Learners’ Perception of Teachers’ Interpersonal Behaviour as a Predictor of Academic Achievement in Junior Secondary School Certificate Examination of Edo State, Nigeria

摘要

The study is aimed at determining the learners’ perception of teachers’ interpersonal behaviour as it predict their academic achievement in Junior Secondary School Certificate Examination of Edo State, Nigeria. To investigate this study a research question was posed which was formulated into hypothesis and tested at 0.05 level of significance. The study adopted the survey design because it is a predictive study. A total number of 850 students in JSS III who have written the JSSCE of 2012/2013 were sampled from 84 secondary schools in Edo State, using Stratified Random Sample Techniques. 84 mathematics teachers of JSSIII were equally used. The instrument used for the study were the past 2012/2013 JSSCE mathematics results and Questionnaire on Teacher Interaction (QTI). The data collected were analyzed using Linear Regression. The findings of this study revealed that learners’ perceptions of interpersonal behaviour of the teacher predict learners’ academic achievement. It therefore recommended that government, school head and all stakeholders of education should ensure teachers in various schools are given adequate support to perform their duties effectively.