Analyzing The Impact of The

Relationship of Teachers and

Students to Learner’s
Academic Performance
ABSTRACT
 Background of the study
• --This study seeks to create understanding on the significance between the relationship
between teachers and students in an academic set up. The research has used a simple
random sampling method to determine a population sample of 50 respondents. This sample
size consisted of 50 students. Data was collected by use of questionnaire forms and
interviews. After collecting the primary data, the data was subjected into quantitative
analysis using various statistical methods so as to get understanding of the topic which was
being investigated. Based on the research, it was realized that there is a positive correlation
between teach-student relationship and academic performance. This means that positive
relationship between teachers and students improve the performance of students. On the
other hand, negative relationship between teachers and students deteriorate the
performance of students. It was also realized that learners find it easy to share with
teachers the predicaments they undergo when there is a positive relationship. However, in a
situation where teachers do not show any concern to students, academic performance
usually deteriorates because students are not in close intimacy with the teachers.
Therefore, the study recommended that teachers should devise mechanism of developing a
positive relationship with students so as to address their needs including those associated
with academic performance.
• Base on Fosnot (2005), in order to foster a constructive association,
teachers are required to consistently observe their students, thus
becoming aware of the challenges or difficulties their students may be
facing. For example, if students fight, cause trouble, or show confusion,
teachers will become aware of the students’ educational challenges. It is
critical to mention that the moment a teacher becomes attentive to the
troubles of a student, this creates a safe space for the student to develop
understanding. Furthermore, when effective interactions between the
teachers and students takes place, this generates a productive
relationship between the two parties, thus improving the atmosphere of
the classroom (Nurmi et al,2014).
 This descriptive research aims to determine the
relationship. A strong and positive teacher-student
relationship has been associated with increased
student engagement, motivation, and academic
achievement, while a negative or strained
relationship can have detrimental effects on a
student's performance and well being.
 Statement of the problem
This study aims to determine the Impact to teacher-student
relationship on students academic performance at the MNHS
seek answer to the following questions:

1. What is effect of class environment on the academic performance of senior high school students?
2. What is the role of teachers on performance of senior high school students?
3. What is effect of classroom designing on student’s interest at senior high school level?
4. What is effect of classroom discipline on the learning of senior high school students?
 Hypothesis

• There is no significant relationship between impact to teacher and

students relationship on academic performance in Maribuyong
National High School
 THEORETICAL FRAMEWORK

• According to Richardson, 2005). The theory argues that teachers are information
facilitators and active dialogue is an important part of learning. Consequently, for
this theory to be effective there has to be a strong teacher and students
relationship. The social development theory alsohighlights the importance of the
teacher and students relationship as it argues that social interactions and contact
is vital to both cognition development and academic performance(Midgley,
2013). The formal theory of teaching supports the concept of the importance of
the teacher and student relationship however it places more emphases on
teachers to create or establish these relationships as they possess all the
information, data and knowledge that their students do not have. Therefore, they
have to present, explain and demonstrate this information and for this to be
successful there has to be an effective students and teacher relationship to
ensure that they use the right approach and tempo in their teaching.
 Conceptual framework
Independent variables Dependent variables

