Effects of Teacher-student Interaction on Student Engagement and Academic Performance in Chemistry in Selected Senior Secondary Schools in Ebonyi State
Abstract
In this quantitative research study, a survey research design was employed to investigate the relationship between teacher-student interaction, student engagement, and academic performance in chemistry. A structured questionnaire was designed and administered to a sample of 120 respondents, consisting of senior secondary students in selected schools. The research instrument aimed to gather data regarding their perceptions of teacher-student interaction, student engagement, and academic performance in chemistry classes. Data collected from the respondents were presented and analyzed using SPSS version 27, enabling a comprehensive and systematic examination of correlations and patterns within the dataset. Hypotheses formulated for this study were tested using the t-test statistical method, with an assumed mean of 0. A critical table value of 2.92 at a 5% level of significance was used for the hypothesis testing. The study’s findings revealed significant positive relationships between teacher-student interaction, student engagement, and academic performance in chemistry. The t-test results provided empirical evidence to support these relationships, indicating that effective teacher-student interactions positively influenced students’ engagement and, subsequently, their academic performance in chemistry. The study also found that prior experience with chemistry education beyond school and an enthusiastic attitude towards the subject had a considerable impact on student’s overall academic performance in chemistry. In conclusion, this research contributes to a better understanding of the crucial role teacher-student interactions play in enhancing student engagement and academic performance in chemistry. It highlights the importance of fostering positive interactions between teachers and students to improve the quality of education delivery, especially in challenging subjects like chemistry. Based on the findings, the study recommends that educational institutions and policymakers focus on strategies that promote effective teacher-student interactions to foster greater student engagement and success in chemistry. This research underscores the significance of creating a supportive and engaging learning environment and serves as a foundation for further investigations in the field of education.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education is a fundamental instrument for societal progress and development, and it plays a pivotal role in equipping individuals with knowledge and skills essential for their personal and professional growth (Ahmed, 2021). The quality of education is significantly influenced by the interactions between teachers and students, which create an environment conducive to learning (Siddique et al., 2021). In the context of senior secondary education, the teacher-student relationship is of paramount importance, especially in complex subjects like chemistry (Aryana, 2020).
Chemistry, as a subject, is notorious for being challenging and often causes anxiety and disinterest among students (Brekelmans et al., 2020). This is due to the abstract nature of chemical concepts and the intricacies of chemical equations and reactions. Students may struggle to grasp these complex ideas, which can result in frustration and disengagement in chemistry classes (Siddique et al., 2021). Therefore, it becomes crucial to investigate how teacher-student interactions impact students’ engagement and academic performance in chemistry.
Ebonyi State, Nigeria, like many other regions, faces challenges in the field of education (Owoeye & Yara, 2021). Inequities in educational access and outcomes have been documented, making it necessary to examine factors that may enhance the quality of education (Bharry, 2021). Teacher-student interaction is one such factor that can be a catalyst for change (Mubin & Ilias, 2022). This research focuses on selected senior secondary schools in Ebonyi State, Nigeria, to explore the effects of teacher-student interaction on students’ engagement and academic performance in chemistry.
The teacher-student interaction in chemistry classes within senior secondary schools in Ebonyi State has a profound impact on the quality of education (Asebiomo, 2019). This interaction is a dynamic process that includes verbal and non-verbal communication, instructional strategies, and the quality of the teacher-student relationship (Siddique, Tatlah, Ali, Awan, & Nadeem, 2021). Teachers play a crucial role in creating a conducive learning environment by fostering open communication and a positive rapport with their students (Mansfield, 2017).
Furthermore, students’ engagement in chemistry classes is a critical factor that directly affects their learning outcomes (Aryana, 2020). Student engagement refers to active participation, interest, and involvement in the subject matter (Brekelmans et al., 2020). Engaged students are more likely to ask questions, complete assignments, and exhibit enthusiasm for learning the subject. In contrast, disengaged students may struggle to connect with the content and may even develop negative attitudes towards the subject (Garner, 2018).
The relationship between teacher-student interaction and student engagement is a complex one (Whitaker, 2022). A positive teacher-student interaction is more likely to foster engagement among students (Siddique et al., 2021). When teachers communicate effectively, provide support, and create a welcoming atmosphere, students are more motivated to participate actively in the learning process. On the other hand, a lack of effective interaction can lead to disengagement and apathy among students (Mansfield, 2017).
Moreover, academic performance in chemistry is a key indicator of the impact of teacher-student interaction and student engagement (Olawale, 2019). Academic performance is typically assessed through students’ scores in chemistry examinations and assessments (Asebiomo, 2019). The quality of education is reflected in these performance outcomes, making it crucial to understand the factors influencing students’ achievement in chemistry.
Statement of Problem
The statement of the problem in this research is framed by the challenges faced by education in Ebonyi State, Nigeria, and the particular difficulties encountered in chemistry education. These challenges are compounded by the lack of comprehensive research on the nature and impact of teacher-student interaction in the context of chemistry education in Ebonyi State.
The academic performance of students in chemistry has been a significant concern for educators and policymakers in Ebonyi State. There is a substantial gap between the curriculum expectations and the actual performance of students in the subject (Olawale, 2019). Students often exhibit disinterest and disengagement, leading to poor performance in examinations (Aryana, 2020). The causes of these challenges in chemistry education are complex and multifaceted.
