Influence of Teacher-Student Relationship on Student Mathematics Achievement in High School in the USA: Mediating Roles of Students Perceptions of Mathematics

Abstract

The teachers-students’ interaction is at the center of teaching in the classroom and is a major factor in teaching quality and improving student achievement. The nature and quality of teacher-students’ interaction is the basis for understanding student engagement. This paper explored influence of teacher-student relationship on student mathematics achievement in high schools. This study used descriptive survey design. Simple random sampling technique was further applied to obtain 470 persons. The study sampled 216 respondents by using Yamane formula. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. Research data were obtained through questionnaires and documentation. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teacher–student relationship was more correlated with student mathematics achievement in High school (r = 0.818; p= 0.000). Multiple linear regression analysis showed that teacher-student relationship contributed to 44.5% of variation on the performance, hence plays a vital role in student mathematics achievement in high school. Additionally, it was further inferred that teacher-student relationship positive attitudes toward student mathematics achievement. The study recommended that students in high school should build positive student-teacher relationship with their teachers by engaging actively in classroom activities, showing respect to the Mathematics teacher and also try as much as possible to communicate consistently with the Mathematics teacher. Besides, Mathematics teachers should be encouraged to improve on their personal relationship with their students for this will enhance the academic performance of the students.