THE EFFECT OF TEACHER-STUDENT RELATIONSHIP ON SENIOR SECONDARY SCHOOL STUDENT’S ACADEMIC ACHIEVEMENT IN BIOLOGY
CHAPTER FIVE
DISCUSSION, CONCLUSIONS, RECOMMENDATIONS, AND STUDY SUMMARY
5.1 Discussion of the Results
This study question intends to determine the extent to which teachers use praise on students in the classroom during Biology teaching and learning. This finding supports Babal’s (2006) observation that teachers must plan ahead of time to create meaningful learning settings and must constantly endeavor to create an acceptable learning climate.
Table 2 depicts how teachers respond to and penalize students in the classroom. According to the findings, teachers penalize and respond negatively to their students in the classroom. According to Akey (2006), teachers positively reward students when their academic performance is above average. According to Garcia- Reid et al. (2005), student engagement is positively associated to teacher support, and students who reported that their teachers were helpful and cared about their success were more likely to be interested in the classroom and perform well academically.
Question 3: To what extent do professors use their free time to engage students in friendly conversation?
Table 3 displays the students’ responses on the extent to which teachers use their free time to communicate with them. It demonstrates that teachers use their free time to engage students in friendly conversation. This result is consistent with the statement of Fafunwa (2004), who stated that in order for the learner to achieve successful academic achievement, they must try to create free time that will encourage cordial relationships between him and his learners, and the learners must be given freedom to participate, expressing their views based on what they know.
5.2 Final Thoughts
Teachers were found to play a crucial role in building, cultivating, and maintaining other relationships with their students. Teachers are expected to foster positive relationships with their students in order to create a conducive environment (classroom) for teaching and learning activities, as well as to meet students’ developmental, emotional, and academic needs, because students who have positive attitudes and supportive relationships have positive
academic “outcomes” such as higher grades. Students that have a conflicting teacher-student connection tend to despise their teacher, which leads to the teacher reporting the subject (biology) incorrectly and putting them at risk for academic problems such as poor grades and having to retake a grade.
Finally, it is critical to evaluate what kids bring to the classroom and know how to interact with them.
Implications for Education
According to the findings of this study, the effect of teacher-student relationship on academic achievement of senior secondary biology students in Phalga Government Area; when there is a positive relationship between teachers and students, the students are more motivated to learn, actively participate in their learning, and learning is more likely to be effective.
According to Olumba (2013), educational goals cannot be realized if teachers and students have a poor relationship. Bringing educational goals to reality is impossible because a healthy relationship between teachers and students in the educational need and devoted teachers who will carry the students along with them to achieve educational goals are required.
Furthermore, if a teacher is unable to establish this bond, students are less likely to learn from that teacher.
Recommendations (5.3)
Having discovered some of the weaknesses and problems associated with the effect of teachers-students relationships on academic achievement of senior secondary school biology students in Rivers State, the researcher suggests that:
Mentorship should be promoted in schools in order to create and improve relationships between teachers and students.
Qualified and well-informed instructors should be hired so that they will be able, willing, and disposed to build, cultivate, and sustain positive relationships with their students.
A seminar or workshop for teachers should be arranged at least once or twice a year to educate them on how to relate, communicate, associate, and satisfy the requirements of their students.
Teachers should aim to passively reinforce their pupils whenever they answer questions successfully or incorrectly in class.
Teachers should be checked and monitored by school management or school authorities to see how they relate, communicate, and associate with their pupils throughout teaching and learning activities.
REFERENCES
O. I. Abugu (2012). A Practical Guide for the Classroom BBC Publishers, Kaduna.
D. O. Asiyai (2014). Nigerian teachers and trainers University Press, Ibadan.
P. N. Bhasin (2007). A Review of State Policy Evidence on Teacher Quality and Student Achievement A Scholarly Electronic Journal with Peer Review, 8(1), pp. 106-2341
O. A. Bolman and S. H. Buirch (2007). Thought and Practice in the Teaching Profession in Educational Management
A. Bracey (2006). Differential behavior of the teacher Educational Psychology, 5, 347-376.
B. Chandler (2005). Teacher Education, Teacher Effectiveness, and Student Achievement Journal of Public Economics, Volume 95, Number 2, Pages 798-812.
M. K. Chum and G. H. Elder (2011). Student-Teacher Relationships’ Behavioral and Contextual Correlates 77, pp. 0-81. Sociology of Education.
J. B. Churchill (2013). A Critical Synthesis of the Use of Social Capital in Educational Literature Review of Educational Research, vol. 72, no. 1, pp. 31-60.
Mosoge and Coestsee (2005). The student-teacher relationship A factor that protects against school dropout. Procedia Social and Behavioral Science, Volume 12, Pages 1636-1643
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THE EFFECT OF TEACHER-STUDENT RELATIONSHIP ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY