The influence of teacher-student interaction on STEM learning outcomes in Tambuwal LGA, Sokoto State
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- NGN 5000
Background of the Study
Teacher-student interaction plays a pivotal role in enhancing STEM learning outcomes by fostering an environment where students feel supported, motivated, and actively engaged. In Tambuwal LGA, Sokoto State, educators have increasingly recognized that effective interpersonal communication and collaborative learning approaches are essential to demystify complex STEM concepts. Interactive teaching methods, such as guided discussions, real-time feedback, and collaborative projects, not only help clarify theoretical content but also encourage students to question, explore, and apply knowledge in practical scenarios. Research indicates that positive teacher-student interactions contribute significantly to improved critical thinking and problem-solving skills (Adamu, 2023). In this context, classrooms where teachers actively engage with students create an inclusive environment that caters to diverse learning needs. Moreover, dynamic interactions have been linked to heightened student motivation and academic confidence, which are crucial for sustained engagement in STEM subjects. In Tambuwal LGA, factors such as teacher enthusiasm, clarity of communication, and the establishment of rapport have emerged as key determinants of student performance. Innovative strategies, including peer mentoring and interactive digital platforms, are being integrated to supplement face-to-face interactions, thereby creating a blended learning environment that further enriches the educational experience (Ibrahim, 2024). However, challenges such as large class sizes and limited professional development opportunities may hinder the quality of these interactions. Despite these constraints, pilot initiatives have demonstrated promising results, showing that when teachers are empowered to foster more personalized interactions, students exhibit improved comprehension and retention of STEM material. This study aims to explore how variations in teacher-student interaction patterns influence academic performance and engagement in STEM subjects. It further examines the role of modern communication tools and collaborative learning activities in enhancing these interactions, providing a comprehensive analysis of their impact on learning outcomes. Ultimately, the research seeks to identify effective strategies that can be adopted by educational stakeholders to improve teacher-student interaction, thereby bridging the gap between curriculum delivery and student achievement in STEM fields (Musa, 2025).
Statement of the Problem (300 words)
Despite widespread recognition of the importance of teacher-student interaction, many schools in Tambuwal LGA face significant challenges that impede effective communication in STEM classrooms. Overcrowded classrooms, limited time for individualized instruction, and inadequate teacher training on interactive pedagogies contribute to suboptimal interaction patterns. Teachers often struggle to engage every student, which can lead to uneven comprehension of complex STEM concepts. Consequently, students from under-resourced classes or with diverse learning needs may fall behind, undermining overall academic performance (Adamu, 2023). Moreover, while digital tools have been introduced to facilitate interaction, inconsistent access to technology and insufficient training on its integration further hinder these efforts. Educators report that the lack of structured frameworks for interaction leads to sporadic engagement, thereby reducing the potential for improved learning outcomes. This fragmentation in interaction results in a scenario where some students benefit from proactive teacher engagement while others remain passive recipients of information. Additionally, external factors such as parental involvement and community support are often overlooked, compounding the issue. Thus, there is an urgent need to systematically investigate the factors that impede effective teacher-student interaction and their direct impact on STEM learning outcomes. This study seeks to uncover the root causes of these challenges by analyzing both qualitative and quantitative data from teachers and students. The aim is to identify critical barriers and propose evidence-based strategies that can enhance classroom interaction, ensuring a more equitable and effective STEM learning environment (Ibrahim, 2024; Musa, 2025).
Objectives of the Study
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To evaluate the current levels of teacher-student interaction in STEM classrooms.
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To determine the impact of these interactions on student academic performance in STEM subjects.
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To propose strategies for enhancing teacher-student interaction in STEM education.
Research Questions
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How do teacher-student interactions influence learning outcomes in STEM subjects?
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What are the main barriers to effective teacher-student communication in STEM classrooms?
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What strategies can improve the quality of interaction between teachers and students?
Research Hypotheses
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H₁: Positive teacher-student interactions are significantly associated with improved STEM learning outcomes.
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H₂: Large class sizes negatively impact the quality of teacher-student interactions in STEM subjects.
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H₃: The use of interactive digital tools enhances teacher-student engagement in STEM classrooms.
Significance of the Study (100 words)
This study is significant as it underscores the crucial role of teacher-student interaction in enhancing STEM learning outcomes in Tambuwal LGA. The findings will inform educational policymakers and school administrators about the importance of fostering positive classroom interactions and the need for professional development in interactive teaching strategies. By identifying effective practices and addressing existing barriers, the study aims to improve STEM academic performance and student engagement, ultimately contributing to the overall quality of education in the region.
Scope and Limitations of the Study
This study is limited to examining teacher-student interaction in STEM classrooms within public schools in Tambuwal LGA, Sokoto State. It focuses exclusively on interaction factors and does not consider external socio-economic influences.
Definitions of Terms
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Teacher-Student Interaction: The communication and engagement between educators and learners in the classroom.
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STEM Learning Outcomes: The academic performance and skill acquisition in science, technology, engineering, and mathematics.
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Interactive Teaching: Pedagogical strategies that involve active student participation and engagement.
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