An assessment of teacher-student rapport and its effect on STEM learning in Faskari LGA, Katsina State
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- NGN 5000
Background of the Study
The teacher-student rapport is a fundamental component of an effective learning environment, particularly in the field of STEM education where complex and abstract concepts require supportive guidance. In Faskari LGA, Katsina State, the quality of interpersonal relationships between educators and students has been recognized as a critical factor influencing academic achievement and overall student motivation. A positive rapport can foster a classroom atmosphere that is conducive to inquiry, creativity, and critical thinking (Umar, 2023). Recent studies have demonstrated that when teachers establish a strong, trust-based relationship with their students, it not only improves classroom management but also enhances students’ willingness to engage with challenging STEM subjects (Suleiman, 2024). In Faskari LGA, educators are increasingly incorporating collaborative learning strategies and open communication techniques to bridge the gap between theoretical instruction and practical application. This supportive environment encourages students to ask questions, take risks, and explore innovative solutions without the fear of criticism. Furthermore, teacher-student rapport plays an essential role in mitigating the anxiety that often accompanies the study of complex STEM topics. Positive interpersonal interactions can lead to increased student confidence and a greater willingness to tackle difficult problems (Bello, 2023). However, factors such as large class sizes, insufficient teacher training, and rigid curriculum structures can impede the development of such rapport. In some cases, traditional teaching methods that emphasize rote learning over interactive engagement further detract from building meaningful connections between teachers and students. Consequently, there is a critical need to assess the current state of teacher-student rapport in Faskari LGA and determine its impact on STEM learning outcomes. By exploring both the challenges and the successes in establishing effective communication and trust, this study seeks to provide valuable insights into how interpersonal dynamics in the classroom influence student performance. The findings will be instrumental in guiding professional development programs and curriculum reforms that aim to enhance the overall quality of STEM education. Ultimately, a robust teacher-student rapport is envisioned as a catalyst for improved academic achievement, greater student retention in STEM fields, and the development of a learning environment that nurtures innovation and critical thinking.
Statement of the Problem :
In Faskari LGA, Katsina State, the quality of teacher-student rapport is increasingly recognized as a determinant of success in STEM education. Despite the acknowledged importance of a supportive teacher-student relationship, several challenges persist. Many classrooms continue to be characterized by large class sizes and limited one-on-one interaction, which can inhibit the formation of strong interpersonal bonds (Umar, 2023). Additionally, traditional pedagogical methods that prioritize lecture-based instruction over interactive, student-centered learning further diminish the opportunities for developing rapport. As a result, students often struggle with low confidence, reduced participation, and increased anxiety when confronting complex STEM topics. This situation is compounded by the limited professional development opportunities available to teachers, which leave many educators ill-equipped to foster effective communication and trust. Consequently, there is insufficient empirical evidence on the direct relationship between teacher-student rapport and STEM learning outcomes in the local context. The lack of clear data makes it challenging for educational policymakers and school administrators to design and implement strategies that promote more effective teaching practices. Furthermore, without a proper understanding of the specific aspects of rapport that most significantly impact learning, efforts to reform teaching methodologies may be misdirected. The present study is, therefore, designed to critically assess the role of teacher-student rapport in influencing STEM learning in Faskari LGA. It seeks to identify the key factors that facilitate or hinder the development of a supportive educational environment, and to evaluate how these interpersonal dynamics affect student performance and engagement in STEM subjects. The study will provide evidence-based recommendations aimed at improving teacher training programs and classroom practices, thereby contributing to a more effective and inclusive STEM education framework (Suleiman, 2024).
Objectives of the Study:
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To assess the quality of teacher-student rapport in STEM classrooms in Faskari LGA.
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To evaluate the impact of teacher-student interactions on student performance in STEM subjects.
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To identify challenges and propose strategies for enhancing interpersonal relationships in the classroom.
Research Questions:
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How does teacher-student rapport influence student engagement in STEM learning?
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What are the main challenges that affect the development of strong teacher-student relationships in Faskari LGA?
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Which strategies can effectively improve teacher-student rapport and, in turn, enhance STEM learning outcomes?
Research Hypotheses:
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H₁: There is a significant positive relationship between teacher-student rapport and student performance in STEM subjects.
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H₂: Improved teacher-student interactions lead to increased student engagement in the classroom.
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H₃: The effectiveness of rapport-building is moderated by the size of the class and the availability of professional development for teachers.
Significance of the Study :
This study highlights the critical role of teacher-student rapport in shaping STEM learning outcomes in Faskari LGA. By establishing a clear link between interpersonal relationships and academic performance, the research provides valuable insights for educators and policymakers. Improved rapport can lead to enhanced student confidence, participation, and overall achievement in STEM subjects. The study’s findings will inform the development of targeted teacher training programs and classroom interventions designed to create a more supportive learning environment, ultimately contributing to a higher quality of STEM education (Bello, 2023).
Scope and Limitations of the Study:
This study is limited to assessing teacher-student rapport and its impact on STEM learning in Faskari LGA, Katsina State. It focuses on data from selected schools and does not extend to non-STEM subjects or other regions.
Definitions of Terms:
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Teacher-Student Rapport: The quality of the interpersonal relationship and communication between teachers and their students.
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STEM Learning: The process of acquiring knowledge in science, technology, engineering, and mathematics through integrated and practical approaches.
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Faskari LGA: A local government area in Katsina State where the study is conducted.
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