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Effect of Teacher and Students Relationship on Academic Achievement of Senior Secondary School Students in Biology



5.1 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 Biology. 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.


5.2 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 (biology) 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 biology students in Phalga 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.

5.3 Recommendations

Having identified some of the weakness and problems of the effect of teachers-students relationship on academic achievement of senior secondary school biology students in Rivers State, the researcher therefore recommends that:

  1. Mentorship should be encouraged in schools to foster and improve the relationship between the teachers and students.
  2. 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.
  3. 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.
  4. Teachers should try and reinforce their students passively whenever the answer questions correctly or wrongly in the class.
  5. 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.


Abugu, O. I. (2012). A Practical Handbook for the Classroom. Kaduna: BBC Publishers.

Asiyai, D. O. (2014). Teaching and Training in Nigeria. Ibadan: University Press.

Bhasin, P. N. (2007). Teacher Quality and Student Achievement: A Review of State Policy Evidence. A Peer Reviewed Scholarly Electronic Journal. 8(1), Pp 106-2341

Bolman, O. A. & Buirch, S. H. (2007). The Teaching Profession in Educational Management” Though and Practice.

Bracey, A. (2006). Teacher’s differential Behaviour. Educational Psychology. Reviewed 5, 347-376

Chandler B. A (2005). Teacher Training, Teacher Quality and Student Achievement. Journal of Public Economics 95(2), Pp 798-812.

Chum, M. K. and Elder, G. H. (2011). The Behavioural and Contextual Correlates of Student-Teacher Relationships Sociology of Education. 77, 0-81.

Churchill, J. B. (2013). Application of Social Capital in Educational Literature: A Critical Synthesis. Review of Educational Research 72(1), pp 31-60

Coestsee and Mosoge (2005). Student-teacher Relationship. A protective factor against School Dropout. Procedia Social and bheavioural science, vol 12, pp 1636-1643


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