Project – The impact of positive student-teacher relationship on academic achievement of the students

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CHAPTER ONE

BACKGROUND OF THE STUDY

1.1 Introduction

Education is the act or process of imparting or acquiring general knowledge, developing the Powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. the act or process of imparting or acquiring particular knowledge or skills, as for a profession. Education in Nigeria is the only viable tool for sustainable development and an avenue for molding the nation’s work face. The future of school children partly lies in the hands of teachers, as what they teach the children forms a great impact in their lives because they have a role of training the children intellectually and morally .Casting the mind back to education in the colonial era and what is obtainable today, the relationship between students and teachers have changed. During the colonial era, students were obedient and eager to learn with all level of humility; as on the parts of teachers they were dedicated and committed in the discharge of their duties without supervision. Thus, this showed in the output of students at that time, but the reverse seems to be the case in today’s mood of relationship between the students and teachers.

Education is an integral part of human development. Where an effective learning environment is provided, a positive educational outcome is achievable. At the center stage of all educational systems are students and teachers who form a learning relationship in a learning environment to produce desired learning outcomes (Verger, Altinyelken, & Novelli, 2018). Students form and maintain relations with peers and teachers in school, and the former has been demonstrated to be related to learning outcomes. While factors influencing academic performance are multifaceted, recent literature alludes that teacher quality and teaching quality influence learning outcomes (Verger et al., 2018).Schools with good learning environment cater fir student specific learning needs. These learning needs range from conducive teaching and learning environment within the class, minimal indiscipline issues within the class, teaching and learning practices which promote student positive psychological satisfaction to the school, learning engagement as well as self-efficacy. Education economists argue that the expectation of the learning process is the realization of the planned learning outcomes. These learning outcomes range from the targeted academic achievement, value addition from previous performance, retention and transition of students from one level to the other. Such outcomes are achievable in a friendly school environment. One of factors attributable to the achievement of the student-friendly school environment is the teacher-student relationship (Schweistfurth, 2015).

The relationship between students and teachers both in primary and secondary schools cannot be over emphasized. The relationship that exists between students and teachers is symbiotic, as each of them needs the other. There is a high probability that this relationship will certainly exist considering the fact that teachers and students spends about 5-6 hours every day for more than eight months in a year. Children spend about one-quarter of their time in school and a greater part of it in the classroom (Hamre and pianta,2001). This explains further that the relationship between a student and his teacher reflects in his performance. Relationship can only exist between people or different parties when there is love and trust among them. Hence, for a positive relationship between the students and teachers, the voices of the students must be heard, meaning they must be allowed full participation in the affairs of the school Akinpelu (2003) and Ibrahim (2006). By the way of doing this, it will allow students to air their reviews and their opinions weight and corrected in cases where their notions are wrong.

Usually a teacher is a person working in educational institute who facilitate the students to achieve cognitive, sensory and behavioral aim and gains within the range determined by the educational system (gundogdu andsilman, 2007). Traditionally student – teacher relationships were based on usual traditional thinking that the teachers have the basic authority and know what is best for students; students were viewed as inactive recipients of knowledge who always say yes to academic demands without questioning (castejou and Martinez 2001).But this was creating hindrances in the cognitive and behavioral development of the student (jay, 2002).

Although there is a considerable amount of research carried out on positive student- teacher relationships but these studies usually were not designed to describe changes across the teaching career (Zhang, 2005).This study intends to explore the variations face by a teacher in building and sustaining positive student-teacher relationship during his/her teaching experience. The study in this paper, contributes to knowledge on changes in daily classroom practice of teachers by providing a description of the student-teacher relationship at different moments during the teaching career.

However, this study is coming on the thrust of encouraging good student-teacher relationship based on the benefits attached to this kind of relationship. Therefore, the dearth of information and knowledge about how the impact of positive teacher and student relationship on student academic achievement. relationship between teacher and students are impacting on academic success and eventually professional performance after school. Hence this study aims at investigating the impact of positive-student relationship on academic performance of student at the secondary level. This study looks at the impact of positive teacher-student relationship on academic achievement in government girls secondary school Kura L.G.

