The Perception of the Influence of Students-teacher Relationship on Students Interest and Performance in Agricultural Science in Secondary School in Vandeikya Area, Benue State Nigeria
CHAPTER ONE
Objectives Of Study
- To determining the effect of teacher-student relationships to students performance in Agricultural science in secondary school Vandeikya L.G.A.
- To determine the extent to which teacher students relationship encourage interest in Agricultural science among students.
- To determine the extent to which Agricultural science teachers reinforce the students in their classroom.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Framework
Relationship is the way in which two or more people or things are connected, or the state of being connected. The concept of relationship provides the analytical and operational framework through which the relationship paradigm reveals itself, may be studied, and is put into practice. This concept gives hands and voice to the process of continuous interaction in political, social, and economic life. It is both a framework for analysis and an instrument of change.
The effective teacher preparation is a very vital instrument for the development and transformation of any nation. Teacher’s preparation is essential if the educational sector of any society wants to grow towards achieving its goals and meeting its teacher’s needs. If teachers are empowered properly through effective training, the tasks of teaching and learning will become a mirage. Teacher’s preparation is the training undertaken by prospective teachers before being employed in teaching (Gwany, 2012). Good teachers preparation programme will give birth to quality teachers, who will in turn produce quality students/school leavers, quality students will give quality manpower in all spheres of life that can support, sustain and trigger development.
Therefore, any teacher education programme that is deficient calls for concern; it is on this basis that federal government of Nigeria prescribes the current curriculum content for teacher education programme that can help produce quality teachers who will educate Nigeria citizens. Some of the teachers are to teach Agricultural science at the senior secondary level.
One study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analysis suggest that the investments in the quality of teachers may be related to improvements in student performance. Quantitative analysis indicates that measures of teachers preparation and certificates of student achievement in reading and learning both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate teachers qualifications within and across status. This analysis suggests that policies adopted by states regarding teacher education, laicizing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The quality of teacher-student relationships plays an important role in a student’s educational experiences. Empirically, students who posses positive relationships with their teachers have an increased likelihood of positive attitudes as well as positive academic “outcomes” such as higher grades. Students with conflicted teacher – student relationships are at increased risk for academic problems such as poor grades and repeating a grade. It is therefore important to consider not only what the student brings into the classroom, but also what kind of relationship evolves in order to minimize factors contributing to lower teacher students quality.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
This study was a survey research design to determine the effect of teacher – students relationship on academic achievement of senior secondary school Agricultural science students in Vandeikya Government Area of Benue State. A survey research design is a form of research in which data is collected by asking a set of reformulated questions in a predetermined sequence of a defined population.
Population of the Study
The population for this study consists of two thousand three hundred and eightyeight (2,388) students from eighteen (18) secondary schools in Vandeikya Government Area.
Sample and Sampling Technique
The sample used for this research was two hundred (200) students from four selected secondary schools (4) out of eighteen (18) secondary schools in Vandeikya government area. The sampling technique used in this study was simple random sampling technique.
CHAPTER FOUR
ANALYSIS OF DATA AND RESULTS
Question one: What is the effect of Teacher-Student Relationships to students’ academic performance and interest in Agricultural science
Table 3 reveals that 87.7% of the respondents agree that teacher –student’s relationships help students feel a strong connection to the teacher in the classroom, 84.2% indicate that teacher – students relationships help students to feel cared about by their teachers in the learning contexts, 94.7% say that teacher – student’s relationships help students to feel ownership in the classroom. Interestingly, 54.5% indicate that teacher – students’ relationships build trust and responsibility among teachers and students from day one of being in the school environment, 45.4% indicate that the teacher – students relationships make students feel ownership in the classroom, while 69.9% indicate that teacher – students relationships allow teacher and students to be an integral part of the classroom.
CHAPTER FIVE
DISCUSSION, CONCLUSIONS, RECOMMENDATION AND SUMMARY OF THE STUDY
Discussion of the Findings
This research question seeks to find out to what extent teachers use praises on the student in the classroom during teaching and learning of Agricultural science. This result support the view of Babal (2006) who noted that teachers must plan ahead to set up worthwhile learning situations and also should constantly strive to develop and appropriate climate for learning.
Table 2 shows how teachers react and punish students in the classroom. The finding shows that teachers punish and react negatively towards the students in the classroom. Akey (2006) who noted that teachers reinforce students positively when ever their academic performance is above average. Garcia- Reid et al (2005) that opined that students’ engagement is positively correlated to teachers support and that students who noted that their teachers were supportive and cared about their success were more likely to be engaged in the classroom and perform well academically.
Question 3: To what extent do teachers use leisure time to engage the students in a friendly chat?
Table 3 shows that the responses of the students on the extent teachers use leisure time to chat friendly with them. It shows that teachers use leisure time to engage them in friendly chat. This result is compatible with the statement of Fafunwa (2004) who pointed out for a successful academic achievement to occur in the learner, they must try to create free time that will encourage cordial relationship between him and his learners and the learners must be given freedom to participate thereby expressing his/ her views based on what they know.
Conclusions
It was establish that the teachers have important role in developing, nurturing and maintaining other relationship with their students. Teachers are required to foster positive relationship with their students to create a conducive environment (classroom) for teaching and learning activities and also meet students’ developmental, emotional and academic needs, since student’s who posses position and supportive relationships with positive attitude as well as positive academic “outcomes” such as higher grades. Students with conflict teachers-student relationship tends to hate their teacher which lead to report of the subject (Agricultural science) right by the teacher and are at increased risk for academic problems such as poor grades and repeating a grade.
Finally, it is thereof important to consider what the students bring into the classroom and know how to relate with them.
Educational Implication
Based on the result of the findings in this study, the effect of teacher students relationship on academic achievement of senior secondary Agricultural science students in Vandeikya Government Area; when a positive relationship exists, among the teachers and students, the students are more motivated to learn, more actively participate in their learning and learning is likely to be more effective.
According to Olumba (2013) the educational aims cannot be actualized if there is a poor relationship between the teachers and their students. Bringing the aims of education to reality cannot be achieved because its good relationship depends on the orientation of the teachers and students in the educational need and committed teachers who will carry the students along with them to achieve the educational goals.
Furthermore, if a teacher is unable to form this relationship the students are less able dispose themselves to learn from that teacher.
Recommendations
Having identified some of the weakness and problems of the effect of teachers-students relationship on academic achievement of senior secondary school Agricultural science students in Benue State, the researcher therefore recommends that:
- Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students.
- Qualified and sound minded teachers should be employed, so that the will be able, willing and disposed to develop, nurture and maintain good relationship between them and their students.
- Seminar or workshop should be organized at least once or twice in a year for teachers in order to enlighten them more on how to relate, communicate, associate and meets the needs of their students.
- Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.
- School management or school authority should check and monitor the teachers as the teacher in order to found out how they relate, communicate and associate with their students during teaching and learning activities.
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