Citation

Yidana P, Yidana MB. Can. J. Educ. Soc. Sci. 2023; 3(3): 26-45.

Copyright

(Copyright © 2023, Matis Translation Services)

DOI

10.53103/cjess.v3i3.141

PMID

unavailable

Abstract

Economics education is fundamental as it plays a vital role in the socio-economic development of countries all over the world. However, it appears research on the influence of Economics teachers' characteristics and classroom practices on learning outcomes of students in higher education has not received much attention. This study investigated the influence of Economics teachers' characteristics and classroom practices on students' attitudes and behaviour. The research employed the cross-sectional survey design. Four hundred and three (403) students from four public universities in Ghana participated in the study. Questionnaire was the main instrument employed to collect the data. The data were analyzed using structural equation modeling techniques. The results indicated that planning and preparation, classroom management, instructional scaffolding and classroom learning environment had insignificant influence on students' attitudes and behaviour. The influence of Economics teachers' communication effectiveness on students' attitudes and behaviour was however found to be significant and positive. The results further revealed that Economics teachers' show of compassion, friendliness, creativity, enthusiasm, sense of humour, fairness and optimism strongly predicted students' attitudes and behaviour.  The study recommends that university authorities should place premium on   teachers' personality attributes in the recruitment and training of Economics teachers since such attributes have a direct bearing on the development of positive attitudes and behaviour of students. The study further recommends a longitudinal study of how students' attitudes and behaviour can be transformed by university teaching and learning environment over the 4-year study period.

Language: en

Keywords

Classroom Management; Classroom Practices; Economics; Instructional Scaffolding; Students’ Attitudes