Gender
Teacher-student relationship on
Age
students in academic
Academic performance
performance
Socioeconomic status
 Scope of limitation
• The study aims to know the impact to teacher and
students relationship on academic performance of
Maribuyong National High school. The study will be
conducted in the campus itself with its students.
The respondents are also the Senior High School
Students of the Maribuyong National high school.
Random representatives for each section in each
year level would be given the survey questionnaires
about the factors they are facing due to the new
education system in the school. Hence, the
researchers will provide questionnaires for 50
students among the all Senior high school student
 Chapter II
Review Related letrature
• 2.1 Role of Education
• With the reality of Free Primary education, enrolments have increased and secondary schools must expand to take up
this increased enrolment. Education sector plays a critical role in production of skills and competencies. In order to
participate effectively in the development of her economy, issues of access, quality, internal and external efficiencies
in the education system remains (Republic of Kenya, 2010). UNESCO (2011) reports that, “ the increased demand
for secondary education has led to greater cost–sharing, resulting in the establishment of day schools being a more
cost effective way of providing and expanding secondary education”. This is due to the tight limits of public
resources, and competition for the same resources by other sectors of the economy. The education sector, through
various strategic plans, must provide strategies for optimal utilization of the resources allocated to the sector.
• This is to allow all citizens to productively and self-reliantly participate, in employment and wealth creation by
investing in education. Despite the government’s commitment to developing her human resources, certain disparities
have been noted to affect the quality of education and overall performance in day-secondary schools located in
Migori Sub county. As a result of the disparities noted, the rural or low potential areas have been neglected despite
the fact that they comprise 70 per cent of the country and 60 per cent of Kenya's population (Republic of Kenya,
2005). These variations in performance of secondary schools has raised a lot of concern because education is the key
to creating, adopting and spreading knowledge. The gains in access to education have been unevenly distributed,
with the poor seldom getting their fair share. A report by United Nations International Children
• Classroom Management
• Policy makers and educators face the twin challenge of reducing expenditure on education, while
expanding educational opportunities children. Despite the need to expand the existing secondary school
opportunities, by establishing day schools, the quality of education must be maintained in these schools.
World Bank (2012) reports that, most measures to improve quality have serious implications on cost. Kenya
is faced with the issue of increased enrolment levels, how to take care of this, and still be able to provide
quality in the educational system. She must find a justification for using the country's 40% of recurrent
expenditure, on education. The increase in expenditure on education is aimed at increasing enrollment, and
enhancing access to education. Educational systems should attempt to achieve maximum internal efficiency,
through the management, allocation and use of resources available, to increase the quantity and quality of
education.
• Factors Effects on Academic Performance
• Absenteeism of students leads to a lack of continuity in learning, negatively affecting the overall
performance and mean grade of the schools in national examinations. Gender disparity in school enrolment
has been noted, whereby, most parents prefer to educate boys to girls. World Bank, (2002a), states that, in the
developing countries, girls as contrast to boys, are vastly neglected on the rights of education. In this regard,
some girls could go back home for fees and stay there forever. World Bank (2012), concurs with this view
stating that, the problem of gender bias on education is common, especially in developing countries. Further,
according to the United Nations girls make up 46 percent of Secondary enrolment, which then takes a huge
drop to 16 percent in secondary school enrolment. As a result, girls comprise the bulk of those locked out of
school by financial and cultural constraints
Class Performance
The performance of day-secondary schools is determined, by the performance of the individual students in
the schools. Parental income is a major contributing factor to retention of students in schools, as it influences
their regular attendance. Asikhia (2010) observes that, the higher the level of households income, the higher the
probability of school retention of students. This allows for effective syllabus coverage, thus enhancing school
performance. This concurs with Republic of Kenya (2006) which states that, the high cost of schooling accounts
for 30%, of those unable to access education, at secondary level. He further observes that, most parents of
students in day-secondary schools, especially in the rural areas, are peasants whose land produce does not pay
constantly and regularly. Increased demand for secondary education due to Freee Primary Education has
increased the current transition from primary level to secondary level. UNESCO (2000) agrees that, there has
been tremendous increase in both the number of secondary schools and in student enrollment.
• Indicators of Effectiveness for classess
• Economic disparities have been found to be closely related to regional disparities; in the sense that,
some schools are far from each other and attendance more difficult. According to Psacharopoulos and
Woodhall (1985), quality indicators of education refer to the completion and transition rates. Quality also
determines efficiency and effectiveness at any level of education. Since education is crucial in enhancing the
quality of individual life and that of the country, there is need to emphasize policies that accelerate access,
enrolment, completion and quality of education in day-secondary schools of Kenya. Republic of Kenya,
(2005) reports that, in Kenya, the lack of schools, great distances traveled by students, overcrowding and
shortcomings in the training of teachers, has put the countryside at a real disadvantage, in comparison to the
urban areas. The government is committed to the provision of quality education, in accordance with the
Kenyan law and the international conventions, such as the Education for All Goal. She is developing
strategies for moving the country towards the attainment of this goal (World Bank, 2012). The challenge
therefore, is to address educational issues to improve quality of secondary education to all Kenyans.
Role of Teachers in Quality Education
Teachers play an imperative role in the quality of education offered in schools. They are indispensable elements
in the teaching and learning process, and in most developing countries, constitute the main agents of transmission of
knowledge (Republic of Kenya, 2008). The teacher resource is one of the most important inputs, into the education
system. Therefore, efficient management and utilization of teachers is critical, to the quality of learning outcomes, in
terms of student performance (Republic of Kenya, 2005). It further states that, the government through the Ministry
of Education has the responsibility, of providing and coordinating education, and training in the country.
This is due to the teacher resource being a vital input into the education process, because they are responsible for
delivery of the curriculum. Furthermore, trained teachers have mastery of subject content and appropriate teaching
methods, that enhance learning and performance, (Republic of Kenya, 2006). Schools that have large numbers of
qualified teachers have higher mean scores in national exams than the ones with less qualified teachers. A research
carried out in Chile and India found that, student achievement drastically improved, particularly in mathematics and
science, if a teacher was trained. Grissay and Mahlick, (2000) concurs that, for performance to be improved in day-
secondary schools, in-service courses in management and pedagogical support for teachers are necessary. This has
led to high number of trained graduates heading secondary schools through a recent policy of the Ministry of
Education, preferring to promote graduates to the positions of school leadership for high academic performance and
utilization of resources (Republic of Kenya, 2010). However, Psacharopoulos and Woodhall (1985) argue that
Improving Performance
The Kenyan government is determining ways of improving performance in day- secondary schools. Adelube,
(2004) observed that, there should be equity in the provision of quality of education offered in schools, because
of the great importance that education has, on the national development of the country. This will allow Kenyan
students, to equally participate in economic development in the country. Thus, the vicious cycle of rural poverty
may be alleviated. The demands of students in day-secondary schools in rural areas, allows them little
opportunity to effectively complete the syllabus (UNESCO, 2000). With early completion of the syllabus, the
teachers are able to prepare the candidates effectively, thus improving the overall examination performance of
students in the day-secondary schools. Curriculum reforms have been undertaken at all levels of the education
sector to make the syllabus more flexible, favoring neither the rural nor urban child. World Bank (2005)
observed that, teachers in rural areas are demotivated, as they are forced to teach in remote and inaccessible
areas, where parents are too poor to motivate them. This is unlike the urban day-secondary schools, where
teachers are rewarded for their efforts by parents, through cash remunerations or promotions of individual
teachers.
• Role of economic Indicators on Effectiveness
• UNESCO (2000) confirms that, in urban areas, school attendance is often three times greater, than in
rural area. This is due to the economic ability of the parents. Students in rural day-secondary schools, also
have difficulty in buying necessary material that assists learning. In addition, absence from school,
negatively affects the performance of students in these schools. This affects the performance of day-
secondary schools in the rural areas (Daily Nation, 2002, April 22nd). The study aimed at determining, the
influence of selected factors, on performance of students in day-secondary schools of Migori Sub county , in
national examinations. Zappala (2002) quoted Sparkles (1999) whose findings showed that school
environment and teachers’ expectations from their students also have strong influence on student
performance. This is consistent with the present study’s findings whereby it was found that availability of
school programs, library references, comfortable classrooms and fast internet access were all deemed to be of
high impact by the student nurses on their academic performance. Moreover, Kwesiga (2002) approved that
performance of the students is also influenced by the school in which they studied; however, he also asserted
that
Teachers Self Efficacy on academic performance
The influence ofteacher's self-efficacy beliefs on children's cognitive achievements and success at
school(Moore & Esselman, 1992, 1994; Muijs & Rejnolds, 2001; Ross, 1992, 1998). Teacher's self-efficacy
beliefs may influence a student's achievement in several ways. Teachers withhigh self-efficacy beliefs are more
likely than teachers with a low sense of self-efficacy toimplement didactic innovations in the classroom and to
use classroom management approaches and adequate teaching methods that encourage students' autonomy and
reducecustodial control (Cousins & Walker, 1995a,b; Guskey, 1988), to take responsibility forstudents with
special learning needs (Allinder, 1994; Jordan, Krcaali-Iftar, & Diamond,1993), to manage classroom problems
(Chacon, 2005; Korevaar, 1990), and to keep students on task (Podell & Soodak, 1993). Furthermore, teacher's
perceived self-efficacy has been found to be associated with enhanced student's motivation (Ashton & Webb,
1986; Roeser, Arbreton, & Anderman, 1993), increased self-esteem (Borton, 1991), strong self-direction (Rose
& Medway, 1981), ease in managing school transitions (Midgley, Feldlaufer, & Eccles, 1989), and more
positive attitudes toward school (Miskel, McDonald, & Bloom, 1983).
 Chapter III

