Teacher-Student Interaction and Classroom Management as Predictors of Achievement among Secondary School Students in Cross River State

Abstract

This study considers the place of teacher-student interaction and classroom management as predictors of academic achievement among secondary school students in Cross River State, Nigeria. Utilizing a multi-stage sampling technique, the study selected a representative sample of 1,176 junior secondary school students from 45 schools offering Basic Technology across three educational zones: Calabar, Ikom, and Ogoja. The research aimed to determine which classroom variables, specifically teacher-student interaction and classroom management, effectively distinguish between high and low academic achievement groups. The study employed Fisher’s linear stepwise discriminant analysis to analyze the data, revealing significant differences between classroom variables. Results indicated that teacher-student interaction (Wilk’s Lambda = .993, F = 7.779, p = .005) and classroom management (Wilk’s Lambda = .998, F = 2.514, p = .113) are crucial predictors of students' academic achievement levels. The classification function accurately predicted 80.1% of the original group memberships, demonstrating a high efficiency in distinguishing between students with high and low academic achievement. Moreover, the study found that classroom settings and thermal conditions also significantly influence students' academic achievement. However, factors such as student-student interaction and classroom lighting showed no significant predictive power. The results underscore the importance of effective teacher-student interactions and robust classroom management in fostering an environment conducive to academic achievement. The findings of this study have important implications for educational policy and practice, suggesting that enhancing teacher-student interactions and improving classroom management can significantly boost academic achievement among secondary school students. The findings will guide educators, school administrators, and policymakers in implementing strategies that enhance learning outcomes and equip students with essential skills for future success.