Influence of Teacher-Student Relationship on the Academic Performance of Students of Benue State College of Health Technology, Agasha
Chapter One
Purpose of the Study
The general purpose of the study was to find out the relationship that teacher-student interaction has with students’ motivation and academic performance.
The study specifically sought to:
- Find out the relationship between teacher-student interactions and students’
- Examine the relationship between teacher-student interactions and students’ performance.
- Assess the relationship between students’ performance and motivation
- Find out if differences exist between male and female students in terms of motivation.
- Find out if differences exist between male and female students in terms of their academic performance.
CHAPTER TWO
LITERATURE REVIEW
Introduction
The general purpose of the study was to find out the relationship that teacher-student interaction has with students’ motivation and academic performance. Chapter two is the review of related literature. This chapter has been divided into the following sub-headings; Teacher-student’s interaction, the relationship between teacher-student interactions and student’s motivation, the relationship between teacher-student interactions and students’ performance, the relationship between students’ motivation and academic performance, the concept of students’ academic performance, gender differences in academic performance, gender differences in motivation, Victor Vroom’s Expectancy Theory, Atkinson’s Achievement Motivation Theory, Lev Vygotsky’s Social Learning Theory and Constructivists’ Theory.
Theoretical Framework of the Study
The main theories for this study are; Victor Vroom’s Expectancy Theory, Atkinson’s Achievement Motivation Theory, Lev Vygotsky Social Learning Theory and Constructivists’ Theory.
Vroom’s Expectancy Theory
Vroom’s Expectancy Theory (1964/2015) states that an individual’s choices are linked to the psychosomatic events occurring at the same time as the behaviour (Vroom, 1964/2015). He establishes the relationship between one’s expectations that they have the ability to do what is required, that the outcome is desirable and that the promised outcome will be delivered if they do their part. There has been expansive debate as to whether or not teachers can in fact motivate their students. This study investigates, applying Vroom’s (1964/2015) theory to their students (Nugent, 2020).
As previously stated, expectancy is the individual’s belief as to whether or not the outcome is possible. Many seemingly “unmotivated” students display “learned helplessness” where they simply stop trying or pretend to lack abilities (Bruns, 2012). Teachers need to help their students to believe in the idea that they can be successful and create continuous opportunities for small successes upon which their students can build. To reiterate, educators have the distinct ability to influence the climate for their students. They can either make or break a child’s attitude to education, by the culture of achievement or the lack of such that they nurture. If the teacher believes in them, then tendency is generally that they will be more motivated to learn.
Payne (2023) argues that in order to level the playing field for their students, educators will have to help their students to set higher standards for themselves, as well as teach the students to self-advocate and recognize the costs of the choices they make (Payne, 2023).
CHAPTER THREE
RESEARCH METHODS
Introduction
The general purpose of the study was to find out the relationship that teacher-student interaction has with students’ motivation and academic performance. Chapter three deals with the methodology of the study. It describes the research design, population, sampling procedure, data collection instruments, data collection procedure, validity and reliability of data collection instruments and data analysis.
Research Design
The research is a descriptive survey through which views and opinions were sampled from teachers and students. Avoke (2020) citing Blaxter, Hughes and Tight (2016), indicated that survey research in education involves collection of information from members of a group of students, teachers or other persons associated with educational issues. According to Ary, Jacobs and Razavieh (2022), survey permits the researcher to gather information from a large sample of people relatively quickly and inexpensively.
It was thought appropriate to use the survey method because it is the dominant form of collecting data in education and other social sciences (Fink, 2022). The descriptive survey was further considered the most appropriate design for conducting this study since it is the one that deals with things as they currently are (Creswell, 2023).
Again, information gathered from the descriptive research can be meaningful or useful in diagnosing a situation since it involves describing, recording, analyzing and interpreting conditions that exist. Most surveys are based on samples of a specified target population – the group of persons in whom interest is expressed. They are designed to provide a ‘snapshot of how things are at a specific time’. There is no attempt to control conditions or manipulate variables (Kelley, Clark, Brown & Sitzia 2023).