1.2 Statement of the problem

In the past, there were cordial relationship between teachers and students which encourage learning, academic performance and achievement of students. There was a commitment on the part of teachers, respect other cultural values were upheld by both parents and students. Teachers are role models to students and instrument through which students could clamp the ladder of greatness in the society. Now, teacher and students convey a range of goals, needs, feelings and behavioral scheme that affect the quality of the relationship they form and influence values of their experiences with one another in the classroom. It is not exaggeration to say that teachers and student relationship in secondary schools today requires serious attentions if students are to improve their learning process, intellectual change and contribute to societal development. Therefore, this study seeks to explore how Lack of commitment and laxity of teachers in their quality teaching and availability to help students in solving academic and psycho – social problem is affecting the students. Teacher’s exploitation of students remains a factor that could strain a relation. These and other remain a problem in G.G.S.S Kura L.G which may lead to negative results among the students.

1.3 Objectives of the study

The main aim of the study is to determine the impact and importance of positive teacher-student relationship on student academic performance. However, the specific objectives include the following;

To examine the impact of positive teacher-student relationship on academic achievement among students of government girls secondary school Kura L.G.
To investigate how student attitude affect the impact of positive teacher-students relationship on academic achievement among students of government girls secondary school Kura L.G.

Research question

This study aims to answer the following questions.

Is there any positive impact of the teacher-student relationship on academic achievement among the students of government girls secondary school Kura L.G?
How does student attitude affect the impact of positive teacher-students relationship on academic achievement among students of government girls secondary school Kura L.G?

1.5 Research hypotheses

The following hypotheses were formulated to guide the investigation.

HO1: There is no significant difference in the academic achievement of students that have a positive teacher-student relationship in government girls secondary school Kura L.G.

HO2:There is no significant difference in the relationship between student attitude and academic performance of government girls secondary school Kura L.G.

1.6 Significance of the study

A good deal of literature provides evidence that strong relationships between students and teachers are essential for the development of students in schools (Hamre & Pianta, 2006). Hamre and Pianta, 2003 reported that positive student-teacher relationship is a valuable important for students. They suggest that having positive relationship with a teacher allows students to be able to work on their own because they know they can count on their teacher if problem arise that the teacher will recognize and respond to the problem. As children enter formal school settings, relationships with teachers provide the foundation for a successful adjustment to the social and academic environment.

Thus, this research work will benefit the researchers themselves, parents, teachers, students, government and the entire society. If the result of this research is properly utilized it will promote the idea that a positive teacher-student relationship will help in busting students’ academic achievement of government girls secondary school Kura, Local government and secondary schools within Kura L.G. This study will be useful for both teachers and students of government girls secondary school Kura L.G who may want to know the factors that could make or mar student academic performance. It is also useful for secondary schools to enhance positive student-teacher relationship through professional development and monitoring.

1.7 Scope and limitations

The study was carried out in Kura Local Government Secondary Schools, Kano Nigeria.

Our study was only limited on the impact of positive teacher-student relationship on academic achievement of the students of government girls secondary school Kura L.G. The study is limited to only government girls secondary school Kura L.G. The educational level of focus is SS2 students.

1.8 Definition of terms

Impact: A significant or strong influence; an objective.

Student-teacher relationship: These can be seen to include good communication, a safe learning environment and mutual respect, a positive and patient attitude, student equality and timely praise.

Relationship: is defined as the way in which two or more people or things are connected, or the state of being connected.

Teacher: A teacher (also called a schoolteacher or formally, an educator) is a person who helps students to acquire knowledge, competence or virtue.

Academic Achievement: Academic Achievement is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

Secondary School: A secondary school describes an institution that provides secondary education and also usually includes the building where this takes place.

School: A school is an educational institution designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers.

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Project – The impact of positive student-teacher relationship on academic achievement of the students

Project – The impact of positive student-teacher relationship on academic achievement of the students

Project – The impact of positive student-teacher relationship on academic achievement of the students

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