Research Design
• Based on the research problem, the research design was a descriptive and adapted method of a
survey. A mixed approach was adopted because this approach incorporates strengths from both
methodologies, thus contributing to a broader perception of the overall issue. Both qualitative
and quantitative methods are relevant to this research.The quantitative method examines the
interrelationship among the variables, with the primary goal to analyze them mathematically.
Using a casual comparative quantitative design, the two subsets of participants (notably the
instructors and learners) are compared, with the intention of understanding whether their
perspectives of the main issue are similar or different. The results of this approach were more
general, and more hypotheses were developed in the statistical analysis.On the other hand, a
qualitative approach is crucial to explaining and describing a problem from a more personal
perspective. In the qualitative design, the understanding of the chosen issue is based on a case
study and historical model, in which the intention is to study the past performance of the
students, along with the prior teacher-student relationship. Additionally, a phenomenology
design was incorporated, whereby the study of experiences for both sets of participants in the
school environment is considered and a possible explanation drawn.
 Respondent of the study
The primarily respondents of this research will be
selected 50 Senior High School GAS
Students who are officially enrolled and currently
studying at Maribuyong National High School. 25
from
section Mars and 25 from section Venus
 Sampling techniques
The research used the random sampling method through blind selection to
obtain an unbiased group of respondents, without focusing on such factors
as gender and age. The resulting respondents were used to represent the
entirety of the population in all the Maribuyong National High school.A list
of all the schools in the city was used throughout the sampling approach.
The result of the random method was then used as the sources of
respondents.
 Research instrument

