Influence of Teacher-student Relationship on the Academic Performance of Junior Secondary School Students ( a Case Study of Oluyole Local Government Area of Oyo State)
Abstract
This study investigates the influence of teacher-student relationships on the academic performance of junior secondary school students in the Oluyole Local Government Area of Oyo State. A quantitative survey design was adopted to gather data from a sample of 120 respondents using a structured questionnaire. The collected data were presented and analyzed utilizing SPSS version 26. Hypotheses were tested using the F-statistic to determine the significance of the relationships. The findings of the study reveal that positive teacher-student relationships have a significant impact on students’ academic performance. The nature and quality of the teacher-student relationship were found to be positively correlated with students’ academic achievements. Furthermore, the study found that a supportive teacher-student relationship motivates students to excel academically and enhances their level of engagement in classroom activities. Based on the results, it can be concluded that fostering positive teacher-student relationships is crucial for improving students’ academic performance. Students who have supportive and positive relationships with their teachers are more likely to demonstrate higher levels of achievement and actively participate in academic activities. The study recommends that educators and policymakers prioritize the development of strategies and interventions that promote positive teacher-student relationships. This can include providing training and support for teachers in relationship-building skills, creating a supportive classroom environment, and encouraging open communication between teachers and students. Additionally, further research should be conducted to explore the effectiveness of specific interventions aimed at enhancing teacher-student relationships and improving academic outcomes. In conclusion, this study highlights the significant influence of teacher-student relationships on the academic performance of junior secondary school students. It provides valuable insights into the importance of fostering positive relationships in the educational context. The findings underscore the need for educators and policymakers to prioritize the development of supportive and nurturing teacher-student relationships as a means to enhance students’ academic achievements and overall educational experiences.
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CHAPTER ONE
INTRODUCTION
Background of the Study
The teacher-student relationship is a crucial factor in the educational process and has a significant impact on the academic performance of students. Numerous studies have highlighted the importance of positive teacher-student relationships in fostering a supportive learning environment and enhancing students’ motivation and engagement (Birch & Ladd, 1997; Roorda et al., 2011).
Research has shown that when students perceive their teachers as caring, supportive, and respectful, they are more likely to be actively involved in their learning and achieve higher academic outcomes (Birch & Ladd, 1997; Roorda et al., 2011; Reyes et al., 2012). Positive teacher-student relationships are characterized by open communication, trust, empathy, and mutual respect, creating an environment where students feel safe to take academic risks and seek assistance when needed (Hughes et al., 2019).
Conversely, negative teacher-student relationships, characterized by conflict, lack of support, and disrespectful interactions, can have detrimental effects on students’ academic performance and overall well-being (Birch & Ladd, 1997; Reyes et al., 2012). Students who experience strained relationships with their teachers may exhibit lower motivation, disengagement from school, and even increased behavioural problems (Hughes et al., 2019).
The impact of the teacher-student relationship is particularly significant during the junior secondary school years. This stage marks a crucial period of transition for students, as they navigate the challenges of adolescence and undergo significant cognitive, social, and emotional development (Hughes et al., 2019). The quality of the teacher-student relationship can play a pivotal role in shaping students’ academic self-concept, attitudes toward school, and overall academic achievement (Wentzel, 2016).
The Oluyole Local Government Area in Oyo State, Nigeria, offers a distinctive context for investigating the impact of the teacher-student relationship on students’ academic performance. Nigeria, like many other countries, encounters significant challenges within its education system, including large class sizes, insufficient resources, and limited teacher training (Okeke & Okeke, 2020). These factors have the potential to impede the formation of positive teacher-student relationships and influence students’ academic outcomes.
The issue of large class sizes in the Oluyole Local Government Area is a prevalent concern. Research indicates that overcrowded classrooms can limit individual attention and interaction between teachers and students (Bada & Ojo, 2021). In such settings, it becomes more challenging for teachers to establish meaningful connections with their students, resulting in reduced opportunities for personalized instruction and support. Consequently, students may feel less engaged, have limited access to necessary resources, and experience a decline in their academic performance (Bada & Ojo, 2021).
Furthermore, inadequate resources pose a significant obstacle to fostering positive teacher-student relationships in the Oluyole Local Government Area. Insufficient teaching materials, outdated textbooks, and a lack of technological resources can hinder effective teaching and learning experiences (Okeke & Okeke, 2020). When teachers do not have access to adequate resources, they may struggle to create engaging and interactive lessons, impacting their ability to establish rapport with students. As a result, students may perceive the learning environment as less stimulating and fail to develop a strong connection with their teachers, leading to lower academic performance (Okeke & Okeke, 2020).
Limited teacher training is another critical factor influencing the teacher-student relationship and students’ academic performance in the Oluyole Local Government Area. Effective teacher-student interactions require a range of pedagogical skills, including classroom management, communication, and instructional strategies (Okeke & Okeke, 2020). However, inadequate teacher training programs can hinder the development of these essential skills. Teachers who lack the necessary training may struggle to engage students, provide constructive feedback, and adapt teaching methods to individual needs. Consequently, the quality of the teacher-student relationship may suffer, impacting students’ motivation and academic achievement (Okeke & Okeke, 2020).
