Investigation of Impact of Educational Attitudes of Students and Teachers on Academic Achievement of Third Grade Middle School Students in Zanjan

Abstract

This study aimed to investigate the impact of educational attitudes of students and teachers on academic progress (success) of third grade middle school students in Zanjan. The population consisted of all (male - female) teachers (N=7314) and (male - female) students (N=776) in third grade middle school in academic year 2004- 2005. Using multi-stage cluster sampling method, 400 students and 300 teachers were selected as sample. The research tool for evaluating the students was Nikkhoo’s educational attitudes questionnaire with 15 questions. Also, the research tool for teachers was Minnesota’s standard questionnaire with 35 questions. The index of students’ academic success was the final exam mean in 2004-2005. The causal-comparative method was used as research method. The data were analyzed using descriptive (frequency, percentage, and median) and analytical (Mann-Whitney U) statistics. The findings showed that: The positive academic attitudes of male students impact on their academic success. This hypothesis was confirmed at less than one percent error (P <% 1) and with over 99% confidence. The academic attitudes of female students impact on their academic success. This hypothesis was confirmed at less than five percent error (P <% 5) and with over 95% confidence. The positive academic attitudes of teachers impact on students’ academic success. This
hypothesis was confirmed at less than one percent error (P <% 1) and with over 99% confidence. Therefore, the results showed that the academic attitudes of male and female students and teachers impact on students’ academic achievement.