Teacher-student interactions and academic performance of students

The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students. Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)

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Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Frontiers in Psychology ◽

10.3389/fpsyg.2021.664677 ◽

2021 ◽

Vol 12 ◽

Author(s):

Amélina Girard ◽

Olivier Vors

Keyword(s):

High School ◽

Deviant Behavior ◽

Theoretical Research ◽

Vocational High School ◽

Student Interactions ◽

School Work ◽

Teacher Student ◽

Course Of Action ◽

Teacher Student Interactions ◽

The Individual

Introduction: Our study aims to analyze the enactive knowledge mobilized during teacher–student interactions in physical education lessons with difficult classes in vocational high school. These classes are considered “difficult” because they concentrate a large number of pupils who are referred to them because they have no choice. This lack of choice makes it difficult for these pupils to engage in school work and is the cause of deviant behavior and school dropout.Methods: This study was conducted within the methodological and theoretical research program of the course of action. We analyzed the individual activity of nine teachers and 18 students during a PE lesson by collecting audiovisual data and conducting self-confrontation interviews. These data were processed in several stages: transcription, identification, and typification of the components of the experience.Results: The results show mutual active knowledge between the teacher and the “difficult” students: emerging from the context, anchored in a dynamic of experience, coupled with the concerns of actors. The teacher classifies the profiles of students according to their reaction to authority and their difficulties, by spotting students' “thermometers” of the class climate. Some of the knowledge of students is coupled with their concerns to avoid boredom, to avoid trouble with the teacher, and to avoid trouble with their friends.

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Classifiers ensemble and synthetic minority oversampling techniques for academic performance prediction

International Journal of Informatics and Communication Technology (IJ-ICT) ◽

10.11591/ijict.v8i3.pp122-127 ◽

2019 ◽

Vol 8 (3) ◽

pp. 122

Author(s):

Abdulazeez Yusuf ◽

Ayuba John

Keyword(s):

Data Mining ◽

Academic Performance ◽

Research Work ◽

Educational Data Mining ◽

Sampling Technique ◽

Ensemble Model ◽

Data Set ◽

Grade Point ◽

Matriculation Examination ◽

The Individual

The increasing need for data driven decision making recently has resulted in the application of data mining in various fields including the educational sector which is referred to as educational data mining. The need for improving the performance of data mining models has also been identified as a gap for future researcher. In Nigeria, higher educational institutions collect various students’ data, but these data are rarely used in any decision or policy making to improve the academic performance of students. This research work, attempts to improve the performance of data mining models for predicting students’ academic performance using stacking classifiers ensemble and synthetic minority over-sampling techniques. The research was conducted by adopting and evaluating the performance of J48, IBK and SMO classifiers. The individual classifiers models, standard stacking classifier ensemble model and stacking classifiers ensemble model were trained and tested on 206 students’ data set from the faculty of science federal university Dutse. Students’ specific previous academic performance records at Unified Tertiary Matriculation Examination, Senior Secondary Certificate Examination and first year Cumulative Grade Point Average of students are used as data inputs in WEKA 3.9.1 data mining tool to predict students’ graduation classes of degrees at undergraduate level. The result shows that application of synthetic minority over-sampling technique for class balancing improves all the various models performance with the proposed modified stacking classifiers ensemble model outperforming the various classifiers models in both performance accuracy and RSME values making it the best model.<strong></strong>

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“She Calls Me by My Last Name”: Exploring Adolescent Perceptions of Positive Teacher-Student Relationships

Journal of Adolescent Research ◽

10.1177/0743558416684958 ◽

2016 ◽

Vol 33 (3) ◽

pp. 332-362 ◽

Cited By ~ 12

Author(s):

Mark Vincent B. Yu ◽

Haley E. Johnson ◽

Nancy L. Deutsch ◽

Shannon M. Varga

Keyword(s):

Youth Development ◽

Interpersonal Relationships ◽

Personal Development ◽

Student Perspective ◽

Student Interactions ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Student ◽

Teacher Student Interactions ◽

Adolescent Perceptions

Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of “free” and “same-level” conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents’ developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.

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Classrooms Built for Belonging

Advances in Early Childhood and K-12 Education - Promoting Positive Learning Experiences in Middle School Education ◽

10.4018/978-1-7998-7057-9.ch007 ◽

2021 ◽

pp. 132-147

Author(s):

John Lando Carter ◽

Joshua Charles Tipton

Keyword(s):

Teaching And Learning ◽

Well Being ◽

Student Interactions ◽

Teacher Student Relationships ◽

Teacher Student ◽

Future Success ◽

Teacher Student Interactions ◽

The Right ◽

Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

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