TOPIC: The impact of male educators on students academic achievement. The body of the paper must be 3,000–3,500 words. There must be a title page, abstract, and reference list in addition to the headi

The impact of male educators on academic achievements

Student name

Institution

Date

I. Introduction

1. Present the subject: Investigate the effect of male teachers on scholarly accomplishments in auxiliary training.

2. Practices, approaches, and systems: Momentarily notice any current practices, arrangements, or strategies connected with male teachers and their impact on understudy accomplishment.

II. Definitions

A. Male Educators

1. Characterize the expression "male teachers" about optional schooling.

2. Talk about the ongoing portrayal of male teachers in optional schools.

B. Academic Achievement

1. Characterize "scholarly accomplishment" and indicate the rules used to gauge it.

2. Talk about the meaning of scholastic accomplishment in auxiliary training.

III. Related Literature

A. Current Status of Male Educators in Secondary Education

1. Present measurable data on the portrayal of male teachers in optional schools.

2. Examine any current examinations or writing on the effect of male instructors on understudy results.

B. Academic Performance of Students with Male Educators

1. Explore research disclosures associated with the insightful presentation of students who have male teachers.

2. Discuss any assortments in academic achievement considering the direction of educators.

C. Teacher-Student Relationships

1. Inspect writing because of instructor understudy connections, explicitly zeroing in on the teacher's orientation.

2. Investigate how positive associations with male instructors might add to scholarly achievement.

IV. Learning Theory Association

A. Apply relevant learning theories

1. Recognize and make sense of learning hypotheses that line up with the effect of male teachers on scholastic accomplishment.

2. Examine how these speculations support the possibility that the orientation of instructors can impact learning results.

B. Provide supporting evidence

1. Present examination or models that delineate the use of learning hypotheses to the effect of male teachers.

2. Feature how these speculations can illuminate showing rehearses and add to better scholastic results.

V. Gaps in the Research

A. Identify existing gaps

1. Call attention to any impediments or holes in the ongoing academic writing regarding the effect of male teachers on scholarly accomplishments.

2. Examine the requirement for additional examination to address these holes.

B. Recommendations for future research

1. Propose explicit regions or inquiries for future examination to upgrade how we might interpret the connection between male teachers and understudy achievement.

VI. Biblical Worldview

A. Discuss the biblical perspective

1. Address the effect of male instructors on scholastic accomplishment from a scriptural perspective.

2. Utilize important sacred writing to help the conversation.

B. Align with Christian values

1. Interface the discoveries of the exploration with Christian qualities and standards.

2. Consider how male teachers' presence aligns with a Christian viewpoint on schooling and mentorship.

VII. Conclusion

1. Sum up significant discoveries and experiences from the exploration.

2. Give a compact end that underlines the significance of grasping the effect of male teachers on scholarly accomplishments in optional schooling.

VIII. References

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Alalwan, N., Al-Rahmi, W. M., Alfarraj, O., Alzahrani, A., Yahaya, N., & Al-Rahmi, A. M. (2019). Integrated three theories to develop a model of factors affecting students’ academic performance in higher education. Ieee Access, 7, 98725-98742.

Astatke, M., Weng, C., & Chen, S. (2023). A literature review of the effects of social networking sites on secondary school students’ academic achievement. Interactive Learning Environments, 31(4), 2153-2169.

Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2012). The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept: A literature review. Educational research review, 7(1), 62-74.

Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.

Delaney, J., & Devereux, P. J. (2021). Gender and educational achievement: Stylized facts and causal evidence.

Denessen, E., Hornstra, L., van den Bergh, L., & Bijlstra, G. (2022). Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review. Learning and Instruction, 78, 101437.

El Said, G. R. (2021). How did the COVID-19 pandemic affect higher education learning experience? An empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction, 2021, 1-10.

Evans, D., Borriello, G. A., & Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in psychology, 9, 1482.

Ferriz-Valero, A., Østerlie, O., García Martínez, S., & García-Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 17(12), 4465.

Kim, E., & Hargrove, D. T. (2013). Deficient or resilient: A critical review of Black male academic success and persistence in higher education. The Journal of Negro Education, 82(3), 300-311.

Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’students. Educational Research Review, 29, 100307.

Nora, A., & Snyder, B. P. (2008). Technology and higher education: The impact of e-learning approaches on student academic achievement, perceptions and persistence. Journal of College Student Retention: Research, Theory & Practice, 10(1), 3-19.

Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of educational research, 89(4), 499-535.

Vroegh, K. (1976). Sex of teacher and academic achievement: A review of research. The Elementary School Journal, 76(7), 389-405.