Relationship between Teacher Student Interaction and Student Academic Achievement at College Level

Abstract

Due to globalization and reforms in higher education in many countries around the world, the concern for improving the quality of students learning has come under focus. The purpose of this research study was to found the relationship between teacher student interactions (Perception of student about affection, perception of student about attunement, perception of student about dedication of resources perception of students about dependability, perception of student about sense of relatedness, perception of students about emotional reliance, perception of student about Psychological sense of school membership, perception of students about teacher social and academic support) and student’s academic achievement at college level. In this research study researcher used simple random sampling technique by distributing questionnaire among sample of 600 students, from the selection of sample out of 14 female government colleges in Multan City, 7 government females’ colleges were selected. Questionnaire contained 44 items was developed for this study. Hypothesis were tested with the help of different statistical techniques i.e. Chi-square, Z-Test, ANOVA, Pearson Correlation. The Chi-square result of the study represent positive relationship between teacher student interaction and Pearson Correlation results showed that all factors of teacher student interaction are highly correlated with each other and with student’s academic achievement