ABSTRACT
This study looks into the development and implementation of a web-based system for dynamic teacher-student interaction in the classroom. The emphasis is on being able to readily and dynamically interact, document the interaction for future supervision, and improve the learning experience of students across the Federal Polytechnic, Ado-Ekiti, because time is an inelastic asset and thus very precious in a classroom context. The scenario portrayed in this study is one of dynamically developing, documenting, posting, and receiving feedback from students utilizing a variety of media interaction channels. This will assist pupils enhance their academic achievement and the teacher-student connection.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Great teacher-student relationships are important for student inspiration and motivation, academic achievement (Brekelmans, 1989; Cornelius-White, 2007; Den Brok, 2001; Goh, 1994; Hamre & Pianta, 2001; Henderson, 1995; Henderson & Fisher, 2008; Roorda, Koomen, Spilt, & Oort, 2011; Thijs & Koomen, 2008), and teacher well-being (Brekelmans, 1989; Corne (Evertson & Weinstein, 2006; Spilt, Koomen, & Thijs, 2011; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, 2006). Brekelmans, 1989; Cornelius-White, 2007; Den Brok, 2001; Goh, 1994; Hamre & Pianta, 2001; Henderson, 1995; Henderson & Fisher, 2008; Roorda, Koomen, Spilt, & Oort, 2011; Roorda, Koomen, Spilt, & Oort, 2011; Roorda, Koomen, Spilt, & Oort, 2011; Roord
Thijs & Koomen, 2008), as well as for the well-being of teachers (Evertson & Weinstein, 2006; Spilt, Koomen, & Thijs, 2011; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, 2006). Classroom management concerns are linked to poor teacher-student relationships, which are a major reason for leaving the profession (De Jong, Van Tartwijk, Verloop, Veldman, & Wubbels, 2012; Walker, 2009).
Many more studies have been conducted in various nations (e.g., the Netherlands, the United States, Canada, Australia, China, and Indonesia) and educational contexts to investigate teacher e-student connections (e.g., mostly among secondary, vocational, and university education). All of these research found that dynamic teacher-e-student connections play a substantial and critical role in education (e.g., Fisher & Rickards, 2005). 1998); Fricke, Van Ackeren, Kauertz, & Fisher, 2012; Georgiou & Kyriakides, 2012; Henderson & Fisher, 2008; Klem & Connell, 2004; Lepointe, Legault, & Batiste, 2005; Levpuscek, Zupancic, & Socan, 2012; Maulana, Opdenakker, Den Brok, & Bosker, 2011; Mireles-Rios & Teacher-student connections emerge through daily encounters between teachers and students in the classroom. In this study, we define interactions as real-time behavioral exchanges between two or more participants (e.g., instructor e-student or student e-student) and relationships as reasonably persistent patterns in these behavioral exchanges (Markey, Lowmaster, & Eichler, 2010). (Mainhard et al., 2012).
STATEMENT OF THE PROBLEM
Teachers and students must have positive interactions in order for pupils to be motivated and achieve academic success. Classroom management concerns are linked to poor teacher–student relationships. Many students are subjected to a great deal of peer pressure and other associated issues when academic work is required, resulting in a reduction in academic performance. Teachers do not grasp the importance of interacting more with students and learning about their problems, which is why a dynamic teacher-student interaction system is needed to allow teachers to monitor and interact with students in a seamless manner.
AIMS AND OBJECTIVE OF THE STUDY
Design and Implement a Dynamic Teacher-Student Interaction System for Federal Polytechnic, Ado-Ekiti is the study’s main goal. With the following goals in mind:
Teacher–student connections emerge from daily encounters between teachers and students in the classroom.
Enhance research into how daily classroom interactions and teacher–student connections affect one another.
Experience the developmental processes marked by the relatively steady condition of some human features at a developmental time level.
SIGNIFICANCE OF THE STUDY
Teachers will benefit from the dynamic teacher-student interaction system since it will make recording student information easier and faster. As the number of students in all educational institutions continues to rise, there is a greater demand for teachers who can use creative methods. The dynamic teacher-student interaction system is critical to the school’s operations and objectives. This will improve students’ academic results and reduce depression caused by academic failures over time.
SCOPE OF THE STUDY
This study is focused on developing a dynamic teacher-student interaction system at Federal Polytechnic, Ado-Ekiti.
DEFINITION OF TERMS.
– Dynamic – marked by constant change, activity, or progress (of a process or system).
– A student is a person who is enrolled in a university or other institution of higher learning.
– A teacher is a person who instructs students, usually in a school or other institution of higher learning.
– System – a collection of items that act together as pieces of a mechanism or a network; a complicated whole.
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