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Findings confirm the biology teacher’s impact; after removing teacher effects, gender and residence were not significant, while the number of biology teachers and teachers’ gender were significant, underscoring teacher personality.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-teacher-as-one-of-the-factors-influencing-studentsperception-of-biology-as-a-school-subject/598039/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-teacher-as-one-of-the-factors-influencing-studentsperception-of-biology-as-a-school-subject/598039.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main aim of the study?","Question",{"text":62,"@type":63},"To determine whether the teacher is one of the factors influencing students’ perception of biology as a school subject, and to identify the role of other factors such as gender, residence, number of biology teachers, and teachers’ gender.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Who participated in the research and how was data collected?",{"text":67,"@type":63},"The sample included 261 lower secondary school students in Slovakia, aged 14–15. Data were collected using a questionnaire with Likert-type items.",{"name":69,"@type":60,"acceptedAnswer":70},"Which factors were significant after removing the teacher’s influence?",{"text":71,"@type":63},"After removing the teacher’s influence, students’ gender and place of residence were not significant. 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The study also aimed to identify the influence of certain other factors in this regard, specifically: students’ gender and place of residence, the number of biology teachers who have taught the students, and the teachers’ gender. The sample consisted of 261 lower secondary school students (ISCED 2) in Slovakia, aged 14 and 15 years. A questionnaire with Likert-type items was used as a research instrument. The findings confirm the impact of the biology teacher on students’ perception of the subject. After removing the influence of the teacher, the students’ gender and place of residence did not have any significant influence on their perception of the subject. Two additional significant variables were the number of biology teachers who had taught the students and the teachers’ gender. The research confirmed that the teacher’s personality is one of the significant factors that can influence students’ perception of school subjects.  \nKeywords: biology, perception, school subject, teacher, lower secondary school students  \n1 * Corresponding Author. University of Zilina, Faculty of Humanities, Department of Pedagogical Studies, Slovakia; [mkubiatko@gmail.com](mkubiatko@gmail.com).  \n2 University of Ljubljana, Faculty of Education, Slovenia.  \n3 Matej Bel University, Faculty of Education, Department of Pedagogy, Slovakia.  \n128 the teacher as one of the factors influencing students’ perception of biology    \nUčitelji_ce kot en od vplivnih dejavnikov učenčeve_kine percepcije predmeta biologija  \nMilan Kubiatko, Gregor Torkar in Lenka Rovnanova  \n• Glavni namen naše raziskave je bil ugotoviti ali je učitelj_ica en od dejavnikov, ki vpliva na percepcijo biologije kot šolskega predmeta. Namen raziskave je identificirati tudi nekatere druge vplivne dejavnike, kot so: spol učenk_cev, kraj bivanja, število učiteljic_jev biologije, kiso poučevale_i učenko_ca, ter spol učitelja_ice. Vzorec sestavlja 261 slovaških učenk_cev (dijakinj_ov nižje srednje šole) (ISCED 2), starihmed 14 in 15 let. Uporabljen je bil vprašalnik s trditvami Likertovega tipa. Rezultati raziskave potrjujejo vpliv učitelja_ice biologije na učenčevo_kino percepcijo predmeta biologija. Po izločitvi vpliva učitelja_ice, spolučenk_cev in kraj bivanja nista imela signifikantnega vpliva na njihovo percepcijo predmeta. Za signifikantna vpliva pa sta se izkazala številoučiteljic_ev biologije, ki so poučevale_i učenko_ca, ter spol učitelja_ice. Raziskava torej potrjuje, da je učiteljičina_eva osebnost pomemben dejavnik, ki vpliva na učenčevo_kino percepcijo šolskih predmetov.  \nKljučne besede: biologija, percepcija, šolski predmet, učitelj, učenci  \nIntroduction  \nScience subjects are not considered to be among the favourite subjects of lower secondary school students. Francis et al. (2003), for example, reported that 14-year-old students had negative attitudes to science subjects and positive attitudes to their native language. Colley and Comber (2003) found that age and gender had no significant influence on students’ attitudes to science subjects. Many studies have shown that teachers have a substantial effect on how students learn. Luyten and Snijders (1996) reported some positive long-term effects of teachers’teaching efficiency, their knowledge of students’ needs and their motivation on students’ perception of a school subject. In addition, the length of teaching by the same teacher proved to be relevant factor. Godhaber and Brewer (1997, 2000) and Wayne and Young (2003) found that students had a more positive perception of mathematics if their teachers had a higher qualification. Two other factors influencing students’ perception of school subjects and their academic ach","cbCairD1sj0MJ9AV","https://ap.wps.com/l/cbCairD1sj0MJ9AV","pdf",252651,14,"English","# Introduction\n# Research Aim and Method\n## Main Findings\n## Additional Influencing Variables","[{\"question\":\"What was the main aim of the study?\",\"answer\":\"To determine whether the teacher is one of the factors influencing students’ perception of biology as a school subject, and to identify the role of other factors such as gender, residence, number of biology teachers, and teachers’ gender.\"},{\"question\":\"Who participated in the research and how was data collected?\",\"answer\":\"The sample included 261 lower secondary school students in Slovakia, aged 14–15. Data were collected using a questionnaire with Likert-type items.\"},{\"question\":\"Which factors were significant after removing the teacher’s influence?\",\"answer\":\"After removing the teacher’s influence, students’ gender and place of residence were not significant. The number of biology teachers who taught the students and the teachers’ gender were significant.\"}]","The Teacher as One of the Factors Influencing Students’Perception of Biology as a School Subject | PDF",1792086180,35]