Numerous factors may affect a students academic performance. According to Ahmed et.al.

, these
numerous factors include the following: gender, age, students schooling, the childrens socio-economic
status, residential area of the students, the medium of instructions used in schools, tuition trend, daily study
hour and lastly, the teaching faculty.

Throughout many years, researchers have conducted several studies about factors contributing
students academic performance at different study levels. Gender is one of the personal attributes that cause
a difference in motivational functioning and academic achievements. Different studies reveal that girls tend
to use effort and hard work as a tool in having good academic performance (Lightbody, Siann, Stocks, &
Walsh, 1996; Georgiou, 1999; Powers & Wagner, 1984) while boys appeal more to their reasoning ability
(Burgner & Hewstone, 1993). Moving on, Considine and Zappala noticed that a students success in
education is heavily dependent on his/ her parents or guardians socio-economic status. While according
to Staffolani and Bratti, the most important indicator of students future achievement is the students
previous educational outcomes. Other researchers have found out that a students performance in school
may vary because of the teachers.

The quality of education is also directly related to the quality of teaching and learning (Kimani,
Kara & Njagi, 2013). Teacher-student relationships are crucial to the success of both the students and
teachers. These relationships are the most important factor in knowing whether the teachers work is
successful or not. The influence of teachers behavior is vital in the academic performance of the students.
A teacher needs to display persistence, diligence, empathy, kindness, passion, flexibility and most
importantly honesty as a person. According to Baker, Grant, and Morlock, positive bonds formed between
teachers and students enable students to feel safe and secure especially in the school itself and provide
motivation for improving academic and social skills. Defining positive teacher-student relationship, as
Hamre and Pianta said in their study, are classified as having the presence of closeness, warmth, and
positivity.
It has also been said that teacher experience can also be considered when talking about academic
performance. Clotfelter, Ladd, and Vigdor (2007) showed that competent and professed teachers had
greater acadmeic success thatn te least experienced ones. Another teacher factor that affects a students
performance is the teaching strategy. Teaching is a well-planned, dynamic and systematic presentation of
facts, skills and techniques to students and its focus is to acquire the possible maximum learning experience
(Hussain, Auwar & Majoke, 2001). For example, Ainsworths had concluded that science requires more
understanding of various scientific representation. The teaching technique that will be used need to be able
to provide students a bridge between all the tackled explanatory ideas and evidence to all applicable
scientific theories and concepts.

Ainsworths (2006). A conceptual framework for considering learning with two multiple representations.
Learning and instruction. 16(3), 183-189.
Baker, J. Grant, s., & Morlock, L. (2008). The teacherstudent relationship as a developmental context for
children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
Bratti, M. and Staffolani, S. (2002) Student Time Allocation and Educational Production Functions.
University of Ancona Department of Economics Working Paper No. 170.
Burgner, D. & Hewstone, M. (1993). Young childrens causal attributions for success and failure: self-
enhancing boys and self-derogating girls. British Journal of Developmental Psychology, 11, 125-129.
Clotfelter, C. T., Ladd, H. F. & Vigdor, J. L. (2007). How and Why Do Teacher Credentials Matter for
Student Achievement? NBER Working Papers. National Bureau of Economic Research.
zotero://attachment/144/.
Considine, G. & Zappala, G. (2002). Influence of social and economic disadvantage in the academic
performance of school students in Australia. Journal of Sociology, 38, 129-148.
Hamre, B. K., & Pianta, R. C. (2001). Early teacherchild relationships and the trajectory of childrens
school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hussain, S., Anwar, S., and Majoka, M. T., (2011). Effect of peer group activity based on learning on
students academic achievement in physics. International Journal of academic research. Vol c No. 1 Jan.
2011 part 111.
Kimani, G., Kara, A.M. & Njagi, L.W. (2013). Teacher factors influencing students. Academic
achievement in secondary schools in Nyandarua County, Kenya. International Journal of Education and
Research, 1(3), 1-14.
Lightbody, P., Siann, G., Stocks, R. & Walsh, D. (1996). Motivation and attribution at secondary school:
the role of gender. Educational Studies, 22, 13-25.