The Impact of Trained and Untrained Teachers on Students’ Performance: A Study at Secondary School Sibi Balochistan

Abstract

Abstract

The purpose of this research was to identify the root causes of differences in teaching techniques used by trained and untrained teachers at the secondary school level in Sibi, Balochistan. A quantitative survey design was adopted, and data were collected using a closed-ended questionnaire from 70 teachers and 200 students. The study examined teachers’ teaching methodology, classroom practices, and students’ perceptions of teaching effectiveness. The findings revealed that trained teachers used more organized, student-centered, and interactive teaching methods, including effective lesson planning, classroom management, and the use of teaching aids. Students reported higher understanding, engagement, and participation in classes conducted by trained teachers. In contrast, untrained teachers relied mostly on traditional, lecture-based teaching methods, showed less classroom interaction, and rarely used instructional materials, which resulted in lower student engagement and understanding. The study concludes that teacher training has a significant positive impact on teaching quality and classroom effectiveness. It is recommended that professional training programs, workshops, and refresher courses be provided to all teachers and that schools support the use of modern teaching methods and instructional aids to enhance student learning outcomes.

Keywords: Teacher Training, Teaching Techniques, Traditional Methods, Student Perception, Secondary Education, Balochistan