IMPACT OF TEACHER AND STUDENT INTERACTION TOWARDS STUDENTS ACHIVEMENT AND PERFORMANCE IN SELECTED SECONDARY SCHOOLS; CASE STUDY OF WAKISO DISTRICT, MAKINDYE SABAGABO SUBCOUNTY

TABLE OF CONTENTS

DECLARATION

APPROVAL PAGE

ACKNOWLEDGMENT

DEDICATION

ABSTRACT

TABLE OF CONTENT

LIST OF TABLES

LIST OF FIGURE

ABBREVIATIONS

CHAPTERONE..

1.0: Introduction I

1.1: Background ofthe study

1:2: Statement ofthe Problem 3

1.3: Main objective 3

1.3.1: Specific Objectives 4

1.4: Research questions 4

1.5: Significance ofthe Study 4

1.5.1: The time scope of the study 5

1.6: Definition ofTerms 5

CHAPTER TWO 6

2.0: Introduction 6

2.1: Lewin’s Level ofAspiration Theory 6

2.2: Atkinson’s Achievement Motivation Theory 6

2.3: Vroom’s Expectancy Theory 8

2.4: Important distinctions 9

2.4.1: Reward and Reinforcement 9

2.4.2: Intrinsic and Extrinsic Motivation 10

2.4.3: Perceptions of Motivation 10

2.4.4: In order to motivate students few principles are necessary 11

2.4.5: Relationships, Cultures, and Student Achievement 12

CHAPTER THREE 15

METHODOLOGY 15

3.0: Research design 15

3.1: Population and Sample 15

3.1.1: Target population 15

3.1 .2: Sampling procedures and sample size 15

3.1.3: Schools 15

3.1.4: Students and Teachers 15

3.2: Research Instruments 16

3.2. 1: Questionnaire on Teacher-Student Interaction 16

3.2.2: Instrument Reliability and Validity 16

3.3: Data Collection and procedures 17

3.3.1: Secondary data collection methods 17

3.3.2: Primary data collection 17

3.3.3: Data /\nalvsis 17

CHAPTER FOUR 9

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESEARCH

FINDINGS 19

4.0: Introduction 19

4.1: Instruments 19

4.1 . I : QTI— Questionnaire on Teacher Interaction 19

4.1.2: MSLQ Motivated Strategies for Learning Questionnaire 21

CHAPTER FIVE 38

SUMMARY. CONCLUSIONS AND RECCOMMENDATIONS 38

5.0: Introduction 38

5.1: Discussion of Findings 39

5.1.1: Research Question One .39

5.1 .2: Research Question Two 40

5.2.3: Research Question Three 41

5.2.4: Research Question Four 42

5.3: Application to Vroom’s Expectancy Theory 43

5.4: Delimitations and Limitations 45

5.5: Implications of the Study 46

5.6: Recommendations for Further Studies 47

REFERENCES 49

APPENDIX A: MSLQ -QUESTIONNAIRE 53

APPENDIX B: I: QTI - STUDENT QUESTIONNAIRE 53

APPENDIX B: 2: QTI - TEACHER QUESTIONNAIRE 57

APPENDIX C: RESEARCH QUESTIONS 60

APPENDIX D: BUDGET 62

ABSTRACT 

The goal of this research was to determine the impact of student and teacher interactions in relation to student performance and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted performance and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analyses proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to he provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success.