TEACHER-STUDENT RELATIONSHIP AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Abstract

The goal of the current correlational study is to investigate how university students' and teachers' interpersonal relationships affect their academic performance. Using stratified purposive sample, 120 post-graduate students (60 girls and 60 boys) were chosen. The researcher used a self-made questionnaire to gather data. Simple percentage, mean, standard deviation, t-test, product-moment correlation, and ANOVA (two-way) were used to analyze the data. According to the study, 40% of college students report having extremely strong relationships with their teachers, and these relationships have a major positive impact on the students' academic success. This study also demonstrated that there is no gender-based difference in the relationships between teachers and pupils. Additionally, the two-way ANOVA result showed that there is a significant difference in academic accomplishment based on the relationship categories; however, there is no difference when the interaction between gender and relationship categories is taken into account.