The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective
Drawing on Critical Friendship as a theoretical base, an investigation was carried out to find out what components of teacher-student relationship would make a difference in the performance in mathematics of the eleventh graders in the Cape Coast Metropolis. A sample size of 2,575 students was rando...
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Format: | Article |
Language: | English |
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Taylor & Francis Group
2021-01-01
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Series: | Cogent Education |
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Online Access: | http://dx.doi.org/10.1080/2331186X.2021.1908690 |
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author | Florence Christianah Awoniyi Paul Kwame Butakor |
author_facet | Florence Christianah Awoniyi Paul Kwame Butakor |
author_sort | Florence Christianah Awoniyi |
collection | DOAJ |
description | Drawing on Critical Friendship as a theoretical base, an investigation was carried out to find out what components of teacher-student relationship would make a difference in the performance in mathematics of the eleventh graders in the Cape Coast Metropolis. A sample size of 2,575 students was randomly chosen to fill a questionnaire on teacher-student relationship and write an achievement test in mathematics. Findings revealed that trust, fear and lack of respect negligibly and statistically correlated with achievement scores; unhealthy context and challenge correlated negligibly (but not statistically); while support did not correlate. The sub-constructs jointly shared a variance of approximately 8% with achievement scores. With a focus on developing critical minds and democratic future leaders, there is a need for pre-service and in-service training on the teacher-student relationship. Awareness about the teacher-student relationship in the learning of mathematics may be created through debates among students in schools. |
first_indexed | 2024-03-12T05:57:48Z |
format | Article |
id | doaj.art-a64006fc2ca646d2a954c3ffe5edf8f6 |
institution | Directory Open Access Journal |
issn | 2331-186X |
language | English |
last_indexed | 2024-03-12T05:57:48Z |
publishDate | 2021-01-01 |
publisher | Taylor & Francis Group |
record_format | Article |
series | Cogent Education |
spelling | doaj.art-a64006fc2ca646d2a954c3ffe5edf8f62023-09-03T04:26:23ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.19086901908690The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspectiveFlorence Christianah Awoniyi0Paul Kwame Butakor1School of Education and Leadership, University of GhanaSchool of Education and Leadership, University of GhanaDrawing on Critical Friendship as a theoretical base, an investigation was carried out to find out what components of teacher-student relationship would make a difference in the performance in mathematics of the eleventh graders in the Cape Coast Metropolis. A sample size of 2,575 students was randomly chosen to fill a questionnaire on teacher-student relationship and write an achievement test in mathematics. Findings revealed that trust, fear and lack of respect negligibly and statistically correlated with achievement scores; unhealthy context and challenge correlated negligibly (but not statistically); while support did not correlate. The sub-constructs jointly shared a variance of approximately 8% with achievement scores. With a focus on developing critical minds and democratic future leaders, there is a need for pre-service and in-service training on the teacher-student relationship. Awareness about the teacher-student relationship in the learning of mathematics may be created through debates among students in schools.http://dx.doi.org/10.1080/2331186X.2021.1908690critical friendshipmathematicsperformancesenior high schoolteacher-student relationship |
spellingShingle | Florence Christianah Awoniyi Paul Kwame Butakor The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective Cogent Education critical friendship mathematics performance senior high school teacher-student relationship |
title | The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective |
title_full | The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective |
title_fullStr | The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective |
title_full_unstemmed | The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective |
title_short | The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective |
title_sort | role of teacher student relationship on performance in mathematics of the eleventh graders in the cape coast metropolis critical friendship perspective |
topic | critical friendship mathematics performance senior high school teacher-student relationship |
url | http://dx.doi.org/10.1080/2331186X.2021.1908690 |
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