• A self-developed questionnaire was used as the research instrument

because it is more reliable for this research topic. Furthermore, this
survey was easily designed and structured, based on the information
and objectives developed for the study. The questionnaire included
different questions for students and teachers;
 Data Gathering
Procedures
On visiting a given school among the five chosen within maribuyong NHS, the randomly
selected participants were taken to a separate room. They first completed the
questionnaires. Each participant had the same amount of time in which to complete the
survey anonymously. After the survey was complete, teachers and students were
separately gathered to answer questions orally. They were asked for their thoughts on
various topics, as outlined in the data analysis section. The purpose of the questions
included:• To determine student’s opinions on their teachers’ skills and knowledge of
their teaching and the teacher’sresponses on whether they demonstrate skills and
knowledge when teaching.• To identify whether students share their problems with their
teachers and whether they receive effectivesolutions.• To determine whether teachers
have been covering the syllabus on time and giving students sufficient timeto study for
their exams.• To compare students' and teachers’ opinions about their relationships
towards achieving high academicperformance for the students.
 Statistical tools
The data for this study will be analyzed using
descriptive statistics means, frequency count,
person product- moment cofficient of correlation.
• Mean-This descriptive statistics will be used to examine the
factor affecting the career preference. the career preference of
the respondents are based on their scores in givin
questionnaire, classified as: Agree-1, Strongly Agree-2,
Disagree-3, Strongly Disagree 4
Frequency simply count the number of times that each variable
occurs
such as the number of males and females and the number of
students
who chose their weekly allowance.
 Data analysis
Data generated from primary sources were analyzed
using descriptive statistics such as tables and mean
scores. The questionnaire instrument was structured
using the Likert four-point response scale and was
ranked as follows;
Strongly Agreed
Agreed
Disagree
Strongly Disagree
 CHAPTER: V
RESULTS AND DISCUSSION
 1.What is effect of class environment on the academic
performance of senior high school students
Table: 2
categories mean SD N
1.Are your 1.65 136.67 50
teachers friendly to you?

2. Do your 1.65 98.89 50

CaChers
attend classes frequently?

3.Do you think your 1.65 132.91 50

teachers
nave inc
required knowledge and skill of
teachine?

4.Do your 1.65 55 50

teachers
respond t0 issue raise in your class lesson?

5. Do your teachers treat you harshly 1.65 15.33 50

while in the
classroom?

6.Does there exist discriminati on between some of 1.65 70.91 50

you and
teachers?

7.Do you think you have the required/ best 1.65 108.06 50
knowledge and skill of teaching?

8.Do you respond politely and effectively to issue 1.65 104.17 50

raised by students?

9.Does positive teacher students relationship lead 1.65 146.33 50

to students good grades?
9.Does positive teacher students relationship 1.65 146.33 50
lead to students good grades?

10.Do you allow 1.65 173.67 50

students interact
with you freely and share with
you their problems?

11. Does your 1.65 128 50

On support
your acads to
further studies?

12.Do you think 1.65 99.33 50

Students decepline "cases have affected their
academic performance?
 CHAPTER V
RESULTS AND DISCUSSION
The table above indicates that a majority of the teachers strongly agreed (70%) regarding their
views on whether teachers responded politely to issues raised by students. However, a very small
percentage (4%) disagreed that on the opinion that teachers responded politely to students’
issues. students. 15% of the teachers were undecided.
On the other hand, the majority of the students (40%) strongly disagreed that the teachers
responded politely to student issues. While only 10% of the students agreed on the view, None of
them (0%) were undecided on the view that teachers responded politely to their issues.
generally, teachers’ respondents strongly agreed with the above statement while students show
less agreement. Nevertheless, moderate significant differences can be noted between students
and teachers’ opinions. For an advanced representation to the views of the respondents, a chart
was used to show a more precise graphical representation of the respondents' opinions on
whether teachers responded politely to students’ issues.
 Summary
The research was descriptive in nature. It was a survey study because survey studies are conducted when a researcher intends to
know the existing situation and intensity of the problem. The study was a survey research; hence a questionnaire was administered
for the collection of data. The literature related to this study was collected from the previous research studies, books, journals,
articles, encyclopedias, libraries etc. the study had also used internet resources to collect and describe the data. Population is the
major part of the research, so the researcher used following populations, It is because the findings of this study were intended to
be generalized over this population. The accessible population comprised of all the female students from selected population;
because the sample of this study was drawn out of this population. In this study researcher selected all the Secondary institution
of females in Tehsil Shahpur District Sargodha. It is difficult to make complete study of all the cases from which conclusions are
to be drawn. It was decided to select a sample of 50 students from secondary institution randomly. So the sample comprised on 50
subjects, The researcher selected sample by using the convienient sampling technique. Using this technique the researcher
selected 50 students from each Secondary and female institution in Tehsil Shahpur. The researcher selected 50 students from each
institution randomly. Researcher used the questionnaire as an instruction because: Rating scale was used for this purpose, points
were Very much, Much, Somewhat, Little, Not at all. Students were asked to tick against each item according to their own choice.
Questionnaire for this purpose is given in the appendix. Related books and research reports were studied before the presentation of
the questionnaire. The research supervisor was consulted many times for the development of the questionnaire and made it
validate. The researcher visited the concerned institutions with the permission of the Head of the Institution. The researcher
administered the questionnaire personally because it was in the approach of researcher. Instructions were given how to fill it.
Researcher assured the female students that their response would be kept secreted and nothing would be made publically. Subjects
were asked to read every item carefully and marked the concerned box of their free choice. Subjects were requested to fill in their
identification and to read at the directions given at the first page of the questionnaire were distributed and collected personally so
the return was 100 percent. The responses of the respondents were classified and presented in tabular form
CONCLUSION

