The Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education
This study was designed to investigate the relationship between selected psychosocial variables and academic achievement. Emphasis was made on establishing the relationship between studentteachers interaction and academic performance of college students at Dilla College of teachers’ education. The study employed the use of correlation design to establish the nature of the relationships. The validity and reliability of research instruments was established and data was collected from 246 respondents selected from all streams in the college using simple random sampling method. To analyze the data, the analysis of variance (ANOVA), T-Test, Multiple regressions (MR) and Pearson product moment correlation statistical tools were used with the aim of establishing the difference and relationship between student-teachers interaction and academic performance of college trainee teachers at Dilla College of Teachers’ Education. Findings revealed that there was significant difference in academic performance on students of different age, no significant difference in academic achievement of students from different parental occupation level, no significant difference in parental education level and place of residence.
