IMPACT OF TEACHER-LEARNERS RELATIONSHIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA
DOI:
https://doi.org/10.5281/zenodo.21404762Keywords:
Teacher student relationship, Academic performance, Business Education, Awka SouthAbstract
This study examined the effect of teacher-student relationship on academic performance of business education students at Awka South, Local Government Area of Anambra state. The descriptive survey research design was used and guided by three research questions. Data were gathered by a structured questionnaire from the respondents, followed by the mean and SD analysis. The study employed descriptive survey design that was administered to 200 public junior secondary students from 10 schools that were randomly selected in Awka South. There was a reliability coefficient of 0.83 using a data collection instrument that was validated according to a 15 item questionnaire. Data analysis was carried out using mean and standard deviation, and the criterion for the acceptance was 2.50. It was found that positive teacher-student relationships have a significant positive effect on Academic Achievement, because friendly teachers make students interested in the subject (Mean = 2.85) and listening to the student's opinion improves students' motivation in the classroom (Mean = 3.00). On the other hand, the lack of positive relationship creates great problems, such as high classroom anxiety (Mean = 3.20) and students not seeking help when confused (Mean = 2.93). In order to create a better classroom climate, the respondents agreed that setting up models of fair, non-threatening environments (Mean = 3.30) and providing models of interactive group projects (Mean = 3.03) are highly effective. Regular constructive feedback was not seen as one of the main factors (Mean = 2.25). The study found that supportive emotional climates play a significant role in being able to achieve the maximum success in Business Education. On this basis, it is recommended that targeted professional development opportunities for business educators be provided in order to develop a set of approaches that are accessible to students, and that institutions have clear guidelines that encourage safe, interactive, and equitable learning environments.
Downloads
References
Al-Jaberi, A. T., Alzouebi, K., & Abu Khurma, O. (2024). An investigation into the impact of teachers’ emotional intelligence on students’ satisfaction of their academic achievement. Social Sciences, 13(5), 244.
Alzain, E. (2025). The Role of Teacher-Student Relationships in Enhancing EFL Learners’ Confidence and Willingness to Engage in Challenging Language Tasks. In Forum for Linguistic Studies (Vol. 7, No. 8, pp. 725-739).
Ambaye, D. W. (2024). Determinants of academic achievement among grade ten students at Menkorer secondary school, Ethiopia: The role of individual, familial and school characteristics. Cogent Education, 11(1), 2299523.
Ameen, F. (2026). Teacher-student rapport and its association with engagement and motivation in a gamified English learning environment among adult female EFL learners at a higher education institution in Kuwait. Discover Education, 5(1), 445.
Appiah, J. B., Arthur, Y. D., Boateng, F. O., & Akweittey, E. (2023). Teacher-Student Relationship and Students' Mathematics Achievement: Mediating Roles of Students' Perception of Mathematics, Students' Self-Efficacy, and Cooperative Learning Strategies. Online Submission, 3(2).
Bersaluna, J. R. A. (2023). Exploring teachers' engagement in instructional endeavors in the context of basic education. Journal of Basic Education Research, 4(2), 85-92.
Binti-Jaafar, F. (2026, May). Perceptions of Teacher–Student Relationship Dimensions and Their Association with English Learning among Form 3 ESL Learners in Malaysia. In International Conference on Cross-Disciplinary Academic Research 2025-Track 3 Advances in Humanities, Education, Teaching, Learning & Arts (ICAR-T3 2025) (pp. 20-33). Atlantis Press.
Chukwu, D. O., Okezie, E. C., Alazor, C. A., &Ugwuja, A. A. (2025). Man, history, and society: a philosophical conversation. UZU: UNIZIK journal of history and international studies, 11(1). 14-29
Dalal, A. H. R., Kulkarni, N. V., Lahoti, Y., & Patil, K. (2026, January). Role of AI-Powered Learning Management Systems in Supporting Teacher Development and Improving Teacher-Student Relationships. In International Conference on Sustainable Innovation with Artificial Intelligence and Machine Learning 2025 (ICSIAIML 2025) (pp. 975-989). Atlantis Press.
Emeasoba, N. C., Nwatarali, C. N., VictorIgwe, J. N., & Onyiorah, B. O. (2026b). Cultural and psychological school environment as correlate of academic achievement of secondary school English language students in Enugu State. Cuestiones de Fisioterapia, 55(1), 80-92.
Emeasoba, N.C., Onyiorah, B.O., Eneogwe, V.N., VictorIgwe, J.N., Akpa, C.C., Adieze, C., Akudolu, C.A., Nwatarali, C.N., Ndom-Uchendu, M.N., Ikpeama, F.U. and Paul-Mgbeafulike, V.S. (2026a). Influence of debt and risk management skills on the management of small and medium scale enterprises (SMES) in Umuahia Metropolis, Abia State, Nigeria. Veredas do Direito, 23(8), e236253-e236253.
Ezeogidi, C. C., Okezie, O. V., &Okezie, E. C. (2020). Violence and insecurity: A challenge to economic development and nation-building in Nigeria's Fourth Republic 1999–2020. Coou Journal of Arts and Humanities 5 (3):1-7
Han, Y. (2025). Examining the Role of Teacher–Student Rapport and Teacher Immediacy Behaviours on Learners' Engagement and Well‐Being in Technology‐Enhanced Settings. European Journal of Education, 60(4), e70304.
Marici, M. (2025). The role of teachers' emotional facial expressions on student perceptions and engagement for primary school students—An experimental investigation. Frontiers in Psychology, 16, 1613073.
