The relationship among student teacher interaction, Economic status and academicachievement in wolaita Zone selected secondary school.

Abstract

This study was designed to investigate the relationship between selectedpsycosocial,student and teacher interaction, economic status and academic achievement. Emphasis was put on trying to establish the relationship between peer pressure, student-teachers interaction and academic performance of students at Areka secondary school. 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 areka secondary school in the school using the simple random sampling method. To analyze the data, 1. the analysis of variance (ANOVA), 2.T-Test, 3.Multiple regressions (MR) and 4.Pearson product moment correlation statistical tools were used with the aim of establishing the difference and relationship between students’1.Peer influence, 2. Parents’ economic status,3.Studentteachers interaction 4 academic performance of students at Areka secondary school Findings revealed the andexistence of a significant difference in academic performance in 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. The findings also revealed that there was a significant positive relationship between student-teachers interaction, peer pressure and academic performance and no significant relationship between students’ socio-economic status and academic performance. On the basis of the findings, the researcher made the following conclusions; peer pressure is the most important issue that positively and negatively affects students’ academic success and need special attention from school stakeholders. Although Parents’ social economic status is not correlated with academic achievement in this study it is important because parents provide high levels of psychological support for their children through environments that encourage the development of skills necessary for success at school. Affection, advice and overall interaction of teachers do count on motivating students to read, attend and interact with high commitment. On the basis of the conclusion made, the researcher recommended that; Areka secondary school its instruction by considering the influence of peer group and student teacher interaction.