Effects of Teacher-student Interaction on Students Engagement and Academic Performance in Chemistry in Selected Senior Secondary Schools in Ebonyi State
CHAPTER ONE
Objectives of the Study
The specific objectives of this study are as follows:
- To examine the nature and quality of teacher-student interaction in chemistry classes in selected senior secondary schools in Ebonyi State.
- To assess the level of student engagement in chemistry classes in the same schools.
- To determine the relationship between teacher-student interaction, student engagement, and academic performance in chemistry.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Teacher-Student Interaction
Teacher-student interaction is a critical component of the educational process (Siddique et al., 2021a). It encompasses the dynamic communication and relationship between educators and their students, impacting the quality of learning experiences. Effective teacher-student interaction is characterized by open communication, mutual respect, and a supportive learning environment. It allows for the exchange of ideas, clarification of concepts, and the creation of a positive atmosphere that promotes engagement and learning (Mubin & Ilias, 2022).
In the context of chemistry education, the nature of teacher-student interaction is of paramount importance. Chemistry is a complex subject, often regarded as challenging and abstract (Brekelmans et al., 2020). Effective teacher-student interaction in chemistry classrooms involves clear explanations, addressing students’ questions, and providing guidance through intricate concepts and equations. The teacher’s ability to adapt to students’ individual needs and learning styles is crucial in fostering positive interaction (Aryana, 2020).
Moreover, the teacher-student interaction extends beyond the academic realm. It influences students’ motivation, self-esteem, and attitudes towards the subject (Siddique et al., 2021). A positive interaction can boost students’ confidence in their ability to master chemistry, leading to increased engagement. Conversely, a lack of effective interaction can result in disengagement and disinterest, which can hinder academic performance (Garner, 2018).
Understanding the dynamics of teacher-student interaction is essential for educators, as it provides insights into how they can create an environment that promotes active learning and academic success. Furthermore, it highlights the significance of teacher-student interaction in enhancing the quality of chemistry education and its potential to improve students’ engagement and academic performance in this challenging subject (Bharry, 2021).
Student Engagement in Education
Student engagement is a fundamental aspect of the educational process (Aryana, 2020). It refers to students’ active involvement, interest, and participation in their learning experiences. Engaged students are motivated, attentive, and invested in their studies, which leads to better academic outcomes. In the context of chemistry education, student engagement plays a crucial role in understanding and mastering the subject matter (Brekelmans et al., 2020).
Chemistry, known for its complexity, often presents challenges that can lead to disinterest and disengagement among students. Effective teacher-student interaction can significantly impact student engagement in chemistry classes (Siddique et al., 2021). Teachers who create a positive and interactive learning environment are more likely to foster student engagement. This can be achieved through various means, such as encouraging questions, hands-on experiments, and real-life applications of chemistry concepts (McCombs & Whisler, 2017).
The relationship between teacher-student interaction and student engagement is intricate. A positive interaction between teachers and students often results in increased engagement (Whitaker, 2022). When teachers communicate effectively, provide support, and maintain a welcoming atmosphere, students are more motivated to participate actively in the learning process. Conversely, a lack of effective interaction can lead to disengagement, negatively impacting students’ attitudes towards chemistry and their overall academic performance (Mansfield, 2017).
Understanding the concept of student engagement in the context of chemistry education is essential. It highlights the importance of fostering a positive and interactive learning environment to enhance students’ motivation and participation in the subject. The quality of teacher-student interaction can significantly influence student engagement, leading to improved academic performance in challenging subjects like chemistry (Olawale, 2019).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter outlines the research methodology adopted in this study, which aims to investigate the effects of teacher-student interaction on student engagement and academic performance in chemistry in selected senior secondary schools in Ebonyi State. The methodology provides a structured approach for conducting the research, ensuring the validity and reliability of the findings. This chapter begins by defining the research design and then proceeds to justify its selection. It further discusses the target population, sampling technique, sample size, sources, methods of data collection, data analysis methods, as well as the validity and reliability testing. Finally, ethical considerations are addressed to ensure the ethical conduct of the research.
Research Design
The research design is a critical component of any research study, as it outlines the overall strategy that guides data collection and analysis (Saunders, Lewis, & Thornhill, 2019). For this study, a quantitative survey research design was chosen. This design involves the collection of structured data from a large sample of respondents to analyze the relationship between variables, in this case, teacher-student interaction, student engagement, and academic performance in chemistry. The use of a quantitative survey design is justified by its ability to provide a comprehensive and statistical understanding of the research problem (Bell, Bryman, & Harley, 2019). It allows for the collection of numerical data that can be analyzed using statistical software, facilitating the examination of correlations and patterns systematically and objectively.
