A Correlation Study of the Effectiveness of Teaching Practice between Taught Programs and Personal In-Built Performance Talents
Keywords:Teaching practice, taught programs, correlational, in-built talents
The study aims to identify the types of relationships related to the conversation, teaching methods, language testing, syntax, micro-teaching, classroom management, and teaching practice. It is hypothesized that there is no linear relationship between the two variables, r= 0. In other words, no connection is there between the teaching programs at the university and performing well at schools during practising. Thus, and by contrast, there is a linear relationship between the two variables, r ≠0. In other words, the teaching programs at the university and teaching practice are related. However, there is an uncertainty that performing well at schools could be solely due to the effectiveness of taught programs and personal in-built talents. Specifically, the study tries to answer these questions: 1. Is there any relationship between the teaching programs and teaching well at schools during practising? If yes, how strong is that? 2. Which teaching program is relatively strongly related to the teaching practice module? And 3. Does personal in-built talent bring about an escalation in performing well at schools during practicing? Also, the study aims to figure out any connection between programs at university and teaching performance at schools by identifying the type and the magnitude of the relationship available. Also, it attempts to highlight the most influential positive or negative connection between the taught program variables. Further, it reveals the rationale beyond teaching practice achievements and, consequently, relates them to the actual causes. The study revealed that there is a positive relationship between all the selected modules and teaching practice based on the Pearson Correlation test calculating the coefficient value output at 0.494 with a p. value of 0.000. Since correlation does not mean causation, the findings report a kind of confusion about whether teaching programs are beyond teaching well at schools.
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