Effect of Total Quality Management on Students' Performance in Chemistry at Secondary Level in Pakistan

This study aimed to examine the effect of TQM on students’ performance in Chemistry at the secondary level in Pakistan. The quantitative, non-experimental and casual comparative study leads to a positivist paradigm with 200 subjects (male=100 and female=100) selected by the multi-stage sampling technique. Two adapted instruments were used; the first was related to TQM (Töremen et al., 2009), comprised of 16 items with 04 factors; and the second was concerned with Student Academic Performance(Asikhia, 2010) with 18 items and four factors. Standard deviation (SD), t-test, Pearson Correlation, and Regression were run for data analysis. Results show that TQM and students’ performance had a strong and positive significant correlation: r =.778**, p< .001. The results also revealed that TQM had a reasonable power to predict students’ performance. It was found that the contribution was statistically significant in explaining the variance in students’ performance (B .89, β =.77, t = 17.448, p. = .001). The R2 value (0.606) explained the variance in the dependent variable (DV) due to the independent variable (IV). In this case, the variance in students’ performance is (60.6%) due to TQM. This study will be helpful for students, teachers, headteachers, and parents. It will give information about the TQM and students' performance at the secondary level, which enhances the intellectual approach of students and teachers for problem-solving during the teaching-learning process. I will overcome the coordination gap among students, teachers, and headteachers. As uncovered in the literature review, only a few research studies have been conducted on TQM and students’ performance, especially in the context of science (Chemistry). This study opens new horizons for the researcher to conduct the study at elementary, primary, higher secondary, and higher education levels in the public and private sectors. Experimental, qualitative and mixed-method research may be conducted on the same construct at primary, elementary, higher secondary, and higher education levels