TEACHER-STUDENT RELATIONSHIP AS PREDICTORS OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teacher-student relationship as predictors of students’ academic performance in public secondary schools in Anambra State. Two research questions guided the study while two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study was 21,272 SS2 students in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,064 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instrument ‘Teacher-Student Relationship Questionnaire (TSRQ)’ was used for data collection while Students’ Academic Performance Scores (SAPS) was used to measure students’ academic performance for this study. The instrument was subjected to face and construct validation. Face validation was done by three experts. On the other hand, construct validation was carried out by Principal Component Analysis (PCA) with the help SPSS v.26 which indicated that the instrument is suitable for the study. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.80 for TSRQ was obtained. Direct method of data administration was utilized by the researcher together with five research assistants. Out of 1,064 copies of the instrument administered, 935(88%) of the instrument were correctly completed and returned. Simple linear regression statistical tool was used for the study. The findings of the study revealed that teacher-student conflict and social interaction positively and significantly predicted students’ academic performance in public secondary schools in Anambra State. The study concluded that teacher-student relationship is good driving forces that predict students’ academic performance in public secondary schools in Anambra State. Based on the findings, the study recommended that teachers should build a strong relationship with their students by always apply good conflict management styles in managing students’ conflicts by encouraging students to respect and appreciate those who disagree with their opinions because learning through a crisis can be beneficial as new ideas are been generated.