Based on the data analysis proved that positive student-teacher relationship is very important for Keywords: relationship, students' motivation, academic achievement, . Central to this theory is that students with close relationships with their. Key Word: Relationship, Academic Achievement, Students point, such as development from basic to center school teacher corresponds. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. grades strongly agreed that teacher's performance was affected by students' . These views were ascertained in relation to their academic grades. .. Support Center Support Center.
However, most of the respondents in the study claimed that their attendances are not affected by the student-teacher relationship. Every teacher is not the same.
Some you would like to be in their classes maybe a little bit longer because the way they do things. I go to class because it is what I have to do.
I go to class or my attendance has nothing to do with the relationship with student and teacher. And the relationship here whether they are good or bad, has no impact on me. I have to go to class. And even if they hate the teacher, they still have to go to class.
If not, they will get bad grade because of class attendance. So, student-teacher relationship is not the factor that affects their attendance. But I still arrive there and I still value the attendance. I attend the class, because I like the contents of the course, generally even I find the professor does not deliver lessons the way I wanted but still I like more about the concept within that course.
The key indicator of student motivation happened when teacher is more competent and skillful in teaching and facilitating the learning process.
One of the participant respondent 1 said that he likes the teacher when the teacher involves everyone in group discussion and some kind of arguments. But if the teacher just talks to himself and I am not involved. It effects on motivation, achievement, performance.
If the teacher has more experiences, he will teach the students well. And he can handle the lesson effectively. Furthermore, Teaching techniques get the students attention on the lessons. If the teacher uses the old styles of teaching or teaches the same styles, these will make the students bored and demotivated R 2. Similarly, one research had found that teachers who use more learner-centered practices i.
In this study, the respondents also stressed more on teaching approaches. They learnt best when the teacher use student-centered approach debate and discussion in the classroom. Because he applied interesting teaching approaches. He always involves all the students in the classroom. So, we express our ideas kind of concepts which were brought into class, so the class is always lively and competitive.
Most of the time, the students can debate and argue and the idea which is come up with something tangible. We could be criticized and a lot of critiques could improve my well thinking and the way I am presenting my argument. The same with prof. Li, she also did a lot of connecting the theory and practice.
So, when she taught the theory, she was actually asking every student to relate to their lives. Teachers offer feedback to students to support their feelings of competence Harter, This study also investigated the cultural differences of the international students in the classroom. Reeder, Macfadyen and Chase found that different cultural communication patterns increased miscommunication, and that the greater the perception of cultural differences between the participants in an activity, the greater the incidents of miscommunication.
Based on the interview data, some claimed that it still has some marginal impacts on learning and communication between students and teacher. Yes, it is affected. Many times, students contribute in class depending on their cultural backgrounds, so this helps me to have a broader view of the world. I can understand the similarities and differences among cultures of the world Respondent 4.
Because culture is part of language, even vocabulary can be culturally loaded. It may be difficult to understand non-verbal messages because different cultures have different expectations Respondent 3. According to HofstedeHe further stated that many perplexities could arise when teachers and students come from different cultures. Nonetheless, this study demonstrated that cultural differences have no effect on their interaction and learning in the classroom.
As they stated below: Because I had my own strategies of better learning. And every student may have different ways of learning in the classroom Respondent 2.
My learning has not been affected by the cultural differences in any way possible. If it is positive, it means that the students like the course. If the students like course, they devote more time.Academic Achievement Center - Kansas State University
They have the high chance of performing well. But if the students have negative relationship, it means the student does not commit to the course psychologically, and then at the end, the student cannot perform well. Positive teacher-student relationships draw students into the process of learning and promote and enhance their desire to learn. As a student, we need help, feedback, comments from our experienced professor.
When I have good relationship with teacher, in the end I have confidence when I submit my assignment. I am sure of the result I get after I submit it to the professor. The outcome is good when the relationship is good. Moreover, based on the interviews data, it indicated that the outcomes of positive student-teacher relationships resulted in boosting motivation and also increasing in academic achievement enhancement. Most of the interviewees claimed to achieve good grades GPA in the courses that were taught by their favorite teachers.
It was likely that close relationship with the teacher helps motivate the students in their learning in school. As one respondent claimed that: For instance, one respondent recently claimed to get good grade in Chinese language Class as he was more confident and determined with his performance throughout the term because of his positive relationship with the teacher.
Furthermore, teachers must use activities and employ a teaching methodology that encourages the growth of intrinsic motivation and bolster the integrative motivation of learners. It is also important to recognize aspects that foster internal motivation in learning; however, it is also important for teachers to take into consideration extrinsic motivation, by promoting student-centered approaches, sense of humor, rapports, and caring promptly feedbacks, guidance Furthermore, future studies should be derived from other motivational models and theories and explore different learning approaches, which may allow teachers and researchers to fully enhance learning and teaching.
