Abstract

IMPACT OF STUDENT-TEACHER RELATIONSHIP ON SENIOR SECONDARY STUDENTS? PERFORMANCE IN INTRODUCTORY CALCULUS

Charles-Ogan, Gladys Ibibo,1 Zalmon, Ibaan Gogo2

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This study examined the impact of student-teacher relationship on students? performance in introductory calculus. The study adopted the descriptive survey design with a sample of 385 senior secondary class two students selected by simple random sampling from five out of fifteen public senior secondary schools in Port Harcourt City Local Government area of Rivers State. Three research questions and two null hypotheses guided the study. Also, two instruments: Mathematics Teacher Student Relationship Questionnaire (MTSRQ) and Performance Test in Introductory Calculus (PTIC) were used for data collection. The instruments were validated by experts in Mathematics Education and their reliabilities of 0.76 and 0.72 were obtained by test-retest method revealed high reliability indices. Data collected were analyzed using mean, standard deviation and ANOVA and the findings of the study revealed that, students with positive relationship with their Mathematics teachers performed significantly better than the students with negative relationship with their teachers in introductory calculus. The study also showed that the difference in the performance of the male and the female students with positive and negative relationship with their Mathematics teachers was not significant. Recommendation made among others is that Mathematics teachers should ensure that there is cordial or positive relationship between them and their students to enhance the teaching and learning of introductory calculus. Keywords: Impact, student, teacher, relationship, performance.

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