Exploratory Assessment of the Factors of Personality Trait of Mathematics Teacher’s that Effects on the Academic Achievements: A Statistical Surveyed Approach - Pages 674-680

Shila Devi, Zaira Wahab and Afaq Ahmed Siddiqui

https://doi.org/10.6000/1927-5129.2017.13.107

 Published: 31 December 2017

Abstract: The interaction between teachers and students is one of the aspect that helps the students in their career grooming because teacher's personality and their behavior is responsible for his/her effectiveness in the teaching and plays an important role in learning process in terms of achievement and success in the classroom as well as in their entire life. It has been proved that the personality factors such as extraversion, conscientiousness, openness to experience, neuroticism and agreeableness are the key characteristics of teachers’ personality and behavior. The aim of this study is to investigate the effect of teachers’ personality on students’ academic achievement particularly in mathematics subject. In order to pursue the objectives of the study, researcher used quantitative paradigm. Researcher adopted the survey research design for collection of quantitative data. In this way, Big Five Inventory (BFI) is used to identify the teacher’s personality type. This inventory comprised of forty statements about big five personality traits (eight statements about each personality trait). Moreover, the quantitative data is also collected from students’ midterm examination results from the chosen schools. A total of fifty seven public schools and forty five private schools were selected through stratified random sampling technique. The participants of the study comprised of public and private sector elementary 6^th -8^thgrade school teachers of Karachi, Pakistan. The reliability of the data is found to be around 0.7 of each construct in both sets of data. An independent t test was used to analyze the difference in responses of public and private school teachers. The significance value (P-value) of this indicates that there is statistically significant difference among responses of public and private school teacher’s responses regarding their personality styles that affect the academic achievement of the students. Furthermore, for an inside study a multivariate statistical tool “Exploratory Factor Analysis (EFA)” was used to explore and identify the most important factor in the data. Finally, four factors emerged in the data. The factors emerged in both of sets of data indicates that combination of Agreeable and Conscientious are the most important personality style of teachers that may affect the academic achievement of students.

Keywords: Extraversion, Agreeable Conscientious, Factor analysis, Independent t-test.

Relation between Luminosity and Surface Rotation of Spotted Stars- Pages 1-8

^{Ingila Rahim1 and Muhammad Rashid Kamal Ansari}

https://doi.org/10.6000/1927-5129.2018.14.01

Published: 2 February 2018

Abstract: This communications explores the existence of a possible relationship between Luminosity and surface rotation for the study of the evolution of spotted stars using the data of Kepler’s and DI spotted stars. For the determination of such a relationship between luminosity and rotation the dependency of rotational shear on effective temperature is to be reviewed first. The strong dependence of rotational shear on the effective temperature in the range of 3000K and 6000K is confirmed by a power law. This dependence in turn introduces rotation as an evolutionary parameter for the study of the evolution of spotted stars. Multivariate Linear regression, Log-Log multivariate and Nonlinear Multivariate (2, 2) Degree models are constructed to determine the Luminosity of Kepler’s and Doppler imaging spotted stars with rotational shear, relative differential rotation and radius as independent variables. In this regard Log-Log model and Nonlinear Multivariate (2, 2) Degree model is best suited as compared to the linear model. In the next stage Log-Log model is applied to the main sequence Kepler’s stars (excluding giants) and also to the stars in the individual spectral classes A, F, G, K, and M. The model appears best for main sequence stars and also for the stars in the individual classes F-M. Applying the model on DI spotted stars the standard errors indicate that the adequacy of the model for DI spotted stars data is weak. A description of stellar motions and description of data and model used is given in the introduction.

Keywords: Stellar spots, Stellar Evolution, Sunspots, Differential Rotation, Kepler’s Stars, Doppler Imaging stars