Student-Teacher Relationship And Academic Achievement In Cross River State, Nigeria
Anakwue Anthonia Laetitia
Department of Educational Foundations Faculty of Education, University of Calabar, Calabar – Nigeria
Keywords: Student-teacher relationship, Academic achievement, Students, examination, Secondary schools
Abstract
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 teacher – student relationship can bring about better academic achievement. Teachers should establish rapport and trustworthiness with students by being fair, caring, respectful and enthusiastic.