Population
Population of a study is the entire aggregation of items, objects, persons, or an institution that defines the objects of the investigation or from which samples can be drawn for a study (Patton, 2022). According to Ary, Jacobs and Razavieh (2022), population is used to refer to the entire group of individuals to whom the findings of a study apply. It is whatever group the investigator wishes to make inferences about. According to Mungenda et al (Ibid), target population is the members of a real or hypothetical set of people, events or objects the researcher wishes to generalize the results of the research. This study targeted the entire population of Benue State College Of Health Technology Agasha, Nigeria The researcher focused on JHS 2 and 3 students which is 3000 students. This is because they have spent at least one year with their teachers.
CHAPTER FOUR
RESULTS AND DISCUSSION
Introduction
The general purpose of the study was to find out the influence of teacher-student relationships interaction, students’ motivation and academic performance. This chapter analyses the data collected from the respondents. The data was collected within the objectives of the study. This chapter contains the respondents’ demographic profiles, the relationship between teacher-students’ interactions and students’ motivation, the relationship between teacher-students’ interactions and students’ performance, the relationship between motivation and students’ performance gender differences in terms of students’ academic performance and gender differences in terms of students’ motivation.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Overview of the Study
The Chapter is divided into four sections. The first section highlights the summary of the main findings of the study. The second section discusses the overall conclusions of the study. Recommendations for closing the gap are presented in section three. Finally, section four discusses the suggestions for further research in the study area.
The study specifically focused on the relationship between teacher- student interactions and student’s motivation, the relationship between teacher-student interactions and students’ performance, the relationship between motivation and students’ performance, differences between male and female students in terms of their academic performance and differences between male and female students in terms of their academic performance.
The study was carried out in Benue state, with a sample size of 155 teachers and 281 students.
Summary of Main Findings
The following are the main findings from the data analysis:
- There was a statistically significant relationship between teacher- student interaction and motivation. Teachers were found to be open and kind towards students.
- There was a statistically significant relationship between teacher- student interaction and students’ academic performance. It was found that teachers assisted students who had difficulties in their academic
- There was a statistically significant relationship between students’ motivation and performance. The results indicated that students’ level of motivation translated into their academic performance.
- There was no statistically significant difference between male and female students in terms of their motivation. Both males and females experienced the same level of motivation.
- There was no statistically significant difference between male and female students in terms of performance. The performance levels of male and female students were the same.
Conclusions
Based on the findings, the following conclusions are drawn.
- Teacher-student interaction is instrumental as far as the motivation of the student is concerned.
- Teacher-student interaction should be considered when taking decisions regarding the performance of students.
- The motivational level of the student plays a crucial role in the academic performance of the student.
- Gender is not a significant variable to be considered when finding the difference in terms of motivation and academic performance.
Recommendations
From the findings of the study, it is vividly evident that there is influence of teacher-student relationship and academic performance of students. I therefore, provide the following recommendations to serve as a direction for reform regarding teacher-student interaction in Benue State College Of Health Technology Agasha and beyond.
- Since teacher-student interaction improved students’ level of motivation, I recommend that the Nigeria Education service (GES) and Ministry of Education should make it mandatory for counsellors to organize motivational talk for students on regular basis schools. This would help students see themselves as being good individuals in the society and also feel that they have good qualities and therefore would be able to do things as other people and improve upon their lives.
- School counsellors and teachers should be motivated and supported by the governments, school administrators, parents and the larger community to help organize talks on teacher-student interaction for both teachers and students at all levels who are said to have poor interaction skills. To achieve this, teachers’ salaries and allowances must be paid regularly. Also, instituting incentive packages by the government, school authorities, parents and other stakeholders to motivate and encourage teachers and counselors can serve as a remediating factor. Students should also be sensitized about the need to have good interactions with teachers so that they can get the necessary help from
- Furthermore, I recommend that mechanisms should be put in place by teachers and school authorities to sensitize and motivate the students. This can be done by teachers in the course of their teaching. They should try as much as possible to motivate and encourage their students to increase their participation level in class. Also, the school authorities could also motivate and encourage their students in areas such as awarding them prizes to increase their zeal and desire to study hard. To yield more results, motivational talks should also be organised to sensitize the students about the importance of motivation.
- Both male and female students experienced the same level of motivation and performance in academic I therefore, recommend that teachers should try as much as possible to provide equal opportunities for both male and female students to pursue their academic work in the classroom. This will in turn eliminate gender bias on the part of the teacher and other school authorities in terms of motivating students in the school.
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