The choice of a quantitative survey research design aligns with the research objectives, as it allows for a thorough investigation of the effects of teacher-student interaction on student engagement and academic performance in chemistry within selected senior secondary schools in Ebonyi State. The design’s focus on numerical data collection enabled the researchers to quantify and analyze the relationships between variables. This approach is well-suited to exploring the complex and multifaceted nature of the research problem, as it enables statistical analyses that can uncover significant patterns and correlations (Saunders, Lewis, & Thornhill, 2019).
Furthermore, the quantitative survey design is well-suited to provide a structured and standardized approach to data collection, ensuring consistency and comparability across the responses of the large sample of respondents (Bell, Bryman, & Harley, 2019). The use of statistical software, such as SPSS, facilitated the systematic analysis of the collected data, allowing for the identification of trends and patterns that may inform the research objectives. The choice of this design is driven by the need for a rigorous and objective investigation into the research problem, ensuring that the findings are based on empirical evidence and statistical analyses, ultimately enhancing the validity and reliability of the study (Saunders, Lewis, & Thornhill, 2019).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The study aimed to investigate the relationship between teacher-student interaction, student engagement, and academic performance in chemistry within selected senior secondary schools in Ebonyi State, Nigeria. The findings reveal several critical insights into these aspects of the educational experience in the context of the study.
One of the key findings of this research is the positive perception of teacher-student interaction among the respondents. The majority of students agreed that their teachers encourage open discussions and questions during chemistry classes. They also indicated that teachers provide real-life examples and practical demonstrations, making the subject more engaging and relatable. Furthermore, students viewed their teachers as approachable and willing to assist in understanding complex chemistry concepts. These positive perceptions highlight the importance of teacher-student interactions in creating a conducive learning environment.
The study also found a strong correlation between active participation in class discussions and activities and a better understanding of chemistry. Students who actively engaged in these activities reported a more profound grasp of the subject. Similarly, engaging in practical experiments and group activities was associated with improved chemistry learning experiences. These findings emphasize the significance of active learning and hands-on experiences in enhancing students’ engagement and understanding of the subject.
Collaboration with peers in chemistry projects was another significant factor positively impacting academic performance. Students who actively participated in collaborative projects reported better overall academic performance in chemistry. This highlights the benefits of peer learning and cooperative activities in the educational process.
The study’s findings indicate that students perceived a direct link between positive teacher-student interactions and their academic performance in chemistry. Understanding and support from teachers were reported to influence chemistry test scores positively. This underscores the role of teachers in providing guidance, encouragement, and support to students, ultimately contributing to improved academic performance.
Respondents demonstrated a generally positive attitude toward chemistry as a subject. The majority of students expressed enthusiasm for chemistry, which can have a considerable impact on their engagement and academic performance. The overall positive disposition of students toward the subject is a promising sign for the quality of education in chemistry within the selected senior secondary schools in Ebonyi State.
Beyond students’ perceptions and attitudes, the study explored their prior experiences with chemistry education beyond school. The overwhelming majority of respondents reported having prior experience with chemistry education. This prior knowledge can play a crucial role in shaping students’ perceptions, engagement, and performance in the subject. Recognizing these diverse backgrounds is essential for tailoring teaching strategies to meet the needs of a varied student body.
The quantitative analysis provided in Table 4.15 summarized the means, standard deviations, and standard errors for the constructs related to teacher-student interaction, student engagement, and their impact on academic performance. The mean scores for teacher-student interaction, student engagement, and the relationship between these factors and academic performance were 95.0000, 92.6667, and 82.0000, respectively. These figures provide a quantitative overview of the students’ perceptions and attitudes, shedding light on their implications for academic performance in chemistry.
In conclusion, the findings of this study suggest a strong positive correlation between teacher-student interaction, student engagement, and academic performance in chemistry within selected senior secondary schools in Ebonyi State, Nigeria. The results highlight the critical role of teachers in fostering an environment conducive to open discussions, practical demonstrations, and providing support to students. Active engagement in class activities, peer collaboration, and a positive attitude toward the subject also emerged as significant factors influencing students’ academic performance.