The teacher-student interaction is a crucial element in addressing these issues. However, there is a lack of comprehensive research that examines the nature and impact of this interaction in the context of chemistry education in Ebonyi State (Siddique et al., 2021a). This knowledge gap necessitates a study that investigates how the quality of teacher-student interaction influences students’ engagement and academic performance in chemistry.
Furthermore, the quality of education in Ebonyi State is a matter of concern, with documented inequities in educational access and outcomes (Owoeye & Yara, 2021). Addressing these inequities and improving the overall quality of education requires a comprehensive understanding of the factors that can enhance the learning environment (Bharry, 2021). Teacher-student interaction is one such factor that can be a catalyst for change, making it essential to explore its effects on students’ engagement and academic performance in chemistry in selected senior secondary schools in Ebonyi State.
Objectives of the Study
The specific objectives of this study are as follows:
- To examine the nature and quality of teacher-student interaction in chemistry classes in selected senior secondary schools in Ebonyi State.
- To assess the level of student engagement in chemistry classes in the same schools.
- To determine the relationship between teacher-student interaction, student engagement, and academic performance in chemistry.
Research Questions
The research questions guiding this study are as follows:
- What is the nature and quality of teacher-student interaction in chemistry classes in selected senior secondary schools in Ebonyi State?
- How engaged are students in chemistry classes in these schools?
- Is there a significant relationship between teacher-student interaction, student engagement, and academic performance in chemistry?
Research Hypotheses
To investigate the research questions, the following hypotheses are formulated:
Null Hypotheses(H0):
- The quality of teacher-student interaction in chemistry classes in selected senior secondary schools in Ebonyi State is not positively related to students’ engagement.
- The level of student engagement in chemistry classes is not positively associated with academic performance in the subject.
- There is no significant relationship between teacher-student interaction and academic performance in chemistry, mediated by student engagement
Alternative Hypotheses(H1):
- The quality of teacher-student interaction in chemistry classes in selected senior secondary schools in Ebonyi State is positively related to students’ engagement.
- The level of student engagement in chemistry classes is positively associated with academic performance in the subject.
- There is a significant relationship between teacher-student interaction and academic performance in chemistry, mediated by student engagement.
Significance of the Study
This study holds significant importance for various stakeholders in the field of education. The findings will benefit educators and teachers by providing insights into the dynamics of teacher-student interaction and its impact on student engagement and academic performance in chemistry. This understanding can lead to the development of strategies and approaches that improve the quality of education delivery in the subject.
Policymakers in the education sector will also find value in this research, as it provides empirical evidence regarding the importance of teacher-student interaction. This evidence can inform the formulation of policies and the allocation of resources to enhance teacher training and create a conducive learning environment in schools.
Students stand to benefit significantly from the outcomes of this study. A better understanding of how teacher-student interaction affects their learning experiences can lead to improved teaching methods that promote engagement and boost their academic performance in chemistry classes. This, in turn, can empower students to take a more active role in their education.
Parents, as key stakeholders in their children’s education, will gain insights into the educational practices and challenges faced by their children. This knowledge will allow them to provide better support and encouragement for their children’s academic pursuits, fostering a more conducive home learning environment.
Furthermore, this research can serve as a foundation for future research on the topic, both in Ebonyi State and other regions. It provides a framework for exploring the relationship between teacher-student interaction, student engagement, and academic performance in various educational contexts. Future researchers can build upon the findings of this study to delve deeper into the nuances of teacher-student interaction and its impact on education, contributing to the continuous improvement of educational practices and policies.
Scope of the Study
This research focuses on selected senior secondary schools in Ebonyi State, Nigeria. The study will specifically investigate the effects of teacher-student interaction on students’ engagement and academic performance in chemistry classes within these schools. The choice of chemistry as the subject of interest is due to its reputation as a challenging subject, often leading to disengagement and poor performance among students.
Operational Definition of Terms
To ensure clarity and consistency in the study, the following key terms are operationally defined:
Teacher-Student Interaction: This term refers to the communication and engagement between teachers and students in the context of a chemistry class. It includes verbal and non-verbal interactions, instructional strategies, and the quality of the teacher-student relationship.
Student Engagement: Student engagement is defined as the active participation, interest, and involvement of students in chemistry classes. It encompasses aspects such as attentiveness, asking questions, completing assignments, and a general enthusiasm for learning the subject.
Academic Performance: Academic performance in this study is assessed by students’ scores in chemistry examinations and assessments. It reflects their level of understanding and mastery of the subject matter.
Senior Secondary Schools: Senior secondary schools refer to educational institutions in Ebonyi State, Nigeria, that cater to students in the senior secondary level, typically from grades 10 to 12.
Chemistry Classes: Chemistry classes denote the specific classes or periods during which chemistry subjects are taught in senior secondary schools.
Teacher Training: This term pertains to the education and professional development of teachers, including courses, workshops, and seminars designed to enhance their teaching skills and pedagogical knowledge.
References
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- Lavoie, R. (2017). The Motivation Breakthrough: Six secrets to turning on the tuned-out child. New York, Simon & Schuster.
- Mansfield, E. A. (2017). Liking or Disliking the Teacher, student Motivation, engagement and achievement. Evaluation and Research in Education, 20(3), 144-158.
- Marzano, R., Marzano, J., & Pickering, D. (2023). Classroom management Gaining and maintaining students’ cooperation (4th Ed.). New York: John Wiley & Sons.
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