Molokwu, U.C., Uchime, V.O., Chukwudi, F.J., Nwose, C.E., Mpamugo, E.E., Okezie, E.C., Ayozie, C.R., Akidi, F.C., Obasuyi, H.U. and Ebu, S.O., 2023. Colonialism, migration and intergroup relations in Africa: The Igbo and their Southern Cameroon neighbours, 1916-2014. Cogent Arts & Humanities, 10(2), p.2286070.
Muogbo, U. S., Ifechukwu-Jacobs, C. J., Muogbo, U. F., EC Okezie, Ezeamama, I. G., Arinze, E. S., &Obiezekwem, J. C. (2025a). Green human resource management practices in enhancing sustainability in manufacturing firms: Evidence from Imo State, Nigeria. Journal of Research Administration, 8(3), 167–186.
Muogbo, U. S., Ifechukwu-Jacobs, C. J., Muogbo, U. F., Okezie, E. C., Ezeamama, I. G., Arinze, E. S., & Nwangwu, J. C. (2025c). Driving Organizational Performance through Innovation and Entrepreneurship. International Journal of Environmental Sciences 11 (7):777-785
Muogbo, U.S., Arinze, E.S., Ifechukwu-Jacobs, C.J., Ezeamama, I.G., Muogbo, U.F., EC Okezie, Obiezekwem, J.C., Nwangwu, J.C. and Idigo, B.C., (2025b). Perception of incentives among workers in the Anambra State Internal Revenue Service (AIRS) Awka.TPM‐Testing, Psychometrics, Methodology in Applied Psychology 32 (3):186-197
Oguejiofor, C. S., & Onyiorah, B. O. (2021). Extent of utilization of internet technologies by teachers of business subjects in senior secondary schools in Ogidi Educational Zone of Anambra State. Multidisciplinary Journal of Vocational Education & Research, 4(1), 79–87.
Oguejiofor, C. S., & Onyiorah, B. O. (2023). Family background as a predictor of students’ interest in business education programme in tertiary institutions in South East, Nigeria. Multidisciplinary Journal of Vocational Education & Research, 5(1), 244–262.
Oguejiofor, C. S., Nzeribe, P. U., & Onyiorah, B. O. (2022). Entrepreneurship education for employability and global competitiveness in the new normal. COOU Journal of Educational Research, 7(1), 233–240.
Okezie E. C. (2026). Contemporary Armed Conflicts and the Crisis of International Intervention in Africa. Journal of Arts, Environmental and Management Studies 1(1), 70-82
Okezie, E. C. (2021). Socio-Cultural and Ethnic reality of Nigeria: The Challenge of Development. International Journal of Arts, Languages and Business Studies 6 (3):242-249
Okezie, E. C. (2022). Domestic Violence: An Ill Wind That Blows no Good. (Assessing Domestic Violence on the Psychology of the Female Gender). International Journal of Diplomatic, Legal and International Studies 10 (3):24-28
Okezie, E. C., Bamidele, J., &Anyaogu, P. (2023). The Role of the National Human Right in Dealing with the Widows Social Exclusion in Anambra State.International Journal of Management and Business Intelligence (Ijbmi) 1 (3):235-254
Okoro, F. A., Onyiorah, B. O., & Emeasoba, N. C. (2025). Business educators’ perception of search engine and email marketing skills required for self-employment by business education students in South-South, Nigeria. International Journal of Business and Entrepreneurship Education, 2(2), 90–100.
Onyiorah, B. O. (2021a). Influence of reading habits on academic performance of business studies students in upper basic education level in Enugu East Local Government Area of Enugu State. Online Journal of Arts, Management and Social Sciences (OJAMSS), 5(2), 138–156.
Onyiorah, B. O. (2021b). Innovative strategies for enhancing the teaching and learning of business education. Global Journal of Education, Humanities and Management Sciences (GOJEHMS), 3(1), 60–71.
Onyiorah, B. O. (2022). Distant learning program in business education: An effective alternative to the traditional classroom in the COVID-19 era. IOSR Journal of Business and Management (IOSR-JBM), 24(4, Ser. III), 13–19
Onyiorah, B. O. (2023a). Family background as correlates of students’ academic achievement in business education programme in tertiary institutions in South East, Nigeria. Multidisciplinary Journal of Vocational Education & Research, 5(1), 263–284.
Onyiorah, B. O. (2023b). Influence of business educators’ professional development on instructional delivery of business education courses in universities in Anambra State. Journal of Educational Research, 8(1), 273–290
Onyiorah, B. O. (2025). Artificial Intelligence Skill Development as a Predictor of Job Readiness among Business Education Undergraduates in Tertiary Institutions in Anambra State, Nigeria. Journal of Investment Development, Economics and Accounting, 2(2), 114-126.
Onyiorah, B. O. (2026). Business Education and the Development of Employability Competencies among Undergraduates: Evidence from Tertiary Institutions in Anambra State, Nigeria. Journal of Education, Science and Engineering, 2(1), 200-210.
Pourtaheri, A., Mahdizadeh, M. S., Tehrani, H., Jamali, J., & Peyman, N. (2024). Individual and interpersonal factors influencing child marriage: A qualitative content analysis study. PLOS ONE, 19(11), e0313933.
Wang, A., Yang, H., & Sengul, M. (2026). A Structural Model of EFL Learners' Behavioural Engagement in AI‐Enhanced Classrooms: The Predictive Roles of Teacher Interpersonal Behaviours, Emotional Engagement, Perceived Classroom Support, and Technology Acceptance. European Journal of Education, 61(1), e70441.
Wang, Z. (2025). Redefining Language Education: How Integrating EFL Teacher‐Student Relationships With AI‐Powered Classrooms Impacts Emotional Health and EFL Learners' Depression. European Journal of Education, 60(4), e70347.