These findings have important implications for educational stakeholders, including educators and teachers, policy makers, students, parents, and future researchers. Educators and teachers can leverage the insights from this study to refine their teaching methods, fostering more positive interactions with students and promoting active learning. Policy makers in the education sector can use the empirical evidence provided to inform the formulation of policies and allocate resources for teacher training and the overall learning environment. Students can benefit from improved teaching strategies and support, leading to increased engagement and better academic performance. Parents can gain a better understanding of the educational practices and challenges their children face, allowing them to provide enhanced support and encouragement.
Moreover, this study can serve as a foundation for future research, both in Ebonyi State and other regions, exploring the relationship between teacher-student interaction, student engagement, and academic performance in various educational contexts. By building upon the insights generated by this research, scholars and researchers can contribute to the ongoing improvement of education and student outcomes.
In summary, the findings of this study underscore the vital role of teacher-student interaction, student engagement, and attitudes in shaping the academic performance of students in chemistry. These insights have the potential to enhance the quality of education and contribute to the overall development of students, laying the foundation for future research and improvement in educational practices.
Conclusion
Based on the results of the hypotheses tested, it is evident that there is a significant and positive relationship between teacher-student interaction, student engagement, and academic performance in chemistry within the selected senior secondary schools in Ebonyi State, Nigeria. The study found that positive teacher-student interactions, such as encouraging open discussions, providing real-life examples, and being approachable, play a crucial role in enhancing student engagement and, subsequently, academic performance.
The findings also highlight the importance of active participation in class discussions, practical experiments, and group activities in improving students’ understanding of chemistry. Collaborating with peers in chemistry projects was associated with better academic performance, indicating the positive impact of cooperative learning.
The positive attitudes of students toward chemistry as a subject further support the idea that a favourable disposition contributes to their engagement and performance. Moreover, students’ prior experiences with chemistry education beyond school can shape their perceptions and academic achievements.
In conclusion, the study’s results emphasize the significance of teacher-student interaction, active engagement, and positive attitudes in enhancing academic performance in chemistry. These findings have implications for educators, policy makers, students, parents, and future researchers, providing insights that can guide improvements in educational practices and policies. It is crucial for educational stakeholders to recognize the pivotal role of these factors in promoting effective learning and, ultimately, societal development.
Recommendations
Based on the findings of this study, the following recommendations are provided to improve teacher-student interaction, student engagement, and academic performance in chemistry in senior secondary schools:
- Teacher Training and Professional Development: Educational authorities should invest in continuous teacher training and professional development programs. These initiatives should focus on enhancing teachers’ skills in fostering positive interactions with students, using innovative teaching methods, and integrating real-life examples and practical demonstrations into their lessons.
- Encouraging Open Discussions: Teachers should actively encourage open discussions and questions during chemistry classes. This practice not only creates a more inclusive and engaging learning environment but also allows students to seek clarification and deepen their understanding of complex concepts.
- Use of Real-life Examples and Practical Demonstrations: Teachers should incorporate more real-life examples and practical demonstrations in their chemistry lessons. This approach makes the subject more relatable and tangible for students, increasing their interest and comprehension of abstract chemical concepts.
- Peer Collaboration: Educators should promote peer collaboration in chemistry projects and activities. Collaborative learning experiences foster teamwork and problem-solving skills, enhancing student engagement and academic performance.
- Emphasizing Positive Attitudes: Teachers and parents should work together to cultivate positive attitudes toward chemistry as a subject. Encouraging enthusiasm and curiosity can significantly impact students’ motivation to learn and excel in chemistry.
- Creating Supportive Learning Environments: Educational institutions should ensure the availability of resources and facilities for practical experiments and group activities in chemistry. These activities are instrumental in enhancing the overall learning experience and academic performance.
Contribution to Knowledge
This study makes a significant contribution to the field of education by shedding light on the intricate relationship between teacher-student interaction, student engagement, and academic performance in the context of chemistry education. It provides empirical evidence that positive teacher-student interactions can serve as a catalyst for enhanced student engagement and improved academic outcomes. The findings underscore the importance of fostering a supportive and interactive learning environment, which goes beyond the traditional delivery of content and highlights the role of teachers in facilitating student learning experiences.
Furthermore, this study extends the existing body of knowledge by examining these dynamics within the specific context of senior secondary schools in Ebonyi State, Nigeria. By considering the local educational landscape and challenges, the study’s findings offer insights that can inform tailored interventions and policy adjustments to address the unique needs of students in this region. This regional focus adds a valuable dimension to the broader discourse on effective teaching practices and their impact on students’ educational journeys. Overall, the study’s contribution to knowledge emphasizes the significance of teacher-student interactions as a pivotal factor in shaping the academic success of students, especially in subjects as challenging as chemistry.
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