Dissertation/Thesis Abstract

A study of student -teacher interactions as a predictor for student academic achievement and success
by Poll, William, III, Ed.D., St. John's University (New York), School of Education and Human Services, 2010, 123; 3420661
Abstract (Summary)

The purpose of this researcher was to investigate student-teacher relationships in secondary mathematics classrooms, and evaluate the impact these relationships have on the students' academic achievement and success. Over the years, researchers have examined student demographics, cognitive and emotional factors, as well as teacher and school characteristics as predictors of high school success and high school drop-out. In addition, researchers have examined the impact on students of effective teaching and learning, using a variety of instruments, one of them being the Questionnaire on Teacher Interaction (QTI). This researcher administered the QTI to collect data on both students' and their respective teachers' perceptions of the student-teacher relationship, and to understand the dynamics and the impact these relationships have on student academic achievement and success or failure. Five New York City high schools were surveyed using the 48-item short form of the Australian version of the QTI (Wubbels, 1993). The sample included 612 students between the ages of 13 and 18, ranging from grades 8 through 12. The data were analyzed using a correlation design with linear regression analysis as the main technique to examine relationships between student and teacher ratings on the QTI and student grades. The QTI was scored according to the categories based on eight behavioral dimensions (including Leadership, Understanding, and Helping/friendly) to determine significant predictors for a student passing or failing a mathematics class. The findings have implications for teachers and administrators to better understand the impact of student-teacher interactions in a mathematics classroom and how students' perceptions of their school experience are a significant influence on their academic achievement, as measured by the students report card grade.

Indexing (document details)
Advisor: Parmar, Rene S.
School: St. John's University (New York), School of Education and Human Services
School Location: United States -- New York
Source: DAI-A 71/10, Dissertation Abstracts International
Subjects: Mathematics education, Pedagogy
Keywords: Academic achievement, Classroom relationships, Mathematics, Questionnaire on Teacher Interaction (QTI), Student-teacher interactions
Publication Number: 3420661
ISBN: 978-1-124-22392-6
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