i

RELATIONSHIP OF TEACHER-STUDENTS
INTERACTION AND ITS EFFECT ON ACADEMIC
ACHIEVEMENT OF STUDENTS AT ELEMENTARY
AND SECONDARY SCHOOL LEVEL IN FATA

SHER BAHADAR
M.Phil Education
Student ID#: 10201

PROF. DR. HAYAT MUHAMMAD

QURTUBA UNIVERSITY OF SCIENCE AND

INFORMATION TECHNOLOGY PESHAWAR
 ii

APPROVAL CERTIFICATE

This is to certify that we have carefully read and properly checked the thesis
“Relationship of Teacher-Students Interaction and its Effect on Academic
Achievement of Students at Elementary and Secondary School Level in FATA”
by Mr. Sher Bahadar, M.Phil (Education) Student ID No. 10201 of Qurtuba
University of Science & Information Technology Peshawar (Campus) Pakistan. We
are of the opinion that this thesis is of the standard and is hereby accepted by
Department of Education, Qurtuba University in partial fulfillment of the
requirements for the award of M.Phil Degree in Education from Qurtuba University
of Science & I.T.

1. Supervisor: _________________________________
ASST. DR. Hayat Muhammad

2.Internal Examiner: _________________________________

3. External Examiner: _______________________________

Prof. Dr.

Dated: ____/____/2014

QURTUBA UNIVERSITY OF SCIENCE AND INFORMATION

TECHNOLOGY PESHAWAR
 iii

DEDICATION

TO MY BELOVED FAMILY
 iv

ACKNOWLEDGEMENTS

All praise be to Allah – the Most Gracious, Almighty and Ever Merciful Who gave

me the strength to do, the power to observe and the mind to think, judge and analyze.

The writer of the research was extremely thankful to Prof. Dr. HanifUllah for his most

efficient supervision and elderly guidance at each and every step in conducting the

research. Thanks once again for your patience Sir.

The investigator acknowledged and commendedthe scholarly cooperation of Prof. Dr.

Muhammad Saleem of Qurtaba University of Science & IT (Peshawar Campus) in

writing my research thesis.

Special thanks were also due to the ex-Director I.E.R., (U.O.P) Prof. Dr.

WazimKhan(Director Department of Education, Qurtaba University) for his objective

and to the point suggestions about my research methodology. Thanks were also due to

the Librarians of Qurtaba University, I.E.R., Central Library UOP, and Archives for

their open-hearted cooperation in the production of the related literature.

The researcher was extremely indebted to his teachers, friends and colleagues for their

encouragement and love and for opening his eyes to new ways of seeing and

understanding the world.

Last but not the least, the researcher was extremely grateful to his parents – Mr. and

Mrs. Rahmatullah Khan and his brothers-Suhbatullah, Imran Khan, Dr. Amer Khan.

Advices, Errors And Omissions Pointed Out Would Be Welcomed.

THANKS
 v

TABLE OF CONTENTS

Title Page ......................................................................................................

Approval Certificate.......................................................................................
APPROVAL CERTIFICATE.................................................................................... II
ACKNOWLEDGEMENTS ..................................................................................... IV
TABLE OF CONTENTS ........................................................................................... V
ABSTRACT .............................................................................................................. VII
CHAPTER-1 ................................................................................................................. 1
INTRODUCTION........................................................................................................ 1
1.1 OVERVIEW ....................................................................................................... 1
1.2 STATEMENT OF THE PROBLEM/ RESEARCH PROBLEM ...................................... 3
1.3 RESEARCH OBJECTIVES/ PURPOSE OF THE STUDY ............................................ 4
1.4 RESEARCH QUESTIONS ..................................................................................... 4
1.5 RESEARCH HYPOTHESES .................................................................................. 4
1.6 SIGNIFICANCE OF THE STUDY ........................................................................... 5
CHAPTER-2 ................................................................................................................. 7
LITERATURE REVIEW ........................................................................................... 7
2.1 OVERVIEW ....................................................................................................... 7
2.2 LITERATURE REVIEW ....................................................................................... 7
2.2.1 Effect of Teacher-Student Interaction on Students Motivation .............. 20
2.2.2 Effect of Teacher-Student Interaction on Academic Performance of
students .................................................................................................. 22
2.2.3 Effect of Teacher-Student Interaction on Social Development of
Students .................................................................................................. 25
2.2.4 Effect of Teacher-Student interaction on Confidence Building of
Students .................................................................................................. 26
2.2.5 Effect of Teacher-Student Interaction on Classroom Environment ....... 28
2.3 SUMMARY ...................................................................................................... 31
CHAPTER-3 ............................................................................................................... 32
RESEARCH METHODOLOGY ............................................................................. 32
3.1 OVERVIEW ..................................................................................................... 32
3.2 RESEARCH DESIGN AND METHOD .................................................................. 32
3.3 RESEARCH TYPE............................................................................................. 32
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3.4 RESEARCH POPULATION ................................................................................. 32

3.5 SAMPLE AND SAMPLING TECHNIQUE ............................................................. 33
3.6 SOURCES OF DATA/ CONSTRUCTION OF RESEARCH INSTRUMENT (TOOL)...... 33
3.7 DATA COLLECTION PROCEDURE .................................................................... 33
3.8 DATA ANALYSIS TECHNIQUE ......................................................................... 33
3.9 ORGANIZATION OF THE STUDY....................................................................... 34
3.9 TIME TABLE/ RESEARCH PLAN....................................................................... 35
CHAPTER-4 ............................................................................................................... 36
DATA ANALYSIS ..................................................................................................... 36
4.1 TEACHERS ANALYSIS ..................................................................................... 36
4.2 STUDENTS ANALYSIS ..................................................................................... 56
CHAPTER-5 ............................................................................................................... 76
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ............................. 76
5.1 FINDINGS ........................................................................................................ 76
5.2 CONCLUSIONS ................................................................................................ 79
5.3 RECOMMENDATIONS ...................................................................................... 83
REFERENCES ........................................................................................................... 85
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ABSTRACT

The aim of this research is to investigate how a supportive relationship between

teachers and students in the classroom can improve the learning process. By having a

good relationship with students, teachers can offer to students chances to be motivated

and feel engaged in the learning process. Students will be engaged actively in the

learning instead of being passive learners. I wish to investigate how using

communicative approach and cooperative learning strategies while teaching do affect

and improve students’ learning performance. To achieve these goals qualitative data

collection was used as the primary method. The results show that teachers and

students value a supportive and caring relationship between them and that interaction

is essential to the teacher-student relationship. This sense of caring and supporting

from teachers motivates students to become a more interested learner. Students

benefit and are motivated when their teachers create a safe and trustful environment.

And also the methods and strategies teachers uses, makes students feel engaged and

stimulated to participate in the learning process. The students have in their mind that a

positive relationship with their teachers positively impacts their interest and

motivation in school which contributes to the enhancement of the learning process.

 1

CHAPTER-1
INTRODUCTION

1.1 OVERVIEW
This chapter is comprised of various aspects of research study ‘Relationship of

Teacher-Student Interaction on Academic Achievement of students at Elementary and

Secondary School Level’ including statement of the problem (research problem),

research objectives (purpose of the study), research questions, research hypotheses,

significance of the study, limitations and delimitations of the study.

Teacher-students interaction, (Interaction: a kind of action that occurs when two or

more than two persons or objects have an effect upon one another) is very important

for the success of both teachers and students for establishing an effective teaching-

learning process and the attainment of educational objectives. It is considered crucial

for the academic progress of students. As part of classroom management, such

interactions are the most significant factors in determining a teacher's work as more

successful and interesting. Positive teacher– students interactions serve as a successful

resource for students at risk of school failure (students who do not show any interest

in learning and are about to leave the school), whereas conflict and poor connection

between students and adults may increase that risk and negative attitude towards

education (Ladd & Burgess, 2001).

According to Eschenmann (1991), Teachers need to make sure that they are meeting

the learning needs of their students, both academically and emotionally. On creating

classroom environments on the part of teachers that promote positive cultures with

healthy interactions with the students can motivate students for a purposeful learning.

Researches have proved that Children who form close and positive relationships with

teachers enjoy school more and get along better with peers. The reason is that the
 2

learners always feel easy to share their problems, academic, social and emotional

needs with their teachers without any fear and hesitation (Hamre & Piñata, 2001). A

student wants to have close relationships with people and to feel as though he or she

deserves to be loved and respected (Stipek, 2002). According to Stipek, there are

many children who are not doing well academically, because they are the same ones

who have a poor relationship with their teachers. These supportive and positive

relationships help in maintaining students’ interest in academic and social pursuits,

which in turn lead to better grades and more positive and cooperative peer

relationships (Wentzel, 1998).

Although, as a matter of fact, students have less time to spend with teachers during

high school, there is strong evidence that relationships and mutual understanding with

adults in these settings are among the most important predictors of success

academically and socially. Data from the National Longitudinal Study of Adolescent

Health indicate that high school students reporting greater connectedness to teachers

display lower rates of emotional distress, suicidal ideation, suicidal behavior,

violence, substance abuse, and early sexual activity (Resnick et al., 1997).

The influence of the teacher-student relationship relates to three different spheres of

the student: their character building, knowledge and understandings and skills.

Similarly, according to Hallinan (2008), Learning is a process that involves cognitive

and social psychological dimensions, and both processes should be considered if

academic achievement is to be maximized. According to Whitaker (2004), it is

essential for the teachers to have a strong belief that building relationships and

understanding with their students are important in the process of motivation and

fruitful teaching. A good deal of literature and research provide evidence that strong

interactions between students and their teachers are essential to the academic and

social development of all learners in school (Hamre & Pianta, 2006; Birch & Ladd,

1998).
 3

Keeping in view the above discussion, the researcher has a keen interest in

investigating this burning issue of teacher-students interaction and its effect on the

academic learning and progress of students at FATA, the backward area of Pakistan.

Almost no research like this has ever been done in this remote area. One of the causes

of the study is that very little or almost no attention is given to the mutual relationship

of teachers and students especially in the Government schools of the area. The

researcher believes that this one of the major reasons of considerable dropout rate,

low quality education, low literacy rate in the area. The researcher is optimistic that

the study will bring positive and far reaching results in promotion of quality

education, maximize literacy rat, minimize the dropout rate and create positive

teaching and learning environment in the area.

1.2 STATEMENT OF THE PROBLEM/ RESEARCH PROBLEM

The purpose of the study was to investigate “The Relationship of Teacher-Students

Interaction and its effect on Academic Achievement of students at Elementary and

Secondary School Level in FATA”. This is an important issue in the field of

education especially in FATA region of Pakistan which is given very little importance

in our institutions. On the other hand, we consider the outstanding progress in

providing quality education in the developed countries of the world and many of the

reputed institutions in Pakistan as well, we see that there is given much importance by

the teachers as well as students to mutual interactions for making the teaching and

learning process more interesting and meaningful. The researcher is interested in this

burning issue because he is of the view that many drawbacks in the field of education,

such as low literacy rate, low quality education, maximum dropout rate and so many

other problems are the cause of minimum teacher-students relationships especially in

the Government schools in the deserted and backward area of the country. The

researcher hopes to bring positive results in the field of education because of this

research study.
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1.3 RESEARCH OBJECTIVES/ PURPOSE OF THE STUDY

1. To find out how much teacher-student interactions are helpful in motivating

the students for learning.

2. To determine the impact of teacher-student interaction on creating a positive

classroom environment.

