The Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education

1
Bereket Merkine
Bereket Merkine
2
Yohannes Bisa
Yohannes Bisa
3
Aklilu Ayele
Aklilu Ayele
1 Wolaita Sodo University

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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.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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Not applicable for this article.

Bereket Merkine. 2019. \u201cThe Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education\u201d. Global Journal of Human-Social Science - A: Arts & Humanities GJHSS-A Volume 19 (GJHSS Volume 19 Issue A3): .

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GJHSS Volume 19 Issue A3
Pg. 35- 48
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Crossref Journal DOI 10.17406/GJHSS

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March 14, 2019

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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.

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The Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education

Bereket Merkine
Bereket Merkine Wolaita Sodo University
Yohannes Bisa
Yohannes Bisa
Aklilu Ayele
Aklilu Ayele

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