Research article | Open Access
International Journal of Research in Teacher Education 2020, Vol. 11(3) 37-47
Impact Assessment of Teacher Training on Students' Learning Outcomes in public schools of Afghanistan
pp. 37 - 47
Publish Date: September 30, 2020 | Single/Total View: 156/547 | Single/Total Download: 208/1.141
Abstract
Despite of enormous improvement of students' enrollment in public schools in Afghanistan after the fall of Taliban low quality education is a serious challenge due to lack of trained and qualified teachers. This study aimed at determining the impact of teacher training on changing the pupils' learning outcomes in public schools of Afghanistan. Results show that majority of both trained and non-trained teachers applied various teaching techniques while teaching to the students in the classroom that resulted in statistically significant enhancement of the students' literacy skills. Simultaneously there was no step up of their skills in numeracy and science subjects. Reasons might include lack of pedagogical knowledge and unable to provide participatory learning. On the other hand, students might often keep homework incomplete, stay absent, attend class late and become inattentive during lesson. So, both should maintain the professional behavior to bring positive impact in schools.
Keywords: Teacher training, Learning outcomes, BRAC, Afghanistan
APA 7th edition
Alim, M.A. (2020). Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan. International Journal of Research in Teacher Education, 11(3), 37-47.
Harvard
Alim, M. (2020). Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan. International Journal of Research in Teacher Education, 11(3), pp. 37-47.
Chicago 16th edition
Alim, Md. Abdul (2020). "Impact Assessment of Teacher Training on Students’ Learning Outcomes in public schools of Afghanistan". International Journal of Research in Teacher Education 11 (3):37-47.
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