The results are based on a sample of international students studying Chinese language at one University.
STUDENTS’ VIEWS ON STUDENT-TEACHER RELATIONSHIP: A QUESTIONNAIRE-BASED STUDY
Therefore, the results should not be generalized to other students with different educational backgrounds. Another limitation is lack of factors and settings.
The main focus is on student-teacher relationship. The study opens numerous new and beneficial avenues for the future research.
STUDENTS’ VIEWS ON STUDENT-TEACHER RELATIONSHIP: A QUESTIONNAIRE-BASED STUDY
Therefore, these factors should be discussed in the future study. New York University Press. Social foundations of thought and action: A social cognitive theory. Developmental Psychology, 34, — Teaching and teacher education, 23, Journal of School Psychology, 43 4— A review with implications for classroom instruction.
The Elementary School Journal, 85 176— Theory into Practice, 42 2 Human needs and the self- determination of behavior. Psychological Inquiry, 11 4. Overview of self-determination theory: The student's function is thus reduced to one of passive reception. He listens, remembers, and repeats what has been presented to produce the desired outcome.
This is by far the most common approach used by most education establishments. Whatever the teaching method is in any setup, there are two important components in the process of education and learning. The teacher and learner. It does seem that the best teachers will promote the greatest amount of learning in students. In any interactive process, the use of a human approach plays a major role in success.
Impact of Student Teacher Relationship on Academic Performance of Students - Bohat ALA
Education is one such process, the success of which is influenced by student—teacher relationship. In other words, this relationship is an essential component of the teaching and learning process.
The teacher's success in facilitating learning is directly related to the quality of that relationship Postman and Weingarten ; Tiberius, ; Tiberius and Billson, This teaching is inherently interactive because it depends on interacting with active, growing minds Tiberius, ; Tiberius and Billson, Medical students demonstrate a profound capacity and motivation for learning, regardless of the quality of the teaching they receive.
There is no guarantee that the teaching styles of teacher with excellent academic skills will harmonize with the preferred learning styles of their students Peleg et al, Surveys of medical students are widely used to evaluate course contents and faculty teaching in the medical schools. Information provided by students in a survey is valuable since they are uniquely able to evaluate many important aspects of learning experience.
Study Subjects The College of Medicine, King Saud University enrols an average of students annually and graduates an average of students every year. The study subjects were the second and third year students in the preclinical years, during which they study the basic medical sciences including Anatomy, Physiology, Biochemistry etc.
Willing students are included because only willing participants will give effective responses. Unwilling teachers are excluded because they will not respond effectively. Students who are not willing are excluded.
Kim Lee, 2. Linda Wirthwein, 2. The Questionnaire inquired characteristics of mother of students and teachers. Gender and the characteristics of teacher. Guidance was taken from Kamran. F and she further improved that Questionnaire. This Questionnaire was developed by Abdulrehman,K.
These Questionnaire measure different aspects of students perceived attitude toward their teachers.
Respondent answered on 4 point scale that point out how much the statement apply to the student teacher relationship. Sample was comprises of 70 students and 30 teachers from these three department.
The following assessment measure was used; Demographic information Questionnaire and Questionnaire for measuring Student attitude towards teachers. Before the application of questionnaire the participant was given the information for explaining the nature and purpose of study. The rights of participant were also being explained. On the basis of their willingness sample was selected. Necessary instructions were given regarding filling the questionnaire.
After taking consent, participant completed the questionnaire which assessed their demographic and attitude of students toward their specific teacher. Questions were read by the researcher and participant were encouraged to ask researcher to repeat statement if did not understand.
The researcher and the participant were sited next to each other in convenient manner. Participant could see and read the items easily.
The statistical package for social sciences SPSS version 20 was used to analyze data. The analytical strategy used for data analysis involving descriptive analysis to examine mean, percentage, and frequencies of demographic, clinical and psychological variables. Associations were find out between demographic and STR by using Pearson product moment correlation analyses. Results were reported and discussed afterward. Code of conduct involve following ethical consideration.
Permission was sort from concerned authorities of administration of three selected departments for data collections. Participants were given the information regarding the nature and purpose of study. Consent was taken from participants who showed their willingness to participate in the research.
Participants were informed about their right to withdraw at any time from research with no penalty. Confidentiality of the data was also ensuring to participant. Participants were assured that their identity will not be disclosed to anyone and identity no will be used instead of name. Participants were assured that their contact number will be remain in database using protection. It is required in any case if further information or data is needed.
At the end of this project, it will be removed from database if they are still not satisfied, they may leave unfilled. American Educational Research Journal, 42 2pp Oxford review of education journal, 2 2pp Journal of inter disciplinary Research in education, 4 2pp