In addition, it is important to recognize that the cultural context and societal expectations within the Oluyole Local Government Area can significantly impact the dynamics of the teacher-student relationship. The cultural values, traditions, and community norms prevalent in this region play a crucial role in shaping the interactions between teachers and students. In particular, these cultural factors often emphasize the importance of respect for authority and the existence of hierarchical relationships within educational settings (Adeyemi & Adeyemi, 2020).
Exploring these cultural factors and their influence on the teacher-student relationship within the specific context of the Oluyole Local Government Area can provide valuable insights into the complexities of this relationship. By understanding how cultural values and community norms shape interactions between teachers and students, researchers can gain a deeper understanding of the unique challenges and opportunities that exist in this region (Adeyemi & Adeyemi, 2020). These insights can help educators and policymakers develop targeted strategies and interventions to enhance the quality of the teacher-student relationship and improve students’ academic performance.
For instance, an understanding of the cultural emphasis on respect for authority may highlight the need for teachers to establish themselves as respected figures in the classroom, while still fostering a supportive and nurturing environment. Additionally, recognizing the hierarchical relationships inherent in the cultural context can inform approaches to classroom management and student engagement that align with local values and expectations (Adeyemi & Adeyemi, 2020). By taking these cultural factors into account, educators can create a more culturally responsive and inclusive learning environment, which can positively impact students’ academic performance.
Despite the extensive research on teacher-student relationships, limited studies have focused on this topic within the specific context of the Oluyole Local Government Area. Therefore, this study aims to fill this research gap by examining the nature and quality of the teacher-student relationship and its impact on the academic performance of junior secondary school students in this region. By understanding the dynamics of the teacher-student relationship in the Oluyole Local Government Area, educators and policymakers can develop strategies and interventions to enhance the educational experience and improve students’ academic outcomes.
Statement of Problem
The influence of the teacher-student relationship on the academic performance of junior secondary school students in the Oluyole Local Government Area of Oyo State, Nigeria, is a significant concern that requires attention and investigation. While previous studies have highlighted the importance of positive teacher-student relationships for academic success (Birch & Ladd, 1997; Roorda et al., 2011), limited research has been conducted within the specific context of the Oluyole Local Government Area.
The challenges faced by Nigeria’s education system, including large class sizes, inadequate resources, and limited teacher training (Okeke & Okeke, 2020), may hinder the development of positive teacher-student relationships and potentially impact students’ academic performance. Understanding the nature and quality of the teacher-student relationship within this unique context is essential for improving educational practices and promoting academic success among junior secondary school students.
The specific problem addressed in this study is twofold. First, it aims to explore the current state of the teacher-student relationship in the Oluyole Local Government Area and identify any potential challenges or areas for improvement. This includes examining factors such as communication, support, trust, and mutual respect between teachers and students. Second, the study aims to investigate the impact of the teacher-student relationship on the academic performance of junior secondary school students. This involves analyzing students’ achievement levels, motivation, engagement, and overall academic outcomes concerning their perceptions of the teacher-student relationship.
By addressing these research gaps and identifying the specific challenges and influences on the teacher-student relationship in the Oluyole Local Government Area, this study seeks to contribute valuable insights to the field of education. The findings can inform educators, administrators, and policymakers about the strategies and interventions necessary to enhance the quality of the teacher-student relationship, improve educational practices, and ultimately enhance the academic performance of junior secondary school students in the region.
Objectives of the Study
This study aims to achieve the following objectives:
- To examine the nature and quality of the teacher-student relationship in junior secondary schools in the Oluyole Local Government Area.
- To assess the academic performance of junior secondary school students in the Oluyole Local Government Area.
- To determine the influence of the teacher-student relationship on the academic performance of junior secondary school students in the Oluyole Local Government Area.
Research Questions
To guide this study, the following research questions will be addressed:
- What is the nature and quality of the teacher-student relationship in junior secondary schools in the Oluyole Local Government Area?
- What is the academic performance of junior secondary school students in the Oluyole Local Government Area?
- How does the teacher-student relationship influence the academic performance of junior secondary school students in the Oluyole Local Government Area?
Research Hypotheses
The following research hypotheses were tested:
Null Hypotheses(H0):
- There is no significant positive correlation between the nature and quality of the teacher-student relationship and the academic performance of junior secondary school students in the Oluyole Local Government Area.
- Junior secondary school students with positive teacher-student relationships do not significantly perform better academically compared to those with negative or neutral relationships.
Alternative Hypotheses(H1):
- There is a significant positive correlation between the nature and quality of the teacher-student relationship and the academic performance of junior secondary school students in the Oluyole Local Government Area.
- Junior secondary school students with positive teacher-student relationships significantly perform better academically compared to those with negative or neutral relationships.
Significance of the Study
This study holds significant importance for students, scholars, decision-makers, and stakeholders in the education sector. The findings of this research will provide valuable insights and contribute to the existing body of knowledge in several ways.
