ABSTRACT
The study was aimed at investigating the impact of lecturer-student relationship on students’ academic performance in Federal College of Education, Abeokuta CEDEP students. The survey research was used in this study to sample the opinion of respondents. This method involved random selection of respondent who were administered with questionnaires. The target population of the study comprised students of Biology Department (CEDEP). The questionnaire administered was two hundred (200) copies and it was retrieved which constitute the sample size. The descriptive and analytical approach was adopted using chi-square to test and analyze the hypotheses earlier stated. The findings revealed that lecturer-student relationship, student perception of lecturer, lecturer commitment and availability to student, student attitude have impact on students’ academic performance. It was therefore concluded from the findings that lecturer-student relationship has a positive effect on students’ academic performance. It was recommended that Policy makers in education and lecturers should strive more to devise ways in school system patterns and internal school arrangements for instructors to offer other useful interactions and mentoring students besides just giving academic instructions and It is also recommended that lecturers be provided with an enabling working environment that includes the provision of offices, teaching facilities and better pay among other things. The better pay make the lecturers/professors become committed to their parent institutions thus they become available to their students during working time.
CHAPTER ONE
INTRODUCTION
An extensive writing provides confirmation to muscular as well as supportive associations among teacher along with student is fundamental to the well growth of all students in school (Birch & Ladd, 2008; Hamre & Pianta, 2011; Pianta, 2011). Constructive student– teacher dealings bring as a supply used for students at danger of discipline breakdown, whereas conflict or extrication among students with adults might complex that danger (Ladd & Burgess, 2011). While the natural world of these associations‟ change as student’s developed, the desire used for connection among students as well as adults in the school situation relics burly starting playgroup to university level (Crosnoe, Johnson, & Elder, 2010). Moreover, still school position rising attention on answerability as well as uniform taxing, the community superiority of students-teachers associations contribute toward together instructive with communal–moving expansion. While student– teacher associations provide an exclusive admission location used for educators as well as others functioning to develop the common as well as education environment of school as well as classroom. These associations might be a straight centre of participation or might be view because solitary significant characteristic of winning achievement a lot of the other involvements describe in this scope. Dealings by teacher might be mostly all significant used for kids who demonstrate untimely educational or performance troubles. Inside one learn exploratory kids on educational danger, a collection of kids be selected while on danger used for recommendation used for particular education or conservation lying on the foundation of low nursery school collection score. Individuals who finally do gain busy referred among nursery school as well as next attain be compare with individuals who, in spite high danger, be promote or referred (Pianta, Steinberg, & Rollins, 2011).
The kids who, in spite of predictions of defence or commendation, be ultimately promote or referred have distant additional optimistic relationships by their teacher their high-risk peers who be retain or referred. Likewise, unhelpful third-and fourth-graders that be competent toward shape cooperative relatives by teacher are probable than additional unhelpful student be healthy like with peer (Hughes, Cavell, &Wilson, 2011). Constructive relations by teacher might assist persons behaviourally helpless student study further adaptive performance, as evidence in one original learn between a collection of unhelpful African American along with Hispanic student which cooperative student–teacher relations be linked by income of refuse negative performance among instant with third score (Meehan, Hughes, and Cavell, 2013). Desire used for productive association by teacher does not reduce when grown-up kids. Preserve in teacher–student relationships might be typically outstanding at development point, such as development from basic to centre school teacher corresponds emotional and getting as well as create them available for personal announcement with student go onward creative relational processes feature hold up.
