Teacher-Student Interaction and Secondary School Student Academic Performance in Ekiti State, Nigeria

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Research in Early Childhood Education Pub Date : 2022-12-27 DOI:10.5296/ire.v10i2.20617

Bolarinwa Dapo Alonge, Olusegun Grace Funmilayo, Ayodele Omowumi Victoria

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Abstract

The study investigated the relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research methods were employed for the study. The Teacher-student Interaction Questionnaire (TSIQ) was used to collect data from a sample of 1,074 respondents. A validated inventory was also used for the study. Proportionate simple random sampling technique was used to select 376 teachers and 707 students from 24 public secondary schools in the state. The study revealed that there was a significant positive relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. It was concluded that teacher-student interaction has a positive influence on secondary school student academic performance in Ekiti State, Nigeria. It has been established that teachers-students interaction is one of the determinants of secondary school student academic performance.

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尼日利亚埃基蒂州的师生互动和中学生学习成绩

本研究调查了尼日利亚埃基蒂州公立中学师生互动与中学生学习成绩之间的关系。本研究采用描述性调查和相关研究方法。采用师生互动问卷(TSIQ)收集1074名受访者的数据。研究中还使用了一份经过验证的清单。采用比例简单随机抽样方法，从全州24所公立中学抽取376名教师和707名学生。研究发现，在尼日利亚埃基蒂州的公立中学，师生互动与中学生的学习成绩之间存在显著的正相关关系。结论是，师生互动对尼日利亚埃基蒂州中学生的学习成绩有积极影响。研究表明，师生互动是中学生学习成绩的决定因素之一。

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International Research in Early Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

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