Teacher-Student Relationship as Correlates of Students Adjustment in the Classroom: The Case of First Year Students in the University of Bamenda

Abstract

This study investigated teacher-student relationships as correlated of students’ adjustment in classroom activities in among student first year students in the University of Bamenda. Specifically, the study focused on two key dimensions of teacher-student relationship which are mutual respect and open communication in the classroom and how they contribute to students’ adjustment in classroom activities. A case study that employed a cross-sectional research design was employed. Random and purposive sampling was used to select 120 first year students from some schools in the University of Bamenda. A structured closed-ended questionnaire with an internal consistency of 0.79 was used to collect data; which was analyzed both descriptively and inferentially. Pearson correlation coefficient was used to verify null hypotheses. Firstly, the study found out that 85.8% of students with an average mean score of 3.26 on a Likert scale of 4 agreed that mutual respect improves their adjustment engagement in classroom activities while 14.2% of the students indicated otherwise. From the inferential statistics the study found a statistically moderate significant (p = 0.00) positive relationship (r = 0.545) between mutual respect and students’ adjustment to classroom activities. Additionally, the study found that 90.8% of student with a mean score of 3.34 on a 4-point Likert scale agreed that open communication improves their adjustment in classroom activities while 9.2% of the students indicated otherwise. Inferentially the study also found a statistically strong significant (p = 0.001) positive correlation (r = 0.601) between open communication and student adjustment to classroom activities. The study concluded that teacher-student relationships specifically characterized by mutual respect, and open communication, have significant positive relationships with adjustment in classroom activities among level 200 students in the University of Bamenda. Based on findings it was recommended that teachers should build an enabling classroom environment where open communication (characterized by equality, equity fairness) and mutual respect strive so as to encourage students especially year one students to adjust and engage in classroom activities.