These cooperative associations help retain student‟ well-being in educational along with communal pursuit, which within go round guide toward improved grade along with further constructive look closely relations. Whereas teacher be not the just base continue for centre discipline student, continue students accept starting their parents, peers, as well as teacher seem toward contain preservative, therefore virtually self-determining, effects. As a result, teacher continue in the middle of this period grouping might be alive mostly important used for student who contain small level of close relative maintain. Though student has fewer occasions by teacher throughout high school, here be physically powerful confirmation to relations by adult in these setting be in the middle of the majority central predictors of accomplishment. Information from the nationwide Longitudinal learning of young person physical condition point out that elevated discipline student coverage better connectedness toward teacher show inferior charge of emotional pain, desperate ideation, desperate performance, brutality, material desert, as well as early sexual movement (Resnick et al., 2010). Association by teacher is improved psychoanalyst of several outcomes than is students‟ intelligence of relations connected-ness. Because among youthful student, the profit of constructive relations through adults are not incomplete to societal along with moving outcome. while mutually parental as well as instructor hold up be significant inside predict students‟ attainment, a new learning indicate to student-perceived educator association be the reason the majority strongly related through increase within success as of learning (Gregory & Weinstein, 2010). Educators and students have been known to hold strong beliefs about academic practices that are unsupported by research. The benefit of such academic practices may have been proven false or there may be insufficient search or conflicting research in the field to substantiate them. One example is belief that academic success is strongly and positively related to a relationship between students and lecturers (Lome, 2010; Grissom, 2010). A proliferation of research from Schuman (2010) and other scholars suggest that if teachers take time to build relationship that they can motivate their students to learn. Furthermore researchers (Whitaker 2011) also suggest that teachers need to have a strong belief that building relationship is more important for the academic performance of student. Lecturers have to ensure that they are meeting both academically and emotionally.
A fundamental question for a student’s is (DOES MY TEACHER/LECTURER LIKES ME) given a rigorous, aligned curriculum, the answer to that simple question is our best prediction of student success on his /her academic performance (Terry, 2010). A student has to feel worthwhile and appreciated. A teacher needs to recognize he or she has a positive eect on their student due to the relationship between them; a student wants to feel connected to people and feel as though he or she deserves to be loved and respected. According to (Stipek, 2012) many of the students who are not doing well academically, are the same ones who have a poor relationship with lecturers. Typically, the more they fall behind academically, oen the more this relationship is weakened. If they are constantly reprimanded in class, the environment and the lecture-student relationship begins to hold a negative association. STIPEK also found that students who perceived a more nurturing relationship with their lecturers tends to have a better attitudes towards academic performances and oen did better than their peers who lacked the same support system. Skinner (2010) supported that a good lecturer-student relationship positively influenced learning. The more connected a student feels this sense of connectedness may want to maintain it or please the lecturer by doing well in class. According to Gtyler and Bolter, 2010, positive lecturer expectations were associated with high academic performances or academic gains; whereas negative lecture expectation resulted in decrease in academic performance. Teachers needs top capitalize on the impact that their positive attitude play inside the classroom, the genuine enthusiasm displayed by the instructor is always a major factor of motivation.
By the accountability of educator along with scholar toward make accessible education setting toward get better cognitive growth as well as academic accomplishment, it become evident persons non-intellectual factor too give good reason for educators‟ interest. Nightingale (2010) debate within university by improved group size through student starting dissimilar background inside several aspects, create an moving as well as cooperative feeling be constructive toward elevated superiority knowledge with too extremely demanding used for the instructor. Similarly, according to Biggs (2009), every human being educator, similar to institution since a complete, create a knowledge background also during oicial or unoicial relations by student. These surroundings are regarding how a educator as well as student „consider on belongings with to reasonably have optimistic as well as harmful effect going on students‟ knowledge.‟ He more acknowledged to „the value of the association put happy among teacher as well as student, or inside an organization, be referred toward its atmosphere, the method the student consider regarding it. Teacher, also within the classroom or outer the classroom, use an enormous contract of pressure on establish a superior advantage of teacher-student.
During an emotional atmosphere „the majority major ingredient of charming teaching‟ designed for teacher to make happy be toward retain as well as build up a optimistic association by student as well as give exacting income toward supply used for students‟ supplies along with wellbeing (Jones, 2011). Students‟ deeper compliant be able to achieve during conversation as well as assistance through peers and teacher (Biggs, 2009). Be able to argue to student-teacher association be virtually significant during education as well as culture. Hypothetically they make accessible a impartial used for implication of teacher-student association in philosophy as well as knowledge. Empirically they shape conception of superior instruction with superior teacher during conditions of teacher association.
