Influence of peer acceptance and teacher-student interaction on students’ academic performance in Delta State
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ID: 309472
2025
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Abstract
This study investigated the influence of peer acceptance and teacher-student interaction on academic performance in Delta State. The population consisted of 49,796 Upper Basic 2 students in public secondary schools in Delta State, Nigeria. The sample of the study consists of 300 students which represented 0.60% of the total population selected using a multi-stage sampling technique to ensure adequate representation from various senatorial districts. A correlational research design was employed, and data were gathered using a structured instrument titled ‘Peer Acceptance and Teacher-Student Interaction Questionnaire’ (PATSIQ). The study was guided by three research questions and three hypotheses. The collected data were analyzed using Pearson Product-Moment Correlation and Multiple Regression Analysis. Findings revealed that both peer acceptance and teacher-student interaction significantly correlate with academic performance. Additionally, the combined influence of these variables was found to significantly predict students’ academic outcomes. The study concludes that a supportive social environment characterized by strong peer relationships and positive teacher-student interaction is essential for academic success. Based on these findings, it is recommended that schools promote peer support systems, enhance teacher-student rapport, and incorporate social-emotional learning into the curriculum. Teachers should also undergo continuous professional development to foster inclusive and engaging classroom environments that support student achievement.
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| Authors | Blessing Eluowa, Stephen Jacob Onyekpe |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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