Student-Teacher Relationships as a Panacea for Students’ Academic Performance in Nigeria Secondary Schools: An Attachment Perspective (original) (raw)
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This study examined the practices involved in student-teacher relationship vis-a-vis its correlational effect on academic performance of secondary school students in an attempt to proffer a lasting solution to the lingering problems affecting student performance in Nigeria. Descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria, 300 respondents were selected from the sampled schools using homogeneous sampling. Two self-designed instruments namely; “Student-Teacher Relationship Questionnaire (STRQ) and Students Academic Performance Questionnaire (SAPQ)” were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed that there was a sign...
STUDENT-TEACHER RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA
Academic Journal Of Current Research, 2021
This study examined student-teacher relationship and academic achievement of secondary school students in Cross River State. One research question and one null hypothesis was used in the study. Literature was reviewed based on the variable under study. The ex-post facto design was adopted for the study. The population consisted of 15,080 SS2 students, in all the 272 public secondary schools in Cross River State. A sample of 1, 029 students was used for the study. An instrument named "Student-teacher relationship and academic achievement questionnaire was` used for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability method at .79. The study equally involved data from school administrative records which were students' academic achievement records for 2018 promotion examinations in English language, Mathematics and Biology obtained from school authorities. Data collected were analyzed using descriptive statistics and One way Analysis of variance (ANOVA). The findings from the results revealed that students-teacher relationship had positive significant influence on students' academic achievement. It is therefore concluded that student-teachers relationship influences academic achievement of senior secondary school students in Cross River State. Based on the above finding, it was recommended that positive teacherstudent relationship can bring about better academic achievement. Teachers should establish rapport and trustworthiness with students by being fair, caring, respectful and enthusiastic.
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This study explored the influence of student-teacher relationship on the academic performance of Junior Secondary Schools students in mathematics in Makurdi Local Government Area of Benue State, Nigeria. A descriptive survey design was used in this study. The sample for this study was 309 Junior Secondary School III students that were drawn from a population of 1364 using simple random sampling. Four research questions were formulated to guide the study. The instrument for data collection was the Student-Teacher Relationship Questionnaire (STRQ). The research questions were analyzed using mean and standard deviation. The result of this study indicated that consistent communication between students and their teachers, teachers' creating an emotionally open-learning space, teachers' display of true equity and teachers' display of mutual respect has a high influence on the academic performance of Junior Secondary School III students in Mathematics in Makurdi Local Governmen...
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In my previous research findings, one of the themes on the impact of positive teacher-student relationships revealed that healthy relationships promote academic performance. To deepen the findings, the researcher conducted a mixed methods research design. The inferential correlation analysis was carried out for this qualitative survey. Altogether, 100 students and 40 teachers from various schools participated in this data collection under Samdrup Jongkhar District. The study on supportive teacher-student relationships revealed that it improves student engagement and motivation during class. Children participate more and become open and friendly with the teacher. The supportive teacher-student relationships motivate and create a fulfilling learning environment. They take ownership of their tasks and build learning curiosity which is the engine of learning. For the qualitative interview study, the sample consisted of 40 teachers and 30 secondary school students. The data were collecte...
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Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic ac...
STUDENT'-STUDENT RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA
ParlArchs Journal Of Archeology/Eygptology, 2021
This study described the influence of students-student relationship and academic achievement of secondary school students in Cross River State. One research question and one null hypothesis guided the study. Literature was reviewed according to the variable under study. The ex-post facto design was adopted for the study. The population consisted of 15,080 SS2 students, in all the 272 public secondary schools in Cross River State. A sample of 1, 029 students was used for the study. An instrument named “Student-student relationship questionnaire was` used for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability method .77. The study equally involved data from school administrative records which were students’ academic achievement records for 2018 promotion examinations in English language, Mathematics and Biology obtained from school authorities. Data collected from 1,029 of the subjects were analyzed using descriptive statistics. The findings from the results revealed that students-student relationship had positive significant influence on students’ academic achievement. It is therefore concluded that school routine activities influence academic achievement of senior secondary school students in Cross River State. Based on the above finding, it was recommended among others that peer group has both positive and negative STUDENT – STUDENT RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA PJAEE, 18(7) (2021) 1989 influence on adolescent students’ academic achievement. Hence, parents should urge their wards to relate with responsible friends who know the importance of education
This study explored the influence of teacher-students' relationship on students' academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher-students' relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher-students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher-students relationships poor teacher-student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher-students relationships will be maintained.
Attachment in the student-teacher relationship as a factor of school achievement
Inovacije u nastavi, 2015
The purpose of this study was to find out how are the quality of student-teacher interaction and teachers' practices related with school achievement during the primary education. A sample of 366 students attending 4 th and 7 th grades from Belgrade primary schools participated in the study. We developed a questionnaire measuring seven dimensions of student-teacher attachment (Proximity seeking, Separation protest, Particularity, Safe haven, Secure base, Open communication, and Closeness), and six dimensions of teacher practices (Strict, Leadership, Instructional support, Helping/friendly, Conflict, and Dissatisfaction). The parallel versions of questionnaire, for class teacher in 4 th grade, and Math teacher in 7 th grade were developed. Based on exploratory factor analysis these dimensions were reduced on fewer number of factors. As educational outcomes, we measured students attitude towards school and learning and school marks. Factors Attachment to teacher, Instructional support, Positive emotional relationship with students, students' Positive attitudes towards school and learning and school marks were taken for structural equation modeling, for each grade separately. Results show that Attachment to teacher affects students Attitudes towards school and learning in both grades and school marks just in 4 th grade. In 4 th grade, quality of Instructional support and teachers' Positive relationship with students have effect on students' Attachment and directly, on school marks and students' Attitudes towards school and learning, respectively. In 7 th grade, quality of teachers' Instructional support has effect on Math marks, while teachers' Positive emotional relation with students affects students' Attachment and Math marks. Results are discussed in the light of the attachment to teacher and the quality of student-teacher socio-emotional interaction as factors that foster teaching and learning.
European Journal of Education Studies, 2020
The influence of teaching quality on student outcomes in Ghanaian public senior high schools has dominated education discourse in recent past. However, few studies have attempted to establish how teacher-student relationship influences their classroom engagement and learning outcomes. This study attempted to address this gap by utilizing a sample of 220 students and 160 teachers to establish the perception of teachers concerning their relationship with students and how this perception of teacher-student relationship influences student learning outcomes. The study established that teachers with a minimal conflicting relationship with students experienced positive learning outcomes. The study further found that teachers who are professionally close with their students and have made their students professionally dependent on them experienced an increase in their level of student behavioural and instructional engagement. This study recommends that teachers must inculcate a positive teac...
International Journal of Psychosocial Rehabilitation, 2020
This study seeks to create understanding on the significance between the relationship between teachers and students in an academic set up. The research has used a simple random sampling method to determine a population sample of 200 respondents. This sample size consisted of 100 students and 100 teachers. Data was collected by use of questionnaire forms and interviews. After collecting the primary data, the data was subjected into quantitative analysis using various statistical methods so as to get understanding of the topic which was being investigated. Based on the research, it was realized that there is a positive correlation between teach-student relationship and academic performance. This means that positive relationship between teachers and students improve the performance of students. On the other hand, negative relationship between teachers and students deteriorate the performance of students. It was also realized that learners find it easy to share with teachers the predicaments they undergo when there is a positive relationship. However, in a situation where teachers do not show any concern to students, academic performance usually deteriorates because students are not in close intimacy with the teachers. Therefore, the study recommended that teachers should devise mechanism of developing a positive relationship with students so as to address their needs including those associated with academic performance.