students arrive to class early
and prepare for the lesson, while 3.3 percent disagreed. Item 2 revealed that 83.8 percent of students
agreed with the assertion that pupils communicate in English with one another before the teacher arrives.
16.3% of those polled disagreed with the statement. Item 3 revealed that 96.8 percent of students agreed
with the statement that the teacher arrives early and begins the session on time. The assertion was rejected
by 3.3 percent of those polled. Item 4 showed that 92.3 percent of students agreed with the assertion that
the teacher explains the subject in detail based on the students' requests. 7.8 percent of those polled
disagreed with the statement. Item 5 revealed that 93.1 percent of students agreed with the statement that
the teacher explains and guides pupils on how to complete assigned activities. 3.3 percent of them agreed
with the statement.

11. Hyp Statement
Statistical
Test/Model
P-value Decision
H01:
There is no significant impact of quality
teaching at secondary School level in District
Peshawar.
χ2 0.000 Reject Ho1
Hypotheses Testing for Students Data
H01: There is no significant impact of quality teaching at secondary School level in District Peshawar.
To test the hypothesis i.e there is no significant impact of quality teaching at
secondary School level in District Peshawar, chi-squre test statistics was
used. Obtained result present in tabular form. The result showing that over
chi-square probability value is 0.000 which is less than the level i.e 0.0.5.
Hence we reject our null hypothesis. Concluded that there is significant
impact of quality teaching at secondary School level in District Peshawar

12. Explanatory Constructs R R2 F β P-Value Decision
H02:There is no significant
impact of quality teaching on
students’ academic
performance
.862
.68
1
245.6
1
.54
2
0.000
Reject Ho2
H02: There is no significant impact of quality teaching on students’ academic performance
To test the hypothesis regression model was used for finding the effect of
quality teaching on students’ academic performance. The result showing R
value is .862, R2 value is .681. F statistics value is 245.61 with Beta value
is .542 and overall probability value is 0.000 which is showing that there
is no significant effect of quality teaching on students’ academic
performance. So we reject our null hypothesis.

13. Gender Mean St.D t P-Value
Male 3.466 .6167
-2.432 0.000
Female 3.656 .7564
H03: There is no significant difference regarding quality teaching at male and female school
Independent sample t-test was used to test the group data. To test that there is no
significant difference regarding quality teaching at male and female school. The
result showing that the mean of male respondents were 3.466, standard deviation
is .61 and the mean of female respondents were 3.65, standard deviation is .75.
The t-test statistics value is -2.43 overall probability values is 0.000. the result
indicated that we reject our null hypothesis. Therefore, there is significant
difference regarding quality teaching at male and female school

14. Gender Mean St.D t P-Value
Male 3.345 .6283
-1.351 0.000
Female 2.984 .7625
H04: There is no significant difference in male and female student’s academic achievement
Independent sample t-test was used to test the group data. To test
that there is no significant difference in male and female student’s
academic achievement. The result showing that the mean of male
respondents were 3.34, standard deviation is .62 and the mean of
female respondents were 2.9, standard deviation is .76. The t-test
statistics value is -1.35 overall probability values is 0.000. The
result indicated that we reject our null hypothesis. Therefore, there
is significant difference in male and female student’s academic
achievement.

15. Conclusion
 In response of learning environment Majority of the respondents were agreed
that Students come to class early and prepare for the lesson, talk in English with
each other before the teacher arrives, teacher comes to class early and starts the
lesson in time, teacher explains the lesson in detail on the students’ request and
teacher explains and guides students that how to execute given tasks. Students
work at their own pace when performing the tasks,Learning, in the class, is
project-based and student-centered, teacher gives rewards and punishments for
student’s classwork /homework, teacher helps students individually and
Students can prepare presentations regarding gives topic by the teacher and
the environment in the classroom is conducive and stress-free while the teacher
teaches for learning.
 Subject Matter, the teacher asks questions from students about what has been
taught in the class, teachers use audio-visual aids for making their subjects
interesting and easy for students, teachers perform activities like story-telling,
questioning, and stimulus variation which proves to be helpful for students
understanding, Teachers who teach through discussion and illustration methods
can communicate better as compared to those who use lecture method and
teachers’ subject content knowledge show the teacher effectiveness in teaching.
Furthermore Majority of the teachers command on their subject show their
commitment and devotion towards their profession.

16. Conclusion
 Learning outcomes, Students grasp the ideas and concepts taught by teachers in
the class with the help of quality teaching, Quality teaching develop critical
thinking and analytical among students reasoning, Quality teaching improves
students reading, writing and communication skills, Students acquire and
synthesize scientific information from a variety of sources and With the help of
quality teaching students applies techniques and instrumentation to solve
problems. Moreover Students discuss their ideas with others clearly and
persuasively.
 In response of Time Management the students submit their assignment task in
time, Most of the students submit tasks at the last minute, or asking for more
time, Students set decide time for planning and scheduling, the students know
how much time they spend on each of the task they do and Students use goal
setting to decide what tasks and activities are they doing. When students are
given a new assignment, they analyze it for importance and prioritize it
accordingly.
 Individual differences, Students make participation in the classroom discussion
without fear, Teacher adopt same way of teaching to students from diverse
backgrounds, All the students participate to the same extent in the classroom,
varied backgrounds of the students gives rise to different behavior in class and
Students with different family backgrounds behave differently in class. Every
student involve them self-more in certain kinds of activities.

17. RECOMMENDATIONS
 Management may regularly monitor, monitor and evaluate school activities to
measure student engagement, involvement and understanding and provide support
to teachers who also lack the skills required to improve the learning situation and
the environment.
 Governments may carry out a system-wide audit of the existing situation at the
schools, and design an urgent action plan to plug school loopholes with regard to
support and resources.
 The sector may be adequately funded to enable the sector to obtain the facilities
essential for a very adaptable, useful and sustainable learning environment in
order to accomplish educational objectives.
 Seasoned teacher well-known and experienced administrators may be appointed
as school administrators. This allows them to develop policies and regulate
educational institutions in a manner that meets internationally acceptable criteria.

18.  Provide regular training opportunities for instructors who are
connected between knowledge and learning in the educational
system; obligatory career development and refresher courses to
provide them good insights into the concepts and philosophies of
education. This helps to normalize the learning environment and
ensure that the education system ensures its quality.
 Community participation in school administration should be
encouraged to foster a healthy relationship between schools and
the Community which will increase the safety of employees,
students and schools.