Teacher-Student Interaction and Its Effect on Attitude to learning Outcomes in Basic Technology among Secondary School Students in Cross River State, Nigeria

Abstract

This study investigates the impact of teacher-student interaction on attitude to learning outcomes in basic technology among secondary school students in Cross River State, Nigeria. The research adopts a descriptive research design, utilizing both quantitative and qualitative data collection methods to evaluate the relationship between interactive teaching practices and student performance. A sample size of 400 students from various secondary schools in the state was selected through stratified random sampling to ensure a diverse representation of the student population. Structured questionnaires were administered to gather quantitative data on students' perceptions of teacher-student interactions and their corresponding attitude to learning outcomes in basic technology. Meanwhile, in-depth interviews and focus group discussions with teachers and students provided data on the dynamics of classroom interactions and their effects on learning. The study's findings indicate a significant positive correlation between the frequency and quality of teacher-student interactions and improved attitude to learning outcomes in basic technology. Furthermore, the research highlights the importance of interactive teaching methods, timely feedback, and supportive communication in enhancing students' understanding and retention of basic technology concepts. Based on the study findings, it was recommended that the policy makers and educators should to invest in training programs that enhance interactive teaching skills and promote effective teacher-student communication.