TEACHERS-STUDENTS RELATIONSHIP IN CLASSROOM AS PREDICTOR OF QUALITY TEACHING AND LEARNING IN SECONDARY SCHOOLS IN ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a summary of a study investigating the relationship between teachers and students in the classroom as a predictor of quality teaching and learning in secondary schools in Anambra State. The aim of this study was to explore how the quality of the teacher-student relationship influences the teaching and learning process in secondary schools, with a focus on Anambra State, Nigeria.
The research utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data. A sample of teachers and students from various secondary schools in Anambra State was selected using a stratified random sampling technique. The quantitative data were analyzed using statistical techniques such as correlation analysis and multiple regression analysis, while the qualitative data were thematically analyzed.
The findings of the study revealed a significant positive correlation between the quality of the teacher-student relationship and the quality of teaching and learning in secondary schools. Students who reported positive relationships with their teachers tended to have better academic performance, higher levels of motivation, and increased engagement in the learning process. Additionally, teachers who fostered positive relationships with their students exhibited effective instructional practices, provided necessary support, and created a conducive learning environment.
The qualitative findings further supported the quantitative results by highlighting the importance of trust, respect, and communication in the teacher-student relationship. Students emphasized the significance of feeling valued and supported by their teachers, while teachers emphasized the importance of understanding students’ individual needs and providing personalized instruction.
These findings have significant implications for educational policymakers, school administrators, and teachers in Anambra State and similar contexts. It is crucial to invest in professional development programs that emphasize the development of positive teacher-student relationships. Additionally, efforts should be made to create supportive school environments that foster positive interactions between teachers and students.
In conclusion, this study contributes to the existing literature by highlighting the crucial role of the teacher-student relationship in promoting quality teaching and learning in secondary schools. By recognizing and prioritizing the importance of positive teacher-student relationships, educational stakeholders can enhance the overall educational experience and academic outcomes of students in Anambra State and beyond.
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