Firstly, the study’s significance lies in its potential to benefit students themselves. By exploring the influence of the teacher-student relationship on academic performance, students can gain a deeper understanding of the factors that contribute to their educational success. The findings can empower students to actively engage in their learning, seek supportive relationships with their teachers, and take ownership of their academic journey. Moreover, the study can shed light on the strategies that students can employ to foster positive teacher-student relationships and maximize their learning potential.
Secondly, scholars and researchers in the field of education will find this study significant. It will contribute to the existing literature on the teacher-student relationship, particularly within the specific context of the Oluyole Local Government Area. Scholars can build upon the findings of this study to conduct further research, expand theoretical frameworks, and explore related factors that influence academic performance. This study will provide a foundation for future investigations and inspire scholars to delve deeper into understanding the dynamics of the teacher-student relationship in different contexts.
Thirdly, decision-makers and stakeholders in the education sector will benefit from the outcomes of this study. The findings can guide policymakers in developing evidence-based policies and interventions to improve the quality of education in the Oluyole Local Government Area. Decision-makers can use the insights gained from this research to allocate resources effectively, enhance teacher training programs, and implement initiatives that foster positive teacher-student relationships. Ultimately, this study can contribute to the enhancement of educational practices, the improvement of teaching methodologies, and the overall academic success of junior secondary school students in the region.
Moreover, the study’s significance extends to stakeholders in the education sector, including school administrators, teachers, and parents. School administrators can use the findings to create a conducive environment that supports positive teacher-student relationships. Teachers can gain insights into effective instructional strategies, communication techniques, and relationship-building approaches that enhance student engagement and performance. Parents can also benefit from the study by understanding the importance of their involvement in nurturing positive teacher-student relationships and supporting their children’s academic development.
In conclusion, this study holds significant importance for students, scholars, decision-makers, and stakeholders in the education sector. The findings will provide valuable insights for students to enhance their academic performance, contribute to scholarly research, guide policymakers in developing effective strategies, and assist stakeholders in creating a supportive educational environment. By addressing the influence of the teacher-student relationship on academic performance, this study aims to foster positive educational experiences and contribute to the overall improvement of the education sector in the Oluyole Local Government Area.
Scope of the Study
The scope of this study focused on investigating the influence of the teacher-student relationship on the academic performance of junior secondary school students in the Oluyole Local Government Area of Oyo State, Nigeria. The study primarily examined the dynamics of the teacher-student relationship within the context of the Oluyole Local Government Area, considering factors such as communication, support, trust, and mutual respect.
The study targeted junior secondary school students within the Oluyole Local Government Area, encompassing various schools and classrooms in the region. The sample was selected using a stratified random sampling technique to ensure representation from different schools and grade levels.
Data collection involved the use of questionnaires and interviews to gather information on students’ perceptions of the teacher-student relationship and their academic performance. Additionally, existing academic records and examination results were analyzed to assess students’ actual academic performance.
The study’s scope also included a review of relevant literature on the teacher-student relationship, academic performance, and educational challenges in Nigeria. This literature review provided a theoretical framework for the study and helped contextualize the findings within the broader educational landscape.
It is important to note that the study had certain limitations. Firstly, the research focused solely on the Oluyole Local Government Area of Oyo State, which may limit the generalizability of the findings to other regions. Secondly, the study relied on self-report measures and may have been subject to social desirability bias. Lastly, the study’s findings provided insights into the association between the teacher-student relationship and academic performance but did not establish causality.
Despite these limitations, the scope of this study aimed to contribute to the understanding of the teacher-student relationship’s influence on academic performance in the Oluyole Local Government Area, providing valuable insights for educators, policymakers, and stakeholders in improving educational practices and supporting student success in the region.
Operational Definition of Terms
To ensure clarity and consistency, the following key terms used in this study are operationally defined:
Teacher-student relationship: The dynamic interaction and connection between teachers and students, encompassing elements of trust, communication, support, and mutual respect (Roorda et al., 2011).
Academic performance: The measurable outcomes of students’ learning and achievement, typically assessed through examinations, tests, and grades (Martin & Marsh, 2006).
Junior secondary school: The educational level that follows primary education and precedes senior secondary education, typically involving students aged between 11 and 14 years (Federal Ministry of Education, Nigeria, 2004).
Oluyole Local Government Area: A specific administrative region within Oyo State, Nigeria, comprising several junior secondary schools.
REFERENCES
- Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2017). The influence of affectiveteacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 87(2), 345-387.
- Saunders, M. N. K., Lewis, P., & Thornhill, A. (2020). Research methods for business students (8th ed.). Pearson Education Limited.
- Thibaut, J. W., & Kelley, H. H. (1959). The social psychology of groups. John Wiley & Sons.
- Tomlinson, C. A., & Moon, T. R. (2020). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of the literature. Journal for the Education of Gifted Young Scientists, 8(3), 933-948.
- Wentzel, K. R. (2016). Teacher-student relationships and adolescent competence at school. In Handbook of Adolescent Development Research and Its Impact on Global Policy (pp. 437-461). Routledge.
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