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THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT
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TitleTHE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT
AuthorNugent, Tisome
KeywordsMotivation
Relationships
Achievement
Efficacy
AbstractThe goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
AdviserMcGee, Janet
PublisherUniversity of Central Florida
DegreeEd.D.
Degree DisciplineDepartment of Educational Research, Technology and Leadership
Degree GrantorEducation
Degree ProgramEducation EdD
Graduation Date2009-01-01
TypeDoctoral dissertation
Access LevelPublic - Allow Worldwide Access
Release Date2010-02-05
RepositoryUniversity Archives
Repository CollectionElectronic Theses and Dissertations
IdentifierCFE0002884
Access Linkhttp://purl.fcla.edu/fcla/etd/CFE0002884

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