International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 08, 2020 ISSN: 1475-7192
120 100 80 60 40 20 0
students teachers Series3
respondent views
From the findings of the study, the kind of interactions among teachers and learners has a pronounced impact on the academic
performance of the students. Educational outcomes on the part of the students strongly depend on the teacher-student
relationship. The study applied several indicators such as grades and test scores to measure the achievement of students as result o
a student-teacher relationship. This research study noted that a correlation exists between the interactions among learners and
instructors, with observable outcomes in the test scores of the students (Dietrich, 2015). Students who had a good relationship with
their teachers displayed good results. From the school teachers, those who had poor teacher-student relationship struggled on
academically. This significant relations between academic performance and positive teacher-student relationship was directly
proportional. The study also concludes that the motivation of the teachers depends on the students’ academic achievements. This
means that the administration and management must support the development of positive relationships between students and
their teachers (Hafen, pp. 427).
Evidently, according to the research objectives, learners do share their problems with teachers. As indicated by the data, the
majority of the teachers think that they have sufficient knowledge and skills to teach the students. From the survey data, the
majority of the student respondents disagree with the statement that their teachers have adequate knowledge and skills that they
demonstrate in a classroom as they teach.Effective teacher-student relationship can be built through structured intervention.
However, it is crucial that the school management is committed to providing resources and support for effective teacher-student
relationship initially and later on so that both members are suitably empowered.
While the performance of the schools may depend on the qualifications and knowledge of the teachers present, it is also correct
that the instructor-learner relationship plays a vital role in the performance bracket within International Journal of Psychosocial
Rehabilitation, Vol. 24, Issue 08, 2020 ISSN: 1475-7192
RECOMMENDATIONS

The findings of this research indicated that teachers tended to be satisfied with their student-teacher relationships in the schools
within Dhaka City, which means that they experience a conducive working environment. It is also necessary to mention that
teachers within Dhaka city may be encouraged by the provision of opportunities for advancement, as well as promotions based
on their performance (Pakarinen,2017)
It is crucial that student opinions be sought and respected. The administration should implement regular questionnaires to solicit
student opinions. This would, consequently, bridge any relational gaps between the students and the teachers.
Since the academic performance of students is not only dependent on teaching, teachers should create an enabling environment
which will give students an opportunity of understanding the concepts being taught. Such an enabling environment is to be
achieved by developing a good relationship with students. Teacher must acknowledge the impact they have on their students and
take into consideration the perceptions of the students towards them. The teacher must ensure that they meet the academic and
emotional needs of the learners. Classroom environments which facilitate a positive culture, as well as healthy association, is
critical for motivating learners to study more (Mustary, 2018). Therefore, the administration of schools and institutions of
learning in Dhaka City should work towards ensuring the development of positive relationship between students and teachers is
enhanced to a greater deal.
It is true that positive relationship between teachers and students can be enhanced by the availability of teachers to solve the
problems of students. Therefore, teachers must show concern and readiness to solve the problems affecting students so as to
win their loyalty hence a positive relationship.
Finally, schools and institutions of learning in Dhaka City should competent teachers with knowledge in various branches of
learning. This is because developing a positive relationship with students does not depend much on having wide knowledge on
the subject of specialization. However, it also calls for being endowed with psychological and life skills that can eventually be used
to address the problems affecting students.