The mediating effects of teacher factor on the academic performance of students in politics and governance course of the bachelor of science in accounting technology

Scholastic achievement of students in the class is demonstrating performance out comes that show the magnitude to which a i ndividual has accomplished specific goals that were the emphasis of undertakings in instructional ambiance. Institutional systems mostly define intellectual goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a s pecific I ntellectual domain (Steinmayr, R. et al). The respondents of the study are the students of the College of Business, Entrepreneurship and Accountancy who are currently enrolled with the Bachelor of Science in Accounting Technology program. Since this study attempted to ascertain the mediating effects on the teacher factor on the academic performance of students, the descriptive normative method of research was used (Fraenkel and Wallen 1993). The descriptive statistics was used to summarize the responses of the respondents like percentages, frequency counts and mean and in the analysis and interpretation of the perception of the student-respondents as regards to the teacher factor affecting the academic performance of the students were used. A questionnaire was utilized to gather information from the respondents This modified data gathering tool was patterned from Addun, Jackielyn D. et al (Unpublished thesis, 2008). This undertaking positively identifies the teacher factor that greatly influence students’ performance and as teachers and administrators, being the key performers and facilitators of learning, it is therefore imperative for us to enhance our weakness and overcome these shortcomings in order to attain the long battle cry and quest for quality education and producing world class graduates.