THE STUDENT-TEACHER RELATIONSHIP AND ITS IMPACT ON STUDENT PERFORMANCE IN EXAMS

THE STUDENT-TEACHER RELATIONSHIP AND ITS IMPACT ON STUDENT PERFORMANCE IN EXAMS

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

Every aspect of life, including education, strives for growth in an ever-changing environment. Given that the developed world’s educational level is significantly higher than that of emerging nations, it stands to reason that education plays a critical role in developing countries’ education. The purpose of teacher education in our current educational system is to transmit information to students (Meyer, 2002). Teachers select topic materials, textbooks, and references, construct the subject’s framework, conceptualize, analyze, and synthesize the subject matter, and then present it to students face-to-face. Turner (2002) described their findings, emphasizing the importance of students’ and teachers’ emotions during classroom interactions. They discovered that “our definition of what constitutes desire to learn has increasingly incorporated emotions as vital to learning and teaching” after examining student-teacher interactions. Their findings encourage further investigation into the incorporation of interpersonal relationships in the instructional setting, as well as the extent to which these relationships influence students’ learning environments. The quality of a student’s relationship with his or her teacher, according to Downey, will result in a higher level of learning in the classroom (2008). “Long-term change does not occur as a result of plans, blueprints, or events,” writes Mohrman (2003), “but rather as a result of the interaction of individuals.” Strong teacher-student relationships are one of the most important environmental factors in changing a child’s educational path (Baker, 2006). Every day, students and teachers should be aware that they are entering a learning environment. Other than that, it is the responsibility of  Both students and instructors must work together to ensure a positive relationship. A student’s relationship with a teacher cannot be healthy if the student constantly criticizes the teacher about everything. The student-teacher relationship functions as a link between a teacher’s knowledge, experience, and efficiency and a student’s potential and goals (Mohrman, 2005). The distance between them should be the same as our journey across the bridge. Aside from the assigned curriculum, instructors should enlighten students on the critical society in which they live. They should not be limited to completing their assigned tasks for this purpose, but should instead introduce students to a broader understanding of their surroundings (Tenkasi, 2003). The The use of a human approach is essential for the success of any interactive activity. Education is one such process that is influenced by the student-teacher relationship. In other words, this relationship is essential to the teaching and learning process. The quality of the teacher-student relationship is closely related to the teacher’s ability to facilitate learning (Postman, 1991). Birch (1979) asserts that instructors who have positive relationships with their students report that their students are less likely to skip school, are more self-directed, supportive, and engaged in learning. The student-teacher dialogue helps to establish a bond between the two, resulting in a more conducive classroom environment. As a result, a teacher must recognize the significance of  Regardless of racial tensions, children’s feelings of belonging can contribute significantly to their overall development (Ladd, 1997). When a student enjoys school, he or she gains important social benefits such as companionship, respect for peers and adults, and social skill acquisition. These two factors work in tandem to help a student achieve excellent academic results. Teachers motivate students to engage in productive classroom communication, which strengthens the student-teacher relationship. A teacher should conduct himself or herself in such a way that a student admires and respects him or her. Adults frequently believe that children enjoy school because of the opportunities for peer connection that it provides, as demonstrated by Miller (2007). Although previous research supports this, research also shows that a specific teacher Characteristics are important predictors of whether children like or dislike school. Data also show that students perform better in classes taught by professors they like. The more information teachers have about their students, the better their teaching will be, and the students will be more likely to benefit from the teachers’ worldview. This education is naturally interactive because it relies on connecting with active, expanding minds (Tiberius, 1986). A student-teacher relationship must be characterized by specific attitudes and commitments on both sides if it is to be optimally fruitful. Students must emulate their teachers and hold them in high regard if they are to follow his advice (Klem, 2002). The student must believe in the teacher’s concern. The student is required to Believe that the teacher is always looking out for his or her best interests. If a student detects a hidden agenda, self-interest, or simply negligence in the teacher’s instruction, he or she will be unable to fully trust the teacher’s advice, rendering the entire relationship ineffective. The student must commit to following the instructions with the utmost discipline in order to achieve the desired effect. A teacher’s “prescription” must be followed with the same zeal that a doctor’s instructions must be followed precisely because failure to do so may result in more harm than benefit (Connell, 2004). A teacher has three levels of obligation to his students when it comes to providing guidance. A teacher must first fulfill the requirement of becoming acquainted.

Each of his or her students individually in order to investigate the innermost depths of their souls as well as the external aspects of their lives.

1.2 THE PROBLEM’S STATEMENT

In recent years, the low exam achievement of primary school students has become a source of concern for parents, educators, researchers, and the government (Klem, 2002). Despite the government’s efforts, for example, to ensure that quality education is provided at the elementary school level, this horrifying incidence of students’ poor academic achievement persists. The government has raised the minimum qualification for primary school teachers to the National Certificate in Education (NCE), as well as school facilities and infrastructure, as well as funding, to the point where public primary schools are now free. through the program of Universal Basic Education (UBE). Despite these efforts, students’ academic performance continues to decline. Furthermore, in recent years, it has been observed that most students have low self-esteem, resulting in academic disabilities and disciplinary issues (Leo, 2008). These students have little confidence in themselves or their ability to perform well in exams. This could be due to widespread examination malpractice in the country. Researchers have begun a series of investigations to find a possible solution to the problem of low academic achievement and self-esteem among students. According to some research, a teacher’s communication style in the classroom teaching and learning, as well as the types of reciprocal relationships, is one of the most important factors of educational success or failure.

that exists between the teacher and the students. According to research conducted in Western countries such as the United Kingdom and the United States, teachers’ communication methods appear to influence self-esteem and academic achievement. However, it is unclear how much such instructors’ communication styles (aggressive, passive, and assertive) affect the self-esteem and academic achievement of Nigerian students. As a result, the study’s problem is framed as a question: what is the impact of the type of relationship that exists between teacher and student on the academic achievement of primary school children?

1.3 THE STUDY’S OBJECTIVES

The primary goal of this study is to determine the impact and impact of the teacher-student relationship on academic achievement in students. The specific objectives to be met are as follows:

i. To ascertain the

There are numerous types of relationships that can exist between teachers and students.

ii. Determine whether there is a link between the student-teacher relationship and academic performance.

iii. To learn how teachers can develop a mutually beneficial relationship with their students in order to help them achieve higher academic performance.

1.4 QUESTIONS FOR RESEARCH

i. What are the various kinds of relationships that can exist between teachers and students?

Is there a relationship between the student-teacher relationship and academic performance?

iii. How many teachers develop a mutually beneficial relationship with their students in order to help them achieve higher academic performance?

1.5 THE STUDY’S IMPORTANCE

This research will benefit parents, curriculum creators and policymakers, instructors, students, and researchers. When the results of this study are released,

When the findings of the study are published, they will shed light on the impact of teacher-student communication styles and mutual relationships on students’ self-esteem and academic performance.

1.6 STUDY OBJECTIVES

This study focuses on all elementary school students in Plateau State’s Jos North local government area.

1.7 THE STUDY’S LIMITATION

The most significant challenge encountered throughout this study is time; the researcher has limited time to complete the research as well as insufficient funds to support the project and visit more than one local government.

1.8 TERMS AND CONDITIONS

A student is someone who is enrolled in a university or other higher education institution.

A teacher is someone who teaches, usually in a school.

The way two people interact

A is a relationship between two or more people or objects.

A change that occurs as a result of an activity or other cause is referred to as an impact.

Self-esteem is defined as belief in one’s own worth or abilities.

Academic performance is how well a student, teacher, or institution meets their short- and long-term educational goals.