Teacher noticing: exploring the nexus between effective implementation and academic performance of basic 12 students in geometry in Builsa South District

Abstract

Abstract Teachers' noticing has become a crucial topic in recent studies because many believe that the teacher’s noticing, interpretation, and attention to students during lesson activities have a great impact on students’ learning and academic performance. This study therefore aimed to explore the nexus between effective noticing implementation and the academic performance of basic 12 students in geometry. The study was purely quantitative descriptive research with a population and sample size of 360 and 186, respectively. A simple random sampling technique was used to select the sample members. Data for the study were collected using a questionnaire survey and a Geometry Achievement Test. Data analysis was done using SPSS’s descriptive procedures and the simple linear regression model. The study found that: 1) there was a significant relationship between effective implementation of noticing in teaching and students’ academic performance in geometry, p(.019). 2). the study recommended that teachers should effectively implement their noticing skills during geometry and mathematics lessons so as to enhance students’ learning and academic performance.