3. To determine the perception of teachers about teacher-student interaction.

4. To determine the impact of teacher-student interaction on academic

performance of students.

1.4 RESEARCH QUESTIONS

This study aimed to explore possible answers to the following research questions:

1. What is the opinion of teachers about teacher-students interaction?

2. What is the relationship between teacher-students interaction and academic

achievement?

3. What is the role of teacher-students interaction in student motivation?

4. What is the role of teacher-students interaction in confidence building of the

students?

1.5 RESEARCH HYPOTHESES

H1. There is a significant role of teacher-student interactions in motivating the

students for learning.

H2. Teacher-student interactions have close relationship in creating a positive

classroom environment.

H3. There is a positive relationship between teacher-student interactions and

academic achievement.
 5

H4. Teacher-student interactions show a significant role in confidence building of the

students.

1.6 SIGNIFICANCE OF THE STUDY

This study is expected to improve the mutual relationships of teachers and students

which is essential not only for a better teaching and learning process but also for the

social development, confidence building and overall character building of the

students. It will be helpful in creating mutual trust, respect, cooperation and

information sharing between the teachers and students and thus a positive classroom

environment would be formed. One of the major problems faced by students

especially in the state schools is fear and hesitation which is considered a big hurdle

in the learning and social development of the young generation. The researcher hopes

to solve this major problem of the learners by having strong teacher-students

interaction in the class. This study will provide the government with developing

policies regarding interaction between students and teachers for a meaningful and

purposeful teaching-learning process, minimizing the dropout rate of students and

making them valuable citizens of society. This study will help the teachers to adopt

purposeful and effective strategies, such as motivation, encouragement, confidence

building, mutual trust and interest that a teacher uses to engage the students in a

positive and meaningful learning. This study will also contribute to the field of

education by providing administrators and teachers with valuable guidelines on

interaction building strategies that an effective teacher uses in the classroom.

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1.7 LIMITATIONS AND DELIMITATIONS OF THE STUDY

1.7.1 The study was delimited to Khyber Agency of FATA, because it was expected

to cover the requirements of the research.

1.7.2 The study was limited to Middle and High schools (male) only because of

easy access. Female schools are not included because of cultural restraints.

1.7.3 Financial strain was a limitation, as it was very difficult to have access to a

large area. Because of this, the researcher managed the financial matter as it was

feasible for him.

1.7.4 Time factor was also a limitation in this study. The researcher tried his best to

manage the time factor so that the research was conducted according to the planned

schedule.
 7

CHAPTER-2
LITERATURE REVIEW

2.1 OVERVIEW
This chapter is composed of related literature on “Relationship of Teacher-Students

Interaction and its effect on Academic Achievement of Students at Elementary and

Secondary School Level at FATA”. It shows a detailed and comprehensive

description of nature and scope of Teacher-Student interactions and their effects on

motivation, academic performance, social development, confidence building and

classroom environment of students at school level. A great deal of different previous

studies conducted on Teacher-Student interactions are quoted in support of this study.

2.2 LITERATURE REVIEW

According to Christiansen (2002), it is the teachers that have to play a significant role

in determining the academic performance of students for the attainment of educational

objectives. Many exponents in the field of education recognize the value and

importance of the relationships and social interactions that teachers develop during

their teaching activities with their students that result in positive academic results and

progress. The impact of these relationships and connections between teachers and

students is durable, not temporary on the academic and social development of young

generations. The author also pointed out the poor status in student -to- teacher

relationship that results negatively on the academic performance of students. It is

emphasized that teachers must show respect, support and empathy towards their

students and build an atmosphere that gives out a positive and safe place for students

for better learning (Christiansen, 2002). Likewise, mutual trust and effective

communication could possibly be established as groundwork for creative positive

student teacher relationships which eventually have a positive and durable impact on

the academic performance of students, thus meeting their educational needs.

 8

Nevertheless, it was found out that positive relationships that grow between the

students and teachers have a positive effect on academic performance of the learners.

The school atmosphere is positively sustained by the presence of teachers who display

support, care, devotion, appreciation and are sympathetic towards the academic and

social needs of the students.

One of the striking points to be noted in connection to a successful classroom

environment and teaching learning process is that teachers need to capitalize on the

impact that their positive attitude plays a significant role in the academic progress,

mental growth and social development of the students inside the classroom. This is

the way to achieve the educational objectives. Because of positive attitude, the

teachers can motivate the students to learn more, “the genuine enthusiasm displayed

by the instructor is always a major factor in motivation because it is contagious. It

engenders a pleasant atmosphere in the classroom and contributes to high motivation”

(Miller & Rose, 1975, p.36).

A great deal of researches shows that teachers play an important role in the overall

development of students throughout the formal schooling experience (Baker, Grant, &

Morlock, 2008). Although most of the research conducted so far, regarding teacher-

student relationships investigate the elementary years of schooling, teachers have a

good opportunity to support students’ academic, mental and social development as

well as build his confidence at all levels of schooling. Likewise, a teacher has the

opportunity to facilitate his students in their character building especially at the early

school stage (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris,

1998; McCormick, Cappella, O’Connor, & McClowry, in press). Positive teacher-

student relationships enable the students to feel easy, safe and secure in their learning

environment; they helpful in creating an attractive classroom environment, increasing

the confidence of the students and provide input for important social and academic

skills and abilities (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver,
 9

Measelle, Armstron, & Essex, 2005). Those teachers and instructors who support their

students in the learning environment can positively affect their social and academic

capabilities, which is important for the long-term progress of the students, school and

eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005).

Basing on a research done by Knoell (2012), the author wants to state that good

quality teaching on the part of teachers and learning on the part of students is closely

associated with positive feelings and mutual understanding. Good quality teachers are

not to be considered as just machines that are well oiled and functioning but they are

known to be emotional and motivating individuals who interact with their students

positively and create a favorable work and class environment with creativity, support,

challenge and happiness that pave the way for better learning in the long run.

Moreover, the close emotional and social relationship between teachers and the

students has always a positive effect on students in their academic progress. The

teachers’ devotion and sincerity regarding students’ academic performance and social

development has been of great assistance in inspiring students to attain the academic

requirements and objectives of a school (Knoell, 2012). A large number of students in

the rich school, academically and physically, felt that their teachers had a positive

effect on them and their lives outside of school than students attending the poverty

school. The analysis of student interviews made by the researcher shows that there is

a long list of teacher characteristics most-valued by students in both the rich and poor

schools. These characteristics included: a sense of humor; consistent support (with

high expectations); active listening; value for the whole group as well as the

individual; the inclusion of games and other supportive material for the teaching and

learning process; and the use of spoken and written encouragement, interest and

motivation. In other words, we can say that the students took a keen interest and

appreciated when their teachers actively listened and motivated them, encouraged

them, as well as provided a fun and supportive but a challenging teaching and
 10

learning environment where the entire class could easily and effectively learn and

understand what was presented before them. Likewise, students seemed to show much

more concern and interest with the behaviors and treatment from their teachers during

the teaching and learning process than with the physical appearance style and physical

gestures of their teachers. Hargreaves (1994) apparently agrees, stating:

“Good teaching is charged with positive emotion. It is not just a matter of knowing

one’s subject, being efficient, having correct competencies, or learning all the right

techniques. Good teachers are not just well oiled machines. They are emotional,

passionate beings who connect with their students and fill their work and classes with

pleasure, creativity, challenge and joy.” (p. 835). The above lines suggest that the role

of a teacher is manifold. Mere teaching the textbooks is not the only job of a teacher

but to provide all kind of reinforcement, confidence, motivation that can help in the

academic excellence, mental wellbeing, social development, character building, and

confidence building of the learners.

Interactions and relationships between teachers and their students can have a broader

impact on the lives of students than the immediate classroom environment and school

discipline. According to the research conducted by Benedict, Horner, and Squires

(2007) it can be stated that academic failure, social rejection and downfall, drug

addiction, and criminal activities in adulthood are all examples of long-term, negative

consequences and threats of students' problematic behaviors, poor or negative teacher-

student interactions. Teachers have the opportunity to utilize positive reinforcement

and have positive interaction with the students in order to help reduce the frequency

of negative interactions and possibly reduce the likelihood of these drawbacks and

long-term unfavourable results. It is important for teachers to establish strong

relationships, have positive interactions with their students and create a good

classroom environment where all students feel safe, easy and comfortable. According

to Conroy, Sutherland, Snyder, Al-Hendawi, and Vol (2009), "Creating a positive and
 11

engaging classroom atmosphere is one of the most powerful tools teachers can use to

encourage children's learning and prevent problem behaviors from occurring" (p. 18).

It implies that it is very urgent and necessary for the teachers to pay full attention

towards creating a positive and ideal classroom environment where students can feel

themselves easy and satisfied. This is the secret of a successful teaching and learning.

In this way the educational objectives are expected to be met and the academic and

mental development of the students can become possible.

According to a research conducted by Whitaker (2004), the main variable in the

classroom is not considered to be the student, but it is to be the teacher. Great and

effective teachers have high expectations and wishes for their students, but even

higher expectations for themselves too. These effective and successful teachers

recognize greatness and the importance of having positive relationships with their

students. They believe that if they are unable to connect with them socially and

emotionally, then it is very difficult to influence their minds and ultimately teaching

and learning process will not be as fruitful and successful as it should be (2004).

“Good teachers put snags in the river of children passing by, and over time, they

redirect hundreds of lives… There is an innocence that conspires to hold humanity

together …” (Bolman & Deal, 2002, p. 124). Whitaker (2004) suggests that teachers

are to be considered the first and perhaps the most important point of contact in the

progress and maturation of a student’s life and character. Despite the numberless

reforms that have been made in the past, educational movements, and programs

implemented to improve the quality of education to obtain positive and high results,

no other element can be as profound and important as the human element. Therefore,

a huge responsibility rests on the shoulders of the teacher to equip his students with

all possible faculties, academically and emotionally. He urges, “It’s the people, not

the programs” (Whitaker, 2004, p.9). More profoundly he states, “There are really
 12

two ways to improve a school significantly: Get better teachers and improve the

teachers in the school” (p.9).

One of the most important factors that help in creating a positive classroom

environment and relationship between a teacher and students is the teacher knowledge

and efficacy of student motivation and achievement. These are considered essential

components to creating relationships and interaction of a teacher that motivate the

students to learn. Both the teachers and their students have to show their contribution

in this regard. A student has to feel happy, satisfied and appreciated because of the

value, respect and encouragement given to him by his teacher. A teacher needs to

recognize and believe that he or she can have a positive effect on their students and

should fully contribute as much as he can for the emotional and academic

development of his students. Wiseman and Hunt (2001) refer to this as “teacher

efficacy” and note that the more the teacher believes in this, the more they will cause

it to happen resulting in the mental, social and academic development of students

(p.11). Those teachers, who are usually effective in motivating their students to learn

more and more, generally face minimum difficulties while teaching and have fewer

discipline problems than less effective teachers face (Wiseman &Hunt,

2001).furthermore, it should be noted that there is in fact a close relationship between

best practices in teaching and best practices in motivation, reinforcement, interest and

management. The effective teacher is often better able to handle a hard and

challenging situation during the teaching process than the less effective teacher. Here

the teacher will be managing the classroom using the weapon of motivation and

reinforcement, not acting as disciplinarian or a dictator to use force or harsh and rigid

teaching style. In other words, the teacher would be proactive, making pre-planning

for the effective and interesting teaching rather than reactive facing the hard and

challenging and offensive situations while teaching in the class.

