Influence of Teacher-Student Relationship on Student Mathematics

Achievement in High School in the USA: Mediating Roles of Students

Perceptions of Mathematics
Emmanuel Byiringiro 
PhD Candidate in Education Department, Mount Kenya University, Kenya

Suggested Citation
Abstract:
Byiringiro, E. (2024). Influence of The teachers-students’ interaction is at the center of teaching in the
Teacher-Student Relationship on classroom and is a major factor in teaching quality and improving
Student Mathematics Achievement student achievement. The nature and quality of teacher-students’
in High School in the USA: interaction is the basis for understanding student engagement. This
Mediating Roles of Students paper explored influence of teacher-student relationship on student
Perceptions of Mathematics. mathematics achievement in high schools. This study used
European Journal of Theoretical and descriptive survey design. Simple random sampling technique was
Applied Sciences, 2(1), 375-383.
further applied to obtain 470 persons. The study sampled 216
DOI: 10.59324/ejtas.2024.2(1).32
respondents by using Yamane formula. The collected data was
analyzed using descriptive statistics, correlation, and regression
analysis through the statistical package for social science (SPSS) version 21. Research data were obtained
through questionnaires and documentation. The data collected were analyzed using descriptive statistics
and multiple regression. The results of the findings indicated that the teacher–student relationship was
more correlated with student mathematics achievement in High school (r = 0.818; p= 0.000). Multiple
linear regression analysis showed that teacher-student relationship contributed to 44.5% of variation on
the performance, hence plays a vital role in student mathematics achievement in high school.
Additionally, it was further inferred that teacher-student relationship positive attitudes toward student
mathematics achievement. The study recommended that students in high school should build positive
student-teacher relationship with their teachers by engaging actively in classroom activities, showing
respect to the Mathematics teacher and also try as much as possible to communicate consistently with
the Mathematics teacher. Besides, Mathematics teachers should be encouraged to improve on their
personal relationship with their students for this will enhance the academic performance of the students.

Keywords: Teacher-student relationship, Mathematics achievement and student’ perception.

Introduction identified as essential not only for academic

achievement but also for effective functioning in
Mathematics is the science that deals with the everyday life. Learners' life experiences have a
application of the cognitive domain and making significant impact on how well they succeed in
computation. Though mathematics is seen as arithmetic (Donohue, 2021). Learners'
abstract, it is useful in a variety of industries, arithmetic performance has been a key source of
including design, software engineering, concern for both the public and private
engineering, development, woodworking, and education sectors. Scholars have succeeded in
many more. (Lin et al,2020). The techniques and finding a variety of variables that greatly affect
skills developed from mathematics have been

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use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s)
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learners' results, notably in arithmetic, over the Studies have demonstrated that the connection
last three decades. Various contributing variables that exist between teachers and students assumes
such as the instructor-learner connection, self- a significant part in the students’ mathematics
efficacy, learners’ perceptions of arithmetic, achievement (Hughes & Kwok, 2007). If
cooperative learning methods, and others, teachers need to cultivate a good learning
according to the researchers, have a substantial environment, a positive relationship with their
influence on mathematics achievement. students is the key. A student is bound to
accomplish better outcomes if they see their
The instructor-learner connection had shown to
teachers as a “buddy” (Pianta, 1999). Many
have a negative influence on mathematics
students believe that an absence of affinity
achievement in multiple research investigations
among teachers and students shows their poor
(Park & Kim, 2006). According to research, the
performance in mathematics. Normally, teachers
relationship between instructors and learners has
typically come nearer to students with high-
a major impact on the arithmetic achievement of
capacity levels, who end up being positive about
learners. If teachers want to create a great
the subject. This separation unfavorably
learning environment, they must first build a
influences low-capacity students. Murray-
favourable relationship with their learners. If a
Hannula (2007) stated that mathematics is seen
kid sees their teacher as a "friend," they are more
to be a troublesome subject and accordingly, a
likely to get higher results. Many learners assume
good relationship among teachers and students
that their poor arithmetic performance is due to
a lack of chemistry between teachers and goes far to help improve student achievement.
learners. Teachers usually approach learners who Most studies will first assume that teacher-
have high-capacity levels and who are student relationships can predict academic
enthusiastic about the subject. Low-capacity achievement and thus measure the impact of this
learners are negatively impacted by this relationship on achievement. For example, some
separation. Again, arithmetic is seen as a tough scholars have found that teacher-student
subject, and a healthy connection between conflicts affect children’s academic achievement
instructor and learner can go a long way toward (Kaasila et al, 2001). In fact, these investigations
learners’ achievement (Ferguson,2001). and studies on the role of teacher-student
relationship in academic achievement are mostly
Vygotsky (1978) insisted that interaction and
based on self-determination theory. The theory
cooperation with others, such as that which
holds that teacher-student interaction and
occurs between teachers and peers, can stimulate
student participation work together to determine
learners’ cognitive development. Namely, with
their academic achievement. On this basis, basic
the guidance of more competent individuals
needs theory was derived (Zelmeman et al.,
such as teachers, learners can internalize a certain
2002). They believe that students have three
function as a new ability (Kozulin, 2003).
kinds of psychological needs that are crucial for
Therefore, learning does not occur through one-
the participation of teachers, which are
way lecturing; rather, learning occurs through
autonomy, ability development and relatedness.
reciprocal interactions within learning
These needs also affect the quality of students’
environments. This indicates that a student’s
response to a teacher’s guidance is a critical interpersonal relationships.
factor for their learning, and that student beliefs Students’ mathematical achievement scores have
can influence their responses to their teