Impact of Teacher-Learner Relationship on Students' Interest and Performance in Basic Science and Technology in Benue State, Nigeria

Abstract

The study investigated the impact of teacher-learner relationship on students' interest and performance in Basic Science and Technology in Benue State, Nigeria. The population comprised 8,746 JSS II students in 31 public co-educational junior secondary schools in Benue State for the 2024/2025 academic session. A sample of 72 JSS II students across two intact classes was selected using multi-stage sampling. The study adopted a quasi-experimental pre-test post-test non-equivalent non-randomized control group design. Two research questions were answered and two null hypotheses tested at 0.05 level of significance. A Students' Science Interest Questionnaire (SSIQ) and a Basic Science and Technology Performance Test (BSTPT) were developed and validated by three experts for data collection, yielding Cronbach Alpha reliability coefficients of 0.81 and 0.84 respectively. The Analysis of Covariance (ANCOVA) was used to test the null hypotheses. Results showed a significant difference in the mean interest ratings between students in classrooms with positive TLR and those in classrooms with negative TLR (F(1,69) = 24.762; p = 0.000 < 0.05); and a significant difference in the mean performance scores between both groups (F(1,69) = 86.424; p = 0.000 < 0.05). It was concluded that TLR quality is strongly associated with students' interest and academic performance in BST in this context, although the non-randomized, two-classroom design limits causal and generalization claims. BST teachers are recommended to cultivate positive, respectful, and supportive relationships with their students, and teacher-training institutions are encouraged to incorporate relational competencies into professional development programmes.