 13

According to the research conducted by Carter (2000), it is necessary especially for

the teacher to create a suitable teaching environment where children feel they should

succeed and will succeed on the basis of the meaningful learning. Second, this

positive environment should focus on the student’s strengths and capabilities, help

him to use these to overcome or overshadow his shortcomings and learning

weaknesses. Third, know your students, because different students have different

learning needs and therefore, will be motivated by different things and teaching

techniques. For some students it is the encouragement and positive attitude of the

teacher, for others the material reward. It is of great value for the teacher to be a

motivator for the academic and social development of students. Fourth, a teacher

should provide tough love to the students; he should refuse to accept academic failure

due to lack of effort or to see the students fail during their learning period. There will

be times in the life of teachers when a student wants to quit, let them know that you

refuse to accept that dislike for the learning. He or she should eventually learn that

this is because you care much about and have high (realistic) expectations for your

students to learn and succeed both academically, socially and mentally (Carter, 2000).

A great deal of researches show that students are influenced by the perceptions of

their teachers’ evenhandedness, affectionate behavior, competence, caring and

support as well as the nature of the teacher-student relationship that results in their

academic progress and mental growth (Stipek, 2002). A student wants to have a

strong and positive interaction with peers, teachers and feel connected to people and

to feel as confident as though he or she deserves to be loved and respected by others

(Stipek, 2002). According to the Stipek, there are so many of the children who are

poor in their learning and are thus not doing well academically. The basic reason for

their weakness is that they have a poor relationship and connection to their teachers.

This relationship is weakened gradually weakened more and more as they fall behind

academically. If they are constantly ignored and have not given due attention and
 14

encouragement in the class, the environment and the teacher-student relationship will

ultimately begin to hold negative associations resulting in disrespect, misbehavior on

the part of the students, and thus the teaching and learning process will be failed to

achieve the required and expected educational targets. Stipek found in her research

that those students who perceived a more nurturing and positive relationship with

their teachers tended to have better tendencies and attitudes towards academic

progress and social development and often proved them better as compared to their

classmates who lacked the same support and interaction . Stipek also referenced a

research study by Belmont and Skinner , which was conducted in 1993. This study

supported the idea that a good teacher-student relationship and positive attitude by

both the sides positively influenced the learning of the students. The more connected

and encouraged a student feels, the more he is willing to attempt difficult and

challenging tasks and to seek help of the teacher when feels it necessary and helpful.

Stewart (2008) identifies in his research, three facets of school climate: school culture,

school organizational structure and the school social structure. He says that the school

culture influences students’ connectedness and relationship with their environment

which research suggests affects mental growth, social development and academic

achievement. The second element is the school organizational structure, which

Stewart uses to describe the physical structure of school and class size. He is of the

opinion that both are found to lead to positive behavioral and academic achievement,

and social wellbeing. The third element Stewart explored in his research was the

schools social structure. It includes characteristics such as staff and student ethnicity,

religion, gender, interests, socioeconomic status, teacher skill, competence and

preparation (Stewart, 2008). Teachers need to capitalize on the impact that their

positive attitude and relationships with their students play inside the classroom. These

characteristics result in character building, academic progress and confidence building

of the learners, “the genuine enthusiasm displayed by the instructor is always a major
 15

factor in motivation because it is contagious. It engenders a pleasant atmosphere in

the classroom and contributes to high motivation” (Miller & Rose, 1975, p.36).

Liberate (2012), suggests that it is important for the teachers to know the general and

specific needs of their students in order to make appropriate plan of challenging and

meaningful activities for the range of distinct abilities inside the classrooms. The

author argues that if teachers try to establish positive interactions with students and

adapt the kind of class work that allows students to raise their own meaning and

understanding, there are higher chances of students behaving and participating

effectively in learning various tasks thus having an impact on the students’ academic

performance. According to Dietrich (2010), teachers can be effective in educating

their students on proper behaviors and manners by creating classroom routines,

teaching desired behaviours and establishing normal perceived reinforcement and

encouragement that display positive behaviors and improves the classroom

atmosphere by use of reinforcement that is positive. So the teachers’ behaviors play a

role in the process of learning. The author at the same time explains that correlations

between teachers and students could possibly have a broader effect than the

immediate classroom atmosphere.

There is a great deal of related literature that provides a substantial evidence that

positive and strong relationships between teachers and students are the vital

components to the healthy and remarkable academic development of all the students

in schools. When teachers form positive relationships and close associations with their

students, classrooms become supportive spaces and favorable environment in which

students can engage themselves in academically and socially productive ways. These

interactions help in the attainment of educational objectives (Hamre & Pianta, 2001).

Positive teacher-student relationships are classified as: the presence of closeness,

interest, mutual respect and coordination, confidence, warmth, and positivity (Hamre
 16

& Pianta, 2001). Students who have positive relationships with their teachers use

these factors as a secure base from which they can explore the classroom and school

setting both academically and socially. Similarly, the learners use these interactions to

take on academic challenges and difficult tasks and work on social and emotional

development (Hamre & Pianta, 2001). There is a large number of researches

conducted on the importance of teacher-student interactions in the early elementary

years (Pianta, 1992; Hamre & Pianta 2001). But little is known so far according to

recent researches about the effects of teacher-student relationships on high school

students. Studies show that early teacher-student relationships affect early academic

and social outcomes as well as future academic outcomes (Pianta 1992; Hamre &

Pianta 2001), but few researchers are of the opinion that there are some effects of

teacher-student relationships in later years of students in their school life. Researchers

who have investigated teacher-student interactions for older students have the idea

that positive teacher-student relationships are connected to positive academic success

and social development for high school students (Alexander, Entwisle, & Horset,

1997; Cataldi & KewallRamani, 2009). Educational experts and researchers suggest

that students having a positive relationship and mutual understanding with their

teachers are usually capable to work on their own because they believe they have an

easy access to their teacher if any problem arises in their learning – that the teachers

will recognize and find out a solution to the problem. As children enter formal school

settings and find an educational environment, their interactions with their teachers

provide the foundation and enough room for their successful adjustment to the social

and academic environment (p. 49). Hamre & Pianta recommend that “talking with a

teacher and conducting observations in the classroom will provide important and

unique information for designing interventions” (p. 55). The researchers conclude that

“forming strong and supportive relationships with teachers allows students to feel

safer and more secure in the school setting, feel more competent, make more positive
 17

connections with peers, and make greater academic gains” (p. 57).On the other hand,

without these interactions, better academic achievement is almost impossible.

Similarly, no social and mental development can be hoped of while in the absence of

such positive reinforcement and interaction between the teacher and the students.

Researches have proved that such students without positive interactions with their

students are found without a bright and successful future because these features are

needed at almost every kind of social activity. (Birch & Ladd, 1998; Hamre & Pianta,

2001; Pianta, 1999; Eccles & Wigfield, 2002). Hamre and Pianta (2006), also

investigated the significance of teacher – student relationships. They believe that

positive interactions between teachers and students serve as a resource to students as

it helps maintain their interest, motivation and engagement in academic development

or learning. This extended engagement and interest of the learners lead to better and

positive learning and high grades. Good et al. cites several studies by Aspy (1973),

that demonstrate and point out the importance of teachers’ affective behavior in

relation to the effective learning of the students. What Good et al. found was that

those teachers who showed an interest, trust and positive attitude in their students by

indicating they were listening to them and understood students’ academic needs

completely and properly, had students who obtained higher scores and shining grades

on a standardized test of learning conducted accordingly. The educational objectives

are achieved and help the society in providing it with valuable citizens. The students

show positive and good results both academically and socially -- “the evidence was

impressive”.

Contemporary theorists and researchers’ beliefs and ideas have shifted from isolated

student learning and mastery of concepts to the ideas and concepts that real learning is

about interaction between the teachers and the students, growth, social and academic

development (Fosnot, 2005). Vygotsky (1978), believed that higher mental

functioning is socially formed on the basis of mutual relationships and culturally

 18

transmitted to next generations. Cognitive development is made through language

dialogues and discussion between the teachers and the students. In his seminal study,

Jackson (1968), studied life in classrooms and determined that “there is a social

relationship and connection present in the school environment that is unmatched

elsewhere in our society”.

Langer (1997), writes that if the source of information is a kind of person whom we

heartily respect, we are more likely to be influenced, moved and retain the

information for a long time than if we view the source we have as unreliable,

untrustworthy and unnatural. Cazden (2001), states that the intellectual functioning of

children, at school as well as at home, is largely related to the social relationships of

the children they have at home with the family members, friends, relatives and

society. Familiarity and mutual support and cooperation facilitate the children to

respond to people and situations which play an important part in the process of

learning. Marzano (2003), suggests a useful question for anyone wishing to

understand the various factors that improve student academic achievement is to ask

“What influence academically and socially does an individual teacher have on a

student apart from what the school does?”

Sarason (1999), states that teaching is a performing art, and discusses the “art of

teaching” and the role of the teacher interaction with his students plays in creating a

“positive and meaningful learning” environment. Sarason contends that there are three

important features for a successful and productive learning; the first is recognizing,

understanding and respecting the individuality and personality of the learner. The

second is for the teacher to have his command over his subject, or know the subject

matter sufficiently to be able to meet the needs of the learner when the learner may

have difficulty and be able to prevent the chances of difficulty from happening. The

third feature is that the teacher is constantly looking for the various ways to engage,

motivate and stimulate the learner so he/she wants to learn as much as possible. By
 19

building relationships and mutual understanding with students, teachers can fulfill

what Sarason contends is the ultimate purpose of schooling and education – motivate

the learners to experience personal, social and cognitive growth and development.

Baker (1999), conducted a study of academically poor students called “at risk

students.” These at risk students were defined as students designated as having a high

probability of poor cognitive developmental or school outcomes. Baker reports that at

risk students often report feeling alienated and are often not interested in the culture of

school and learning. When asked, students reported that they were satisfied with the

school environment if they perceived their interaction with their teachers as caring,

motivating and supportive ones. Furthermore, they could be able to have better

performance on the basis of these interactions. Flood et al. (2003), discussed an

instructional technique that is built on the interaction between students and teachers.

This strategy is called ‘reciprocal teaching’ which is a method of teaching

comprehension through structured dialogue between teachers and students. This

strategy was highly appreciated. Toste (2010), a postdoctoral research fellow at

Vanderbilt University, submerged the research of the teacher-student relationship and

the student with disabilities (Toste, J. R. Heath, N. L. and Dallaire, L., 2010). Toste

(2010), suggested that the relationship made a significant and positive contribution to

students’ academic success and achievement. This was particularly true and important

of students with special cognitive needs (Toste, J. R. Heath, N. L. and Dallaire, L.,

2010).

The overall impact of a wholesome positive relationship between teacher and student

allowed a humanistic insight into the solution of different academic and social

problems that may have arisen in student life (Pickens, 2010). This type of

relationship fostered a positive environment of cooperation, mutual respect and

understanding, interest and learning. This relationship also encouraged closer

monitoring of student behavior and provided a common and feasible ground for the
 20

teacher to guide, help and direct students for improvement of social skills (Pickens,

2010).

2.2.1 Effect of Teacher-Student Interaction on Students Motivation

What is motivation? Although different theorists and educationists define motivation

in a different way but, it is commonly thought and believed that motivation is an inner

state of need, wish or desire that activates and energizes an individual or a learner to

do something to satisfy himself. Similarly, motivation is the name of a force (usually

considered as positive) that works for the arousal, selection, direction, and

continuation of one’s behavior in connection to a task (Li & Pan, 2009). In day-to-day

language, motivation is referred to why we do something what we do. Therefore, it is

clear why so much education research is focused on motivating students: If

motivation is thought about why we do what we do, only a motivated student will

learn new things. It is increasingly accepted and agreed upon in the literature that

motivation is a source, more important to a child’s education and academic

performance than any other single factor, including the teacher’s knowledge,

skill/experience, classrooms physical resources, and so on (Stipek, 1988, 2002).

A great deal of researches how that teacher–child interactions play a vital role in the

development of academic and social competencies in the preschool and early school

years in the life of learners (Hamre & Pianta, 2001; Pianta & Walsh, 1996). Teachers

may play their positive role as social agents, and they can affect positively the

students’ intellectual, and social, emotional experiences by creating an acceptable

classroom setting that can improve both student motivation and learning capabilities

which will help to a considerable extent in the attainment of educational objectives.

Moreover, researchers suggest that teacher–student relationships are too helpful to

serve as regulatory function for the betterment of mental, social, emotional, and

academic skills of the learners in the long run (Davis, 2006). Similarly, it is seen that

young learners enjoy too much receiving positive support and motivation from
 21

teachers and having strong and close relationships with them appear to gain social and

academic competence and excellence at school because of having a favourable

learning environment (Pianta, 1999). A research conducted by Davis and Ashley

(2003) reported that positive teacher–student interaction increased and improved the

classroom teaching-learning process and student motivation by building a safe and

supportive environment for students to become fairly motivated for more learning,

take intellectual risks and accept challenges. In addition, teachers in this study

believed and were agreed to say that students tended to work hard and learn more if

they liked and respected their teachers and had caring and cooperative relations with

them. Therefore, teachers in Davis and Ashley’s study preferred to use time and

strong efforts in the development of supportive and positive relationships with their

students for the academic and social development. In addition, those positive and

caring relationships encouraged the teachers to be more supportive and creative in

their teaching process.

Nugent (2009), states that according to researches conducted by many scholars, it is

found out that if teachers take the initiative of time to build relationships with their

students in order to provide quality education they possibly could motivate students to

learn in a better way. The author is also of the opinion that further research suggests

that teachers need to possess a strong belief that creating relationships playing a

significant role in the process of motivating the students towards academic

performance and shining grades.

It is the responsibility of teachers to ensure that they are making their untiring efforts

to meet their student needs, academically, socially, mentally and emotionally.

Creating constructive and attractive classroom environments that promote positive

cultures based upon healthy interactions and relationships can motivate students to

utilize their energies, capabilities and desires to reach their goals and attain the

required results. They should cooperate and coordinate with their students by needful
 22

and positive interactions and flourish the creative faculties of their students for the

academic and social development. Consequently, it is emphasized that there is a need

to take advantage of these beliefs for the benefit of more learning of the students. It is

so much important that teachers are to be familiarized with the effects they have on

their students, and strongly put in mind their perception of students towards them.

According to the author also, teachers have to do all possible efforts for meeting the

students’ needs, not only academically but emotionally and socially as well. On the

other hand, developing classroom environments that make positive cultures with

healthy relations can also encourage students to exhaust their energies and desires so

as to achieve their academic goals in a more decent way.

To conclude the effect of Teacher-Students Interaction on the motivation of students,

we can say that positive teacher–student relationships can highly contribute to a

positive classroom environment that facilitates successful adaptation in the classroom,

school and thereby increases students’ motivation to learn more which will serve for

the academic achievement and social development. On the other hand, poor and

negative teacher–student relationships are associated with lower academic and social

achievement, poor self-confidence and lower self-esteem as well as ongoing relational

conflict with peers and teachers (Buyse et al., 2008; Hamre & Pianta, 2005).

Moreover, the teachers’ perceptions and beliefs regarding high-quality relationships

with their students enhance classroom environment, learning, interest, mutual respect

and motivation which greatly affect the overall performance of the students as well as

teachers.

2.2.2 Effect of Teacher-Student Interaction on Academic Performance of

students

According to a large number of researches, there is a clear focus on the importance

and value of early teacher-student interactions. Some studies have found that teacher-

student relationships are important and praiseworthy in the transition years. By

 23

transition years we mean the years when students move on from elementary or

primary to middle school or middle to high school level (Alexander et al., 1997;

Cataldi & KewallRamani, 2009; Midgley, Feldlaufer, & Eccles, 1989). Researches of

math competence and learning in students transitioning from elementary to middle

school have found that those students who move from having positive and close

associations with their teachers at the end of elementary school to less positive

associations with teachers in middle school significantly decreased in math skills and

competency. This clearly shows the significance of and of strong teacher-student

interactions which are directly associated with academic rise and fall of students

(Midgley et al., 1989). For those students who are considered to be at high risk and

likelihood for dropping out of high school, achievement in math is the role of a caring

teacher can have a strong impact to increase and maintain their interest in learning

(Midgley et al., 1989). On the other hand, students who went from low teacher

association and interaction to a school with a high teacher interaction significantly

increased in math skills and interest over the transition year, from elementary to

middle school (Midgley et al., 1989). These studies and researches show that positive

relationships of students with the teachers in the later years of school life can still

significantly impact the academic performance of students (Midgley et al., 1989). In

addition to positive teacher-student relationships, teacher’s motivation of the students

to learn more is another factor that can influence social and academic outcomes of the

learners.

A possible reason for the relationship between academic development and positive

teacher-student relationships is students’ motivation, interest and desire to learn more

(Wentzel, 1998). Motivation plays a key role in the relationship between teacher-

student relationships and academic achievement (Bandura, 1997; Fan & Willams,

2010; Pajares & Graham, 1996; Ryan, Stiller, & Lynch, 1994; Wentzel, 2003;

Zimmerman, Bandura, & Martinez-Pons, 1992). Motivational theorists and exponents

 24

suggest that students’ perception of their close connection and relationship with their

teachers is essential in motivating students to perform better while learning (Bandura,

1997; Fan & Willams, 2010; Pajares & Graham, 1996; Ryan, Stiller, & Lynch, 1994;

Wentzel, 2003; Zimmerman, Bandura, & Martinez-Pons, 1992). Researches have

shown that those students who perceive their relationship with their teacher as good,

positive, warm and close are quickly and highly motivated and to improve their

learning and academic achievement (Hughes, Cavell, & Jackson, 1999). Students’

motivation to learn is impacted positively when they are having a loving, caring and

supportive relationship and confidence with a teacher (Wentzel, 1998).

Motivation is closely associated with student’s perceptions of the teacher

expectations. Studies of middle and high school students have shown that students

tend to establish their own educational expectations and future planning from as their

teachers have shaped expectations about their students (Muller, Katz, & Dance,

1999). It is clear and researcher oriented saying that all those students who perceive

that their teachers have high expectations about their academic progress are usually

more motivated and take interest to try to meet those expectations and perform better

academically, mentally and socially than their peers who perceive comparatively low

expectations from their teachers (Muller et al., 1999). Due to the influence of

expectations on motivation, expectations can be an important and significant factor on

students’ academic achievement and social development. Thus, positive relationships

with teachers are important in establishing higher levels of self-esteem, self-

confidence, higher academic self-efficacy, and more confidence in future employment

outcomes (Ryan et al., 1994; Wentzel, 2003). Self-confidence and good expectations

about future have a significant impact on students’ interest in school, their academic

self-efficacy, strong commitment to show excellence and their academic achievement

(Wentzel, 2003). Downey (2008), conducted a study synthesizing educational

research on the factors that are associated with academic success and progress of
 25

learners. The purpose of the study was to examine classroom activities that made a

difference for all students, but in particular, for those students who are at risk for

academic failure. He believes that the personal interactions and relationships of a

teacher with his or her students can make a valuable and significant difference for

students in their academic achievement. Likewise, these factors can prove to help in

making the students an asset and patriotic citizens for their nations. The importance of

teachers’ relationships with their students cannot be overstated but should be given

due attention to achieve the educational targets. On the other hand, we cannot expect

of obtaining the required results from our education according to Downey (2008).

On the basis of the above discussion, we may conclude that strong teacher-student

interactions are a useful factor in determining excellence and academic achievement

of the learners. Without a strong relationship such kind of progress cannot be

achieved. Therefore, it is suggested especially for the teachers to establish positive

associations with their students for the attainment of educational objectives.

2.2.3 Effect of Teacher-Student Interaction on Social Development of Students

Comparing the academic and social outcomes of teacher- student interaction on the

basis of researches conducted, we come to know that there is much more research

regarding the academic effects of positive teacher-student relationships for older

students. However, there are a number of social outcomes as an effect of teacher-

student relationship. Teachers are an important and valuable source of social capital

for students who can play a vital role in their social development (Muller, 2001).

Social capital in a classroom setting is defined as caring and motivating teacher-

student relationships where students feel that they are both cared for and expected to

get success during the course of their learning (Muller, 2001). In case of high school

students, positive teacher-student interaction and close association can reduce dropout

rate by nearly half and provide support for further academic or vocational progress

and achievement (Dika & Singh, 2002). Common reasons for dropping out of
 26

students mainly include low a level of parental support, low academic achievement,

poor relationships with peers and adults, and low interest in learning. Therefore, we

can say that strong teacher-student relationships play a vital role in solution to all

these issues (Henry, Knigh, & Thornberry, 2012).

Positive teacher-student relationships may have a good impact on social and academic

development of learners, their mental growth and are sources of reducing drop-out

rates to a considerable extent (Dika & Singh, 2002; Wentzel, 2003). It is important for

low-income or financially weak students who experience academic drawbacks and

negative social outcomes to gain social capital from their teachers, because research

shows they can improve their capabilities from the guidance and support provided by

the teachers (Croninger & Lee, 2001). Further, teacher-student relationships can be

helpful in improving peer relationships in schools.

Ravitch (2010),writes that “the goal of education is not only to make the students get

higher test scores and grades, but to educate children in all respects to become

responsible people of the society with well-developed minds and good character”. He

believes that only getting high grades on the part of the students is not a true success

but to become a rich personality on all grounds, i.e., academically, mentally,

economically, morally and socially. Similarly, the duty of a teacher is not only to

make the students score high and achieve higher grades but to make them sound and

responsible individuals of the society and their families.

2.2.4 Effect of Teacher-Student interaction on Confidence Building of Students

It is not the only duty of a teacher to teach the students their textbooks. It is known

through considerable researches that to a large extent, children develop self-

confidence and self- respect in their abilities through their academic environment in

which the teacher role is very important by developing a strong relationship with the

students. When students acquire of self-confidence, they are better enough to face the
 27

stress and challenges of school and college education. Those Students who have self-

confidence pay more attention in class and get along better with their peers and

teachers.

When there is a strong teacher-student relationship, students are able to get a positive

feedback from his teacher. Researches show that students get a lot of confidence on

praising them on doing some good job. So interaction plays a vital role in this regard.

Similarly, teachers should set realistic goals for each student. It is a matter of fact that

every child is born different from other and has different learning capabilities. On the

basis of mutual interaction, a teacher can easily meet the learning needs of a student.

By providing an opportunity for equal participation to all the students in the class, a

teacher can develop the confidence of his students. For example, in the classroom, the

teacher should arrange chairs in a circle so that all students have the opportunity to

make an easy eye contact with each other as well as with the teacher. By doing so,

students learn confidence from trying to answer questions and try to solve problems

on their own choice. All this can become possible when there is a positive interaction

between the teacher and the students.

Positive teacher-student relationship creates an open, positive learning environment

for learners. When teachers call them by name when asking them a question and give

them credit for trying even when they give the wrong answer to the question, the

students get a lot of confidence. Likewise, when the teachers have enthusiasm for the

subject and about students' success, the students will be more motivated and confident

enough to achieve their goals. On the basis of above points, one comes to know that a

strong teacher-student relationship plays a key role in developing the confidence of

the students.
 28

2.2.5 Effect of Teacher-Student Interaction on Classroom Environment

Teacher-student relationships and interactions are considered as very important

factors for the overall success of both teachers and students. As essential part of

classroom management, such teacher-student relationships are the most significant

factor in determining a teacher's work as successful.

It is considered very crucial for a better classroom environment that students respect

the teacher as a professional. At the beginning of choosing teaching as a profession,

teachers usually face many difficulties and challenges to establish a strong and

healthy relationship with their students in the class, as they are very close to the

students' age and lack experience. Sometimes it is seen that inexperienced teachers

establish too warm relationship with students, which is likely to generate various

problems and hardships in classroom discipline and education. Such relationships can,

sometimes, make both students and the teachers lose their mutual respect and real

status in the future. Successful teaching does not often require that all students like

their teacher; however it is necessary that they all respect the teacher. Similarly,

teachers also do not often need to like all of their students present in the class; they

just need to be professionals and leaders focusing on their teaching. Students do not

need to be close friends with teachers, they need only to respect their teachers and

learn as much as they can.

A strong and positive interaction with students is also very important and essential for

classroom success. Teachers can learn and use various techniques and approaches in

the classroom to improve the quality of the relationship with his or her students for a

better classroom environment and attainment of educational objectives. Such

techniques can be helpful and crucial to boost the students' commitment, interest,

confidence and active participation in the class for a successful learning. There are

some important strategies which are useful for the establishment of a quality teacher-

student relationship such as:

 29

1. Teacher-student interaction and relationships should be based on the general

principles that effective teachers usually follow at work, such as fairness,

justice, objectivity, punctuality and honesty. If teachers do not try to follow

these golden principles, students will hardly give honour and respect to them.

2. For the establishment of a positive classroom environment, teachers should

play a proactive role in the creation of the positive relationship with students.

Although students also take an active part in interacting with their teachers

while learning new things, but the leading and more important role is that of

the teacher which is given much importance in this regard. Similarly, another

important point to be noted is that teachers should boost a degree of

confidence required to build and keep a strong and effective classroom

environment for the academic progress of the students.

3. An important strategy to be adopted by the teachers for creating an effective

classroom environment is to know the students and understand their learning

needs. Teachers should get to know each of his students and his or her

individual skills, abilities, interest and needs; A teacher should be familiar

with the interests and intellectual potentials of the learners. Understanding the

ethnic, religious and cultural background and personality of each student is an

important step towards building a successful teacher-student relationship and

academic achievement.

4. It is one of the important steps to be taken that classroom interaction should be

based on mutual respect and self-esteem. Students should learn to both giving

and receiving respect for an effective learning. Teachers should guide his

students in this respect.

5. Working in the classroom should be interesting and acceptable to both

teachers and students. Students should be given chance to have certain control
 30

over their work in order to feel, easiness, commitment and engagement with

learning which be helpful in their academic achievement and enhancement of

creative power.

6. According to several research studies conducted by the educationists, it is said

that teachers can strengthen and improve their relationship and interaction

with students if they actually enjoy the time spent in the activities in the

classroom. Creating a pleasant and learning environment is not in bad with

keeping a professional distance and status.

7. A good and acceptable learning environment can be established between

teacher and students using the balance of power. Power is in fact held by both

parties, the teacher as well as the students, in maintaining relationship and

cooperation. It is a matter of fact that when teachers try to take over the entire

control in the classroom, students are found to try to react and even try to use

their own authority as an opposition. On the other hand, if students share the

power with the teacher in a cooperative situation, the interaction between them

seems to be much more constructive, interesting and cooperative as they feel

commitment.

8. One of the striking strategies to be adopted for the establishment of a positive

classroom environment is that both verbal and non-verbal communication

between teacher and the learners should be very clear and understandable.

Teachers should make sure they understand their students and that students

understand them clearly. Researches show that a good communication is

essential and helpful for the success of any relationship.

9. Another important strategy to be adopted by the teachers is that they should

try to find a way to motivate students throughout the teaching and learning

process. Any relationship will hardly work better if one of the parties is not
 31

willing to participate. Therefore, motivation plays a very vital role in the

success of teaching and learning in the classroom.

10. The establishment of discipline is another important strategy for an effective

classroom environment. It also plays a key role in a strong teacher-student

relationship. However, it is to be kept in mind that discipline should merely

serve as a means of maintaining a healthy and positive classroom environment

in order to support effective teaching and learning for the attainment of

educational objectives and academic excellence.

2.3 SUMMARY
According to the review of the literature, a great deal of research studies suggests that

building a strong teacher-student relationship has a significant effect on the teaching

and learning environment. The researcher is of the opinion that more research is

needed to highlight the importance of the said issue so that teachers establish positive

relationship with their students for the academic, social, and mental development of

the students. The literature points out that building a supportive learning environment

is needed for the overall development of the learners which is largely associated with

establishing a positive teacher-student interaction. The researcher believes that

because of the interaction with teachers, students are highly motivated to learn more

and new things; the academic and social development can become possible; the

classroom environment may become positive and learning oriented and the self-

confidence of the students would be enhanced. According to the findings of the

review literature, the effect of teacher-student interaction is seen to be more on the

students at the elementary school years, i.e.; younger students than the students at

secondary level or college students. It means that little kids should be more focused.

In short, teacher-student interactions and relationships contribute largely in the

academic achievement and social development of the students.

 32

CHAPTER-3
RESEARCH METHODOLOGY

3.1 OVERVIEW
This chapter is comprised of research design and method, research type, research

population, sample and sampling technique, construction of research instrument (tool)

/ sources of data and data collection procedure.

3.2 RESEARCH DESIGN AND METHOD

This research study was quantitative in nature with descriptive approach. A

questionnaire was used seeking the relationship of teacher-students interaction and its

effect on academic achievement of students at elementary and secondary school level.

3.3 RESEARCH TYPE

This study was descriptive in nature. A Descriptive approach indicates the broad field

of study depending upon the availability of information and literature. According to

Zaki (2004), a descriptive survey is generally aimed at collecting of information from

a representative group of people from which inferences may be drawn about people as

a whole. A descriptive type of survey presents numbers, percentages and averages etc.

3.4 RESEARCH POPULATION

The population selected by the researcher for this study was comprised of all male

teachers and students of Government schools, located at Khyber Agency, FATA

Pakistan. Data of the schools and the teachers was obtained from Agency Education

Office, Khyber Agency.

 33

3.5 SAMPLE AND SAMPLING TECHNIQUE

Convenient Sampling technique was used by the researcher for selecting the sample

for this Study. The size of the Sample was comprised of 150 (One hundred & fifty)

Government teachers (male) and 150 students (male) of Middle and High schools of

Khyber Agency, FATA.

3.6 SOURCES OF DATA/ CONSTRUCTION OF RESEARCH

INSTRUMENT (TOOL)
Two questionnaires, one for the teachers and one for the students, pertaining to the

relevant information in the light of the research objectives were developed by the

researcher for this study. The questionnaires were consisted of 25 items each, based

on five points Likert scale (Strongly Agree, Agree, Uncertain, Strongly Disagree and

Disagree). The respondents were asked to select one option only.

3.7 DATA COLLECTION PROCEDURE

The researcher used the questionnaires, consisted of statements aimed at measuring

responses of teachers and students regarding the effect of teacher-students interaction

on academic achievement of students at elementary and secondary school level. The

questionnaires were consisting of five points Likert scale to collect the data, as it was

a descriptive survey research design that involves a quantitative approach to research.

The researcher visited the schools for the collection of data. He first developed a

rapport with the respondents and then distributed the questionnaires to them so that

data might be obtained. After that, the researcher recollected the questionnaires after

getting the responses of the respondents.

3.8 DATA ANALYSIS TECHNIQUE

The data collected by the researcher through questionnaire will be analyzed by using

the appropriate Statistical tools and SPSS will be used, representing a sample of 150
 34

respondents. The data will be discussed according to the sequence of the research

model and the research questions for obtaining the findings.

3.9 ORGANIZATION OF THE STUDY

 Introduction

 Background of the Study

 Problem Statement

 Research Questions

 Research Objectives

 Research Hypotheses

 Significance of the Study

 Literature Review

 Research Methodology

 Research Nature

 Research Population

 Sample and Sampling Technique

 Sources of Data

 Data Collection Procedure

 Data Analysis Technique

 Limitations of the Study

 35

3.9 TIME TABLE/ RESEARCH PLAN

1. Review will be done in January 2017,

2. Tool Development will be done in February 2017,

3. Collection of Data will be done in March 2017,

4. Analysis of Data will be done in April 2017,

5. 1st Draft of Report will be prepared in May 2017.

 36

CHAPTER-4
DATA ANALYSIS

4.1 TEACHERS ANALYSIS

Table 4.1: Teacher-Student Interaction (TSI) results in effective teaching in a
classroom

S.No Participants Frequency %Age

1. SA 120 80%

2. A 30 20%

3. U 0 0%

4. DA 0 0%

5. SDA 0 0%

Figure 4.1: Teacher-Student Interaction (TSI) results in effective teaching in a

classroom

90.0%
80.0%
80.0%

70.0%

60.0% SA
A
50.0%
U
40.0%
DA
30.0%
20.0% SDA
20.0%

10.0%
0.0% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.1 indicates that most of the respondent i.e. 80% is strongly agree

mentioned that Interaction (TSI) results in effective teaching in a classroom, whereas

20% is agree of the (TSI) results.

 37

Table 4.2: Teacher-Student Interaction (TSI) results in effective learning in a

classroom

S.No Participants Frequency %Age

1. SA 110 73.3%

2. A 38 25.4%

3. U 2 1.3%

4. D 0 0%

5. SD 0 0%

Figure 4.2: Teacher-Student Interaction (TSI) results in effective learning in a

classroom

80.0%
73.3%
70.0%

60.0%
SA
50.0%
A
40.0% U
DA
30.0% 25.4%
SDA
20.0%

10.0%
1.3% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.2 indicates that most of the respondent i.e. 73% is strongly agree

mentioned that results in effective learning in a classroom, whereas 25% is agree and

only uncertain 1.3% of the results in effective learning in a classroom.

 38

Table 4.3: Teacher-Student Interaction (TSI) is essential for academic

achievement of the students

S.No Participants Frequency %Age

1. SA 103 68.7%

2. A 45 30%

3. U 2 1.3%

4. D 0 0%

5. SD 0 0%

Figure 4.3: Teacher-Student Interaction (TSI) is essential for academic

achievement of the students

80.0%

68.7%
70.0%

60.0%
SA
50.0%
A
40.0% U
30.0% DA
30.0%
SDA
20.0%

10.0%
1.3% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.3 indicates that most of the respondent i.e. 69% is strongly agree

that, whereas 30% is uncertain 1% of the essential for academic achievement of the

students.
 39

Table 4.4: TSI helps the teacher know about the learning needs of the
students

S.No Participants Frequency %Age

1. SA 85 56.7%

2. A 60 40%

3. U 2 1.3%

4. D 0 0%

5. SD 0 0%

Figure 4.4: TSI helps the teacher know about the learning needs of the
students

60.0% 56.7%

50.0%

40.0%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%

1.3% 0.0% 0.0%

0.0%

Analysis:
Table and figure 4.4 indicates that of respondents i.e. 57% is strongly agree

mentioned that, whereas 20% is uncertain 1% of the TSI helps the teacher know

about the learning needs of the students.

 40

Table 4.5: TSI minimizes the dropout rate of students

S.No Participants Frequency %Age

1. SA 68 45.3%

2. A 64 42.7%

3. U 12 8%

4. D 4 2.7%

5. SD 2 1.3%

Figure 4.5: TSI minimizes the dropout rate of students

50.0%
45.3%
45.0% 42.7%

40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%

10.0% 8.0%

5.0% 2.7%
1.3%
0.0%

Analysis:
Table and figure 4.5 indicates that most of the respondent i.e. 45% is strongly agree

mentioned that, whereas 42% is agree, 8% uncertain 2.7% disagree only 1% strongly

disagree of the TSI minimizes the dropout rate of students.

 41

Table 4.6: TSI develops interest of the students for academic progress

S.No Participants Frequency %Age

1. SA 94 62.6%

2. A 55 36.7%

3. U 1 0.7%

4. D 0 0%

5. SD 0 0%

Figure 4.6: TSI develops interest of the students for academic progress

70.0%
62.6%
60.0%

50.0%
SA
40.0% 36.7% A
U
30.0% DA
SDA
20.0%

10.0%
0.7% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.6 indicates that the respondent i.e. 63% is strongly agree, 37%

agree mentioned that TSI develops interest of the students for academic progress.
 42

Table 4.7: TSI develops creativity of the students

S.No Participants Frequency %Age

1. SA 85 38.7%

2. A 58 56.6%

3. U 6 4%

4. D 1 0.7%

5. SD 0 0%

Figure 4.7: TSI develops creativity of the students

60.0% 56.6%

50.0%

38.7%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.0%
0.7% 0.0%
0.0%

Analysis:
Table and figure 4.7 shows that the most of the respondent i.e. 57% is agree 39%

strongly agree mentioned, whereas 4% is uncertain of the TSI develops creativity of

the students.
 43

Table 4.8: TSI helps in confidence building of the students

S.No Participants Frequency %Age

1. SA 62 56%

2. A 84 41.3%

3. U 3 2%

4. D 1 0.7%

5. SD 0 0%

Figure 4.8: TSI helps in confidence building of the students

60.0% 56.0%

50.0%

41.3%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
2.0% 0.7% 0.0%
0.0%

Analysis:
Table and figure 4.8 indicates that the respondent i.e., 56% are strongly agreed,

whereas 41% agree and 2% uncertain of the TSI helps in confidence building of the

students.
 44

Table 4.9: TSI helps in the social development of the students

S.No Participants Frequency %Age

1. SA 57 38.0%

2. A 75 50.0%

3. U 14 9.3%

4. D 4 2.7%

5. SD 0 0%

Figure 4.9: TSI helps in the social development of the students

60.0%

50.0%
50.0%

40.0% 38.0% SA
A
30.0% U
DA
20.0% SDA

9.3%
10.0%
2.7%
0.0%
0.0%

Analysis:
Table and figure 4.9 indicates that the respondent i.e. 50% is strongly agree, 38%

agree, whereas 9% is uncertain and 3% disagree of the TSI helps in the social

development of the students.

 45

Table 4.10: TSI develops mutual understanding between the teacher and the
student

S.No Participants Frequency %Age

1. SA 88 58.6%

2. A 58 38.7%

3. U 2 1.3%

4. D 1 0.7%

5. SD 1 0.7%

Figure 4.10: TSI develops mutual understanding between the teacher and the
student

70.0%

58.6%
60.0%

50.0%
SA
38.7% A
40.0%
U
30.0% DA
SDA
20.0%

10.0%
1.3% 0.7% 0.7%
0.0%

Analysis:
Table and figure 4.10 shows that the respondent i.e. 59% is strongly agree, whereas

39% agree, 1% is uncertain of the understanding between the teacher and the student.
 46

Table 4.11: TSI is a good source of character building of the students

S.No Participants Frequency %Age

1. SA 90 60%

2. A 55 36.7%

3. U 3 3%

4. D 2 1.3%

5. SD 0 0%

Figure 4.11: TSI is a good source of character building of the students

70.0%

60.0%
60.0%

50.0%
SA
40.0% 36.7% A
U
30.0% DA
SDA
20.0%

10.0%
3.0%
1.3% 0.0%
0.0%

Analysis:
Table and figure 4.11 indicates that the most of respondent i.e. 60% is strongly agree

mentioned, whereas 37% agree, 3% is uncertain and disagree 1% of the TSI is a good

source of character building of the students.

 47

Table 4.12: TSI motivates the teacher for a meaningful teaching

S.No Participants Frequency %Age

1. SA 91 60.7%

2. A 53 35.3%

3. U 3 2%

4. D 3 2%

5. SD 0 0%

Figure 4.12: TSI motivates the teacher for a meaningful teaching

70.0%
60.7%
60.0%

50.0%
SA
40.0% A
35.3%
U
30.0% DA
SDA
20.0%

10.0%
2.0% 2.0%
0.0%
0.0%

Analysis:
Table and figure 4.12 shows that the respondent i.e. 61% is strongly agree mentioned,

whereas 35% is agree and 2% uncertain and disagree of the motivates the teacher for

a meaningful teaching.
 48

Table 4.13: TSI motivates the student for a better learning

S.No Participants Frequency %Age

1. SA 95 63.3%

2. A 53 35.3%

3. U 1 0.7%

4. D 1 0.7%

5. SD 0 0%

Figure 4.13: TSI motivates the student for a better learning

70.0%
63.3%

60.0%

50.0%
SA
40.0% A
35.3%
U
30.0% DA
SDA
20.0%

10.0%
0.7% 0.7% 0.0%
0.0%

Analysis:
Table and figure 4.13 shows that the respondent i.e. 65% is agree, , whereas 20% is

uncertain and disagree 20% of the education facilities provided by FC.

 49

Table 4.14: Positive attitude of teacher plays an effective role in students’

motivation

S.No Participants Frequency %Age

1. SA 97 64.6%

2. A 52 34.7%

3. U 1 0.7%

4. D 0 0%

5. SD 0 0%

Figure 4.14: Positive attitude of teacher plays an effective role in students’

motivation

70.0%
64.6%

60.0%

50.0%
SA
40.0% A
34.7%
U
30.0% DA
SDA
20.0%

10.0%
0.7% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.14 indicates that the respondent i.e. 65% is strongly agree, whereas

35% agree of the positive attitude of teacher plays an effective role in students’

motivation.
 50

Table 4.15: TSI results in a positive classroom environment

S.No Participants Frequency %Age

1. SA 84 56%

2. A 63 42%

3. U 3 2%

4. D 0 0%

5. SD 0 0%

Figure 4.15: TSI results in a positive classroom environment

60.0% 56.0%

50.0%
42.0%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
2.0%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.15 indicates that the respondent i.e. 56% is strongly agree, whereas

42% agree and 2% uncertain of the TSI results in a positive classroom environment.
 51

Table 4.16: TSI increases the attendance rate of the students

S.No Participants Frequency %Age

1. SA 71 47.4%

2. A 59 39.3%

3. U 14 9.3%

4. D 6 4%

5. SD 0 0%

Figure 4.16: TSI increases the attendance rate of the students

50.0% 47.4%

45.0%
39.3%
40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%
9.3%
10.0%
4.0%
5.0%
0.0%
0.0%

Analysis:
Table and figure 4.16 shows that most the respondent i.e. 48% is strongly agree,

whereas 39% is agree uncertain 9% and disagree 4% of the TSI increases the

attendance rate of the students.

 52

Table 4.17: TSI encourages the students to ask questions

S.No Participants Frequency %Age

1. SA 86 57.3%

2. A 62 41.3%

3. U 1 0.7%

4. D 1 0.7%

5. SD 0 0%

Figure 4.17: TSI encourages the students to ask questions

70.0%

60.0% 57.3%

50.0%
SA
41.3%
40.0% A
U
30.0% DA
SDA
20.0%

10.0%
0.7% 0.7% 0.0%
0.0%

Analysis:
Table and figure 4.17 indicates that most of the respondent i.e. 57% is strongly agree,

whereas 41% is agree, uncertain and disagree 1% of the TSI encourages the students

to ask questions.
 53

Table 4.18: TSI ensures active participation of the students in the class

S.No Participants Frequency %Age

1. SA 81 54%

2. A 60 41%

3. U 7 4.7%

4. D 2 1.3%

5. SD 0 %

Figure 4.18: TSI ensures active participation of the students in the class

60.0%
54.0%

50.0%

41.0%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.7%
1.3% 0.0%
0.0%

Analysis:
Table and figure 4.18 shows that the respondent i.e. 54% is strongly agree mentioned

that participation of the students in the class, whereas 41% is agree, 5% uncertain and

disagree 1% of the participation of the students in the class.

 54

Table 4.19: TSI helps to remove fear and hesitation from the students

S.No Participants Frequency %Age

1. SA 92 61.3%

2. A 51 34%

3. U 7 4.7%

4. D 0 0%

5. SD 0 0%

Figure 4.19: TSI helps to remove fear and hesitation from the students

70.0%
61.3%
60.0%

50.0%
SA
40.0% A
34.0%
U
30.0% DA
SDA
20.0%

10.0%
4.7%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.19 shows that the respondent i.e. 61% is strongly agree mentioned

that helps to remove fear and hesitation from the students, whereas 34% is agree, 5%

uncertain of the helps to remove fear and hesitation from the students.
 55

Table 4.20: TSI develops a sense of competition among the students

S.No Participants Frequency %Age

1. SA 89 59.3%

2. A 52 34.7%

3. U 6 4%

4. D 3 2%

5. SD 0 0%

Figure 4.20: TSI develops a sense of competition among the students

70.0%

59.3%
60.0%

50.0%
SA
40.0% A
34.7%
U
30.0% DA
SDA
20.0%

10.0%
4.0%
2.0%
0.0%
0.0%

Analysis:
Table and figure 4.20 indicate that the respondent i.e. 59% is strongly, whereas 35%

is agree, 4% uncertain and disagree 2% of the develops a sense of competition among

the students.
 56

4.2 STUDENTS ANALYSIS

Table 4.21: Teacher-Student Interaction (TSI) results in effective learning in a
classroom

S.No Participants Frequency %Age

1. SA 100 79.3%

2. A 49 20%

3. U 1 0.7%

4. D 0 0%

5. SD 0 0%

Figure 4.21: Teacher-Student Interaction (TSI) results in effective learning in a

classroom

90.0%
79.3%
80.0%

70.0%

60.0% SA
A
50.0%
U
40.0%
DA
30.0% SDA
20.0%
20.0%

10.0%
0.7% 0.0% 0.0%
0.0%

Analysis:
Table and figure 4.21 shows that the respondent i.e. 79% is strongly agree, whereas

20% is agree, 1% uncertain of the results in effective learning in a classroom.

 57

Table 4.22: TSI helps the teacher know about the learning needs of the
students

S.No Participants Frequency %Age

1. SA 71 47.3%

2. A 61 40.7%

3. U 15 10%

4. D 2 1.3%

5. SD 1 0.7%

Figure 4.22: TSI helps the teacher know about the learning needs of the
students

50.0% 47.3%

45.0%
40.7%
40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%
10.0%
10.0%

5.0%
1.3% 0.7%
0.0%

Analysis:
Table and figure 4.22 shows that the respondent i.e. 47% is strongly agree, whereas

41% is agree, 10% uncertain and disagree 2% of the teacher know about the learning

needs of the students.

 58

Table 4.23: TSI minimizes the dropout rate of students

S.No Participants Frequency %Age

1. SA 56 37.3%

2. A 70 46.7%

3. U 21 14%

4. D 3 2%

5. SD 0 0%

Figure 4.23: TSI minimizes the dropout rate of students

50.0% 46.7%
45.0%

40.0% 37.3%

35.0%
SA
30.0% A
25.0% U

20.0% DA
14.0% SDA
15.0%

10.0%

5.0% 2.0%
0.0%
0.0%

Analysis:
Table and figure 4.23 indicate that the respondent i.e. 37% is strongly agree, whereas

47% is agree, 14% uncertain and disagree 2% of the minimizes the dropout rate of

students.
 59

Table 4.24: TSI develops interest in the students for academic progress

S.No Participants Frequency %Age

1. SA 71 47.3%

2. A 75 50%

3. U 3 2%

4. D 1 0.7%

5. SD 0 0%

Figure 4.24: TSI develops interest in the students for academic progress

60.0%

50.0%
50.0% 47.3%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
2.0% 0.7% 0.0%
0.0%

Analysis:
Table and figure 4.24 shows that the respondent i.e. 47% is strongly agree, whereas

50% is agree, 2% uncertain and disagree 1% of the develops interest in the students

for academic progress.

 60

Table 4.25: TSI helps in confidence building of the students

S.No Participants Frequency %Age

1. SA 55 36.7%

2. A 81 54%

3. U 14 9.3%

4. D 0 0%

5. SD 0 0%

Figure 4.25: TSI helps in confidence building of the students

60.0%
54.0%

50.0%

40.0% 36.7% SA
A
30.0% U
DA
20.0% SDA

9.3%
10.0%

0.0% 0.0%
0.0%

Analysis:
Table and figure 4.25 indicate that the respondent i.e. 37% is strongly agree, whereas

54% is agree, 9% uncertain of the helps in confidence building of the students.

 61

Table 4.26: TSI helps in the social development of the students

S.No Participants Frequency %Age

1. SA 60 40%

2. A 63 42%

3. U 18 12%

4. D 8 5.3%

5. SD 1 0.7%

Figure 4.26: TSI helps in the social development of the students

45.0% 42.0%
40.0%
40.0%

35.0%

30.0% SA
A
25.0%
U
20.0%
DA
15.0% 12.0% SDA

10.0%
5.3%
5.0%
0.7%
0.0%

Analysis:
Table and figure 4.26 shows that the respondent i.e. 40% is strongly agree, whereas

42% is agree, 12% uncertain and disagree 6% of the helps in the social development

of the students.
 62

Table 4.27: TSI develops mutual understanding between the teacher and the
student

S.No Participants Frequency %Age

1. SA 81 54%

2. A 60 40%

3. U 7 4.7%

4. D 2 1.3%

5. SD 0 0%

Figure 4.27: TSI develops mutual understanding between the teacher and the
student

60.0%
54.0%

50.0%

40.0%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.7%
1.3% 0.0%
0.0%

Analysis:
Table and figure 4.27 indicate that the respondent i.e. 54% is strongly agree, whereas

40% is agree, 5% uncertain and disagree 1% of the develops mutual understanding

between the teacher and the student.

 63

Table 4.28: TSI is a good source of character building of the students

S.No Participants Frequency %Age

1. SA 66 44%

2. A 65 43.3%

3. U 19 12.7%

4. D 0 0%

5. SD 0 0%

Figure 4.28: TSI is a good source of character building of the students

50.0%
44.0% 43.3%
45.0%

40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0% 12.7%

10.0%

5.0%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.28 shows that the respondent i.e. 44% is strongly agree, whereas

43% is agree, 13% uncertain of the good source of character building of the students.
 64

Table 4.29: TSI motivates the students for a better learning

S.No Participants Frequency %Age

1. SA 76 50.6%

2. A 67 44.7%

3. U 7 4.7%

4. D 0 %

5. SD 0 %

Figure 4.29: TSI motivates the students for a better learning

60.0%

50.6%
50.0%
44.7%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.7%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.29 shows that the respondent i.e. 51% is strongly agree, whereas

45% is agree, 4% uncertain of the motivates the students for a better learning.
 65

Table 4.30: Positive attitude of teacher plays an effective role in students’

motivation

S.No Participants Frequency %Age

1. SA 75 50%

2. A 68 45.3%

3. U 6 4%

4. D 1 0.7%

5. SD 0 0%

Figure 4.30: Positive attitude of teacher plays an effective role in students’

motivation

60.0%

50.0%
50.0%
45.3%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.0%
0.7% 0.0%
0.0%

Analysis:
Table and figure 4.30 shows that the respondent i.e. 50% is strongly agree, whereas

45% is agree, 4% uncertain and disagree 1% of the attitude of teacher plays an

effective role in students’ motivation.

 66

Table 4.31: TSI results in a positive classroom environment

S.No Participants Frequency %Age

1. SA 74 49.3%

2. A 72 48%

3. U 3 2%

4. D 1 0.7%

5. SD 0 0%

Figure 4.31: TSI results in a positive classroom environment

60.0%

49.3% 48.0%
50.0%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
2.0% 0.7% 0.0%
0.0%

Analysis:
Table and figure 4.31 shows that the respondent i.e. 49% is strongly agree, whereas

48% is agree, 2% uncertain and disagree 1% of the results in a positive classroom

environment.
 67

Table 4.32: TSI increases the attendance rate of the students

S.No Participants Frequency %Age

1. SA 66 44%

2. A 59 39.3%

3. U 12 8%

4. D 9 6%

5. SD 4 2.7%

Figure 4.32: TSI increases the attendance rate of the students

50.0%
44.0%
45.0%
39.3%
40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%

10.0% 8.0%
6.0%
5.0% 2.7%

0.0%

Analysis:
Table and figure 4.32 indicate that the respondent i.e. 44% is strongly agree, whereas

39% is agree, 8% uncertain and disagree 9% of the increases the attendance rate of

the students.
 68

Table 4.33: TSI is helpful to students who get low grades in the examination

S.No Participants Frequency %Age

1. SA 49 32.7%

2. A 70 46.6%

3. U 18 12%

4. D 12 8%

5. SD 1 0.7%

Figure 4.33: TSI is helpful to students who get low grades in the examination

50.0% 46.6%
45.0%

40.0%

35.0% 32.7%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0% 12.0%
10.0% 8.0%

5.0%
0.7%
0.0%

Analysis:
Table and figure 4.33 shows that the respondent i.e. 33% is strongly agree, whereas

47% is agree, 12% uncertain and disagree 8% of the helpful to students who get low

grades in the examination.

 69

Table 4.34: TSI encourages the students to ask questions

S.No Participants Frequency %Age

1. SA 84 56%

2. A 62 41.3%

3. U 4 2.7%

4. D 0 0%

5. SD 0 0%

Figure 4.34: TSI encourages the students to ask questions

60.0% 56.0%

50.0%

41.3%
40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
2.7%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.34 indicate that the respondent i.e. 56% is strongly agree, whereas

41% is agree, 3% uncertain of the encourages the students to ask questions.

 70

Table 4.35: TSI ensures active participation of the students in the class

S.No Participants Frequency %Age

1. SA 67 44.7%

2. A 73 48.6%

3. U 7 4.7%

4. D 3 2%

5. SD 0 0%

Figure 4.35: TSI ensures active participation of the students in the class

60.0%

48.6%
50.0%
44.7%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0%
4.7%
2.0%
0.0%
0.0%

Analysis:
Table and figure 4.35 shows that the respondent i.e. 45% is strongly agree, whereas

48% is agree, 5% uncertain and disagree 2% of the participation of the students in the

class.
 71

Table 4.36: TSI helps to remove fear and hesitation from the students

S.No Participants Frequency %Age

1. SA 77 51.3%

2. A 46 30.8%

3. U 17 11.3%

4. D 8 5.3%

5. SD 2 1.3%

Figure 4.36: TSI helps to remove fear and hesitation from the students

60.0%

51.3%
50.0%

40.0% SA

30.8% A
30.0% U
DA
20.0% SDA

11.3%
10.0%
5.3%
1.3%
0.0%

Analysis:
Table and figure 4.36 indicate that the respondent i.e. 51% is strongly agree, whereas

31% is agree, 11% uncertain and disagree 7% of the remove fear and hesitation from

the students.
 72

Table 4.37: TSI develops mutual respect between the teacher and the students

S.No Participants Frequency %Age

1. SA 73 48.7%

2. A 66 44%

3. U 9 6%

4. D 2 1.3%

5. SD 0 0%

Figure 4.37: TSI develops mutual respect between the teacher and the students

60.0%

48.7%
50.0%
44.0%

40.0% SA
A
30.0% U
DA
20.0% SDA

10.0% 6.0%
1.3% 0.0%
0.0%

Analysis:
Table and figure 4.37 shows that the respondent i.e. 49% is strongly agree, whereas

44% is agree, 6% uncertain and disagree 1% of the develops mutual respect between

the teacher and the students.

 73

Table 4.38: TSI develops listening and speaking skills of the students

S.No Participants Frequency %Age

1. SA 71 47.3%

2. A 66 44%

3. U 13 8.7%

4. D 0 0%

5. SD 0 0%

Figure 4.38: TSI develops listening and speaking skills of the students

50.0% 47.3%
44.0%
45.0%

40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%

10.0% 8.7%

5.0%
0.0% 0.0%
0.0%

Analysis:
Table and figure 4.38 shows that the respondent i.e. 47% is strongly agree, whereas

44% is agree and 9% uncertain of the develops listening and speaking skills of the

students.
 74

Table 4.39: TSI develops creativity of the students

S.No Participants Frequency %Age

1. SA 69 46%

2. A 71 47.3%

3. U 9 6%

4. D 1 0.7%

5. SD 0 0%

Figure 4.39: TSI develops creativity of the students

50.0% 47.3%
46.0%
45.0%

40.0%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0%

10.0%
6.0%
5.0%
0.7% 0.0%
0.0%

Analysis:
Table and figure 4.39 shows that the respondent i.e. 46% is strongly agree, whereas

47% is agree, 6% uncertain and disagree 1% of the develops creativity of the

students.
 75

Table 4.40: TSI develops a sense of competition among the students

S.No Participants Frequency %Age

1. SA 67 44.7%

2. A 58 38.6%

3. U 19 12.7%

4. D 6 4%

5. SD 0 0%

Figure 4.40: TSI develops a sense of competition among the students

50.0%
44.7%
45.0%

40.0% 38.6%

35.0%
SA
30.0% A
25.0% U

20.0% DA
SDA
15.0% 12.7%

10.0%
4.0%
5.0%
0.0%
0.0%

Analysis:
Table and figure 4.40 indicate that the respondent i.e. 45% is strongly agree, whereas

38% is agree, 13% uncertain and disagree 4% of the develops a sense of competition

among the students.

 76

CHAPTER-5
FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

5.1 FINDINGS
 80% is strongly agree mentioned that Interaction (TSI) results in effective

teaching in a classroom, whereas 20% is agree of the (TSI) results.

 73% is strongly agree mentioned that results in effective learning in a

classroom, whereas 25% is agree and only uncertain 1.3% of the results in

effective learning in a classroom.

 69% is strongly agree that, whereas 30% is uncertain 1% of the essential for

academic achievement of the students.

 57% is strongly agree mentioned that, whereas 20% is uncertain 1% of the

TSI helps the teacher know about the learning needs of the students.

 45% is strongly agree mentioned that, whereas 42% is agree, 8% uncertain

2.7% disagree only 1% strongly disagree of the TSI minimizes the dropout

rate of students.

 63% is strongly agree, 37% agree mentioned that TSI develops interest of the

students for academic progress.

 57% is agree 39% strongly agree mentioned, whereas 4% is uncertain of the

TSI develops creativity of the students.

 56% are strongly agreed, whereas 41% agree and 2% uncertain of the TSI

helps in confidence building of the students.

 50% is strongly agree, 38% agree, whereas 9% is uncertain and 3% disagree

of the TSI helps in the social development of the students.

 77

 59% is strongly agree, whereas 39% agree, 1% is uncertain of the

understanding between the teacher and the student.

 60% is strongly agree mentioned, whereas 37% agree, 3% is uncertain and

disagree 1% of the TSI is a good source of character building of the students.

 61% is strongly agree mentioned, whereas 35% is agree and 2% uncertain and

disagree of the motivates the teacher for a meaningful teaching.

 65% is agree, , whereas 20% is uncertain and disagree 20% of the education

facilities provided by FC.

 65% is strongly agree, whereas 35% agree of the positive attitude of teacher

plays an effective role in students’ motivation.

 56% is strongly agree, whereas 42% agree and 2% uncertain of the TSI results

in a positive classroom environment.

 48% is strongly agree, whereas 39% is agree uncertain 9% and disagree 4%

of the TSI increases the attendance rate of the students.

 57% is strongly agree, whereas 41% is agree, uncertain and disagree 1% of the

TSI encourages the students to ask questions.

 54% is strongly agree mentioned that participation of the students in the class,

whereas 41% is agree, 5% uncertain and disagree 1% of the participation of

the students in the class.

 61% is strongly agree mentioned that helps to remove fear and hesitation from

the students, whereas 34% is agree, 5% uncertain of the helps to remove fear

and hesitation from the students.

 59% is strongly, whereas 35% is agree, 4% uncertain and disagree 2% of the

develops a sense of competition among the students.

 78

 79% is strongly agree, whereas 20% is agree, 1% uncertain of the results in

effective learning in a classroom.

 47% is strongly agree, whereas 41% is agree, 10% uncertain and disagree 2%

of the teacher know about the learning needs of the students.

 37% is strongly agree, whereas 47% is agree, 14% uncertain and disagree 2%

of the minimizes the dropout rate of students.

 47% is strongly agree, whereas 50% is agree, 2% uncertain and disagree 1%

of the develops interest in the students for academic progress.

 37% is strongly agree, whereas 54% is agree, 9% uncertain of the helps in

confidence building of the students.

 40% is strongly agree, whereas 42% is agree, 12% uncertain and disagree 6%

of the helps in the social development of the students.

 54% is strongly agree, whereas 40% is agree, 5% uncertain and disagree 1%

of the develops mutual understanding between the teacher and the student.

 44% is strongly agree, whereas 43% is agree, 13% uncertain of the good

source of character building of the students.

 51% is strongly agree, whereas 45% is agree, 4% uncertain of the motivates

the students for a better learning.

 50% is strongly agree, whereas 45% is agree, 4% uncertain and disagree 1%

of the attitude of teacher plays an effective role in students’ motivation.

 49% is strongly agree, whereas 48% is agree, 2% uncertain and disagree 1%

of the results in a positive classroom environment.

 79

 44% is strongly agree, whereas 39% is agree, 8% uncertain and disagree 9%

of the increases the attendance rate of the students.

 33% is strongly agree, whereas 47% is agree, 12% uncertain and disagree 8%

of the helpful to students who get low grades in the examination.

 56% is strongly agree, whereas 41% is agree, 3% uncertain of the encourages

the students to ask questions.

 45% is strongly agree, whereas 48% is agree, 5% uncertain and disagree 2%

of the participation of the students in the class.

 51% is strongly agree, whereas 31% is agree, 11% uncertain and disagree 7%

of the remove fear and hesitation from the students.

 49% is strongly agree, whereas 44% is agree, 6% uncertain and disagree 1%

of the develops mutual respect between the teacher and the students.

 47% is strongly agree, whereas 44% is agree and 9% uncertain of the develops

listening and speaking skills of the students.

 46% is strongly agree, whereas 47% is agree, 6% uncertain and disagree 1%

of the develops creativity of the students.

 45% is strongly agree, whereas 38% is agree, 13% uncertain and disagree 4%

of the develops a sense of competition among the students.

5.2 CONCLUSIONS
Although this work may contribute greatly to educators in general, it may eventually

contribute to the improvement of English teaching in ESL classrooms. There is

potential to provide strategies for maintaining a good relationship between teachers

and students, and using communicative approach and cooperative learning strategies

while teaching affect and improving students’ performance.

 80

Teachers must think in different ways and employ strategies to improve achievement

in the classroom. We are convinced that as teachers, each one of us will contribute in

many different ways to help the efficiency of the teaching process. This researcher

began by questioning (1) why is it important to have a teacher who cares about their

students and tries to establish a good relationship with them inside the classroom?

And (2) how can different approaches and new strategies help to improve students’

performance in acquiring a second language? Through the literature review and

surveys, it was obvious that a supportive relationship between teacher and students

benefits the learning process. Students feel that they perform better when the teacher

holds a supportive relationship with them.

Findings from the surveys show that the majority of teachers and students value a

supportive and caring relationship between them and that interaction is essential to the

teacher-student relationship. This sense of caring and supporting from teachers

motivates students to become a more interested learner. A caring teacher will help

students to overcome struggles. According to Collier (2005) “caring facilitates a sense

of connection from which spring countless opportunities for learning” (p.352).

Students will feel secure that the environment surrounded by caring teachers will

allow them grow and develop their capacities, and give more of themselves to the

enhancing of the learning process. Students need to trust that their teachers are going

to help them when needed, but are going to do so while maintaining high expectations

for their students (Boals et al., 1990). This sense of trust and security in relation to

teachers’ good will to assist, and support their students contributes to students’

academic success. An environment that places emphasis on caring between the

teacher and students favors students’ academic development, and learning will be

more enjoyable.

When teachers hold a positive relationship with students, they certainly impact

students’ interests in school and therefore their level of achievement. Findings from
 81

the surveys showed that teachers feel that when they know their students, and they

hold a good relationship with them, students are more focused and they become

harder worker thus they can better achieve their goals. This means that teachers who

are more available to connect with their students, be open to his students, and care

about them, will have a better chance to cultivate a positive relationship with them

and students will respond well to this situation showing commitment to the class and

their motivation to do well in class will increase.

Teachers and students were surveyed about the use of CLT approach in classroom.

They show a particular interest in this approach because they feel that it is more

useful and very helpful for students. CLT is seen as an approach which provides

opportunities for students to communicate and interact with their colleagues and

teachers in class (e.g. Richards 2011). Teachers and students reported that by adopting

CLT into ESL classrooms, the classes become more interactive, more interesting

because the emphasis is in communication. Most of the surveyed also reported that

they prefer CLT in comparison with a grammar-based approach in classroom. CLT

not only give chances to students to improve their communication skills, but also it

helps them to improve their interaction in the classroom. Teachers and students are

interested in the communicative teaching approach because it motivates students to

use English in class, and give students the chance to build knowledge by interacting

with their colleagues.

In an ESL class the implementation of CLT can present some difficulties based on

students’ low proficiency in the English language, and their learning styles can be

seen as another difficulty. The way students are taught in countries where English is

not the first language, makes students to be receptors and become passive learners.

However, it is teacher’s duty to try to change the learning environment, make

adaptations and provide best strategies and approaches to fulfill their students’ needs

and facilitate learning.

 82

Regarding cooperative learning, findings show that this strategy is important and

significant to improve second language acquisition, and it motivates students to work

cooperatively and improve interaction with colleagues. Through the results we can

observe that students and teachers believe that cooperative learning is an effective

strategy to promote English grammar achievement. It helps students to learn how to

work cooperatively in small groups to achieve academic social learning goals (e.g.

Macpherson (2007). Cooperative learning allows the creation of heterogeneous

groups where more proficient and low proficient students are put together and they

are responsible to solve tasks. According to Peregoy & Boyle (2013) “cooperative

learning procedures are set to build positive interdependence among group members”

(p.105). It means that students should act as a team and support each other learning in

socially appropriate ways.

The respondents also reported that members of a cooperative group succeed only if

they are committed with the group. To be successful all students must be attentive,

care about the tasks, share background knowledge and experience and accept each

other viewpoints Collaborative learning provides a rich learning environment and

content learning opportunities as students discuss, explain and negotiate meaning in

their groups.

The benefits of having a supportive and caring teacher influences positively the

relationship between teacher and students in the classroom and this is easily proven

by the results of the surveys. Students believe that they perform better in classes

where they feel that the environment is safe, the teacher is there to help and support

them and in classes where they are at the center of the learning process.

Communication and interaction are the key to achieve success; moreover they believe

that the communicative language teaching offers them the opportunity to interact and

build their own learning. Students, additionally, takes advantages of cooperative

learning. It allows them to feel engaged in the learning process, and learn from a
 83

perspective of teamwork which favors students who are most in need. Even though all

the constraints a teacher can face while implementing the communicative language

teaching, and cooperative learning, both are seen as great tools to increase students’

interaction and communicative competence ability. The most challenging problem a

teacher can face is related to the materials, in this case authentic materials, and

students English language proficiency. However, teachers can use CLT to promote

students’ interaction and engagement. Materials can be adapted to students cultural

background, thus students will feel more attempted to try, to communicate with their

peers and give their contribution in the learning process and break down their

linguistic barriers or fears.

Students/teacher relationships, communicative language teaching and cooperative

learning are essential elements of a learning process full of opportunity, trust,

confidence and motivation. Those elements, when well combined, are a guarantee of

success while learning a second language and succeed.

5.3 RECOMMENDATIONS
Research supports the importance of building positive relationships, which should in

turn influence student achievement. The results of this study indicate that these

relationships are being nurtured in these schools investigated; however, a critical gap

still exists. This dilemma has led to the following recommendations for future

research:

Utilize students’ grade in a specific class as the achievement variable, to determine

the relationship between motivation and achievement with a specific classroom

teacher. Unknown forces may not make motivation evident in the overall grade point

average. The class specific grade will provide a better representation of the student’s

achievement motivation.
 84

Conduct field study among teachers and students to create a common definition of

domains for participants. This may yield responses that are more varied. In addition,

case studies may be conducted to help identify the specific elements (expectancy,

valence, and force) of the teacher- student interaction, which might mobilize students

to act towards achievement motivation or to avoid failure.

Another area for future research could include specific sub-groups, such as, race,

gender, and socio-economic status to attempt to minimize variety in variables. Lastly,

this study could be expanded to include administrators. The administrator’s version of

the QTI could be utilized and the data added to the accountability and responsibility

of both administrators and teachers.

 85

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