Influence of Teacher-Student Interpersonal Interactions on Students’ Academic Performance in Public Secondary Schools in Machakos County
DOI:
https://doi.org/10.70619/vol5iss4pp26-36Keywords:
Teacher-Student Interpersonal Interactions, Students’ Academic Performance, Public Secondary Schools, Machakos CountyAbstract
The purpose was to establish the influence of teacher-student interpersonal interactions on students’ academic performance in public secondary schools in Machakos County. This study used a survey research design. The target population was 14,894, comprised of 19 school principals,483 teachers, and 14392 students. Schools were selected by stratified sampling, while random sampling was used to select individual participants. The sample size was 10 school principals,30 teachers, and 275 students, hence 315 respondents. Data was collected using self-administered questionnaires and an observation chart. Two schools were selected for piloting research instruments. A questionnaire was administered to 2 school principals,6 teachers, and 20 students. Data analysis was done using both descriptive and inferential techniques. The data was then presented in the form of frequency tables and charts. The findings on teacher–student interpersonal interactions, using descriptive analysis techniques, the study found that there was a strong agreement (87%) of respondents (students/teachers/school principals) that healthy teacher-student interpersonal interactions influence students’ academic performance. This was also the case for inferential analysis, where the null hypothesis was rejected because the results showed that the influence of teacher-student interactions on academic performance was statistically significant with a p-value of 0.000, which is less than 0.05, the researcher’s preselected alpha level (p-value). The study concluded that school social environment elements, especially healthy interpersonal relations between teachers and students, greatly influenced students’ academic performance. The study recommends that the Ministry of Education, school principals, and other education stakeholders should pay more attention to the school social environment by promoting these attributes, such as teacher-student interpersonal interactions. Sensitize the school principals, teachers, and students on a conducive school social learning environment. In addition, similar studies in relation to other categories of secondary and primary schools should be carried out.
References
Arifin, A., Suryaningsih, S. S., & Arifudin, O. (2024). The Relationship between Classroom Environment, Teacher Professional Development, and Student Academic Performance in Secondary Education. International Education Trend Issues, 2(2), 151-159.
Bates, B. (2019). Learning theories simplified. London: SAGE.
Chebet, E. (2018). The influence of peer group on the academic performance of secondary school students in Bukwo district. Unpublished Bachelor of Arts Research report. Kampala, Kampala International University.
Eshiwani, G.S (1993). Education in Kenya since Independence. Nairobi.; East African Educational Publishers.
Geleta, A. (2017). Schools’ climate and students’ achievement in secondary schools of Ethiopia. European Scientific Journal, 13(17),1857-7881. https://doi.org/10.19044/esj.2017.v13n17p418
Kimeu R.M. (2015). Influence of Selected Instructional Factors on Secondary School Students’ Academic Performance in Makueni County. Unpublished Doctor of Philosophy Thesis Report. Narok: Maasai Mara University.
Kirui, D. K., Okibo, B., Atambo, W.N. (2016). Effects of Reputation on academic performance in secondary schools: Case of national schools in Bomet county. Imperial Journal of Interdisciplinary Research, 2 (9),1362-2454.
Kumar, S., Agarwal, M., & Agarwal, N. (2021). Defining and measuring the academic performance of Hei students: a critical review. Turkish Journal of Computer and Mathematics Education, 12(6), 3091-3105.
Makewa, N., Jesse, R., Role, E. &Yegoh, E. (2011). School Climate and Academic Performance in High and Low Achieving Schools: Nandi Central District, Kenya. International Journal of Scientific Research in Education, 4(2), 93-104.
Ministry of Education (2021). The KCSE performance in Public Secondary Schools in Machakos County. County Director of Education, Office, Machakos.
Mugenda, A. and Mugenda, O. (2003). Research Methods: Quantitative and Qualitative Approaches. Nairobi: ACTS Press.
Murunga T. (2017). Factors influencing academic performance in KCPE in Kiminini Sub-County, Trans-Nzoia County. Unpublished Master of Education Thesis. Eldoret: Moi University.
Musyoka, J.M. (2018). School-based factors influencing students’ performance in the Kenya Certificate of Secondary Education in public secondary schools in Kathiani Sub-County, Machakos County. Unpublished Master of Education Research Project Report, South Eastern Kenya University.
Muthoni, P. (2015). Adherence to Government guidelines on infrastructural development and students’ performance at KCSE in public day secondary schools in Kirinyaga East Sub-County. Unpublished Master of Education research project. Nairobi, University of Nairobi.
Nyamosi, J.M. (2013). Influence of School Climate on pupils’ performance in the Kenya Certificate of Primary Education in the Central Division of Machakos District. Unpublished Master of Education Project Report, Nairobi: University of Nairobi.
Ogbuanya, T.C., Attahiru, A., Momngu, T. &Obe M. (2017). Influence of Psychosocial environment on students’ achievement in basic electricity in Government Technical colleges in Niger State, Nigeria. Global Journal of Pure and Applied Mathematics,13(8),4199-4221
Styron, R.A. (2008). Key characteristics of middle school performance. Research Middle Level Education,31(5),1940-4476.
Wanyama, M. (2013). School-based factors influencing students’ performance at KCSE in Narok North District. Unpublished Master of Education Research project. Nairobi, University of Nairobi.
Wakaraka, W. P., Mugwe, M. (2023). Influence of school management practices on students' academic achievement in public secondary schools in Kiambu County. International Academic Journal of Social Sciences and Education, 2(3), 180-203
Xu, Z., & Qi, C. (2019). The Relationship between Teacher-student Relationship and Academic Achievement: The Mediating Role of Self-efficacy. EURASIA. Journal of Mathematics, Science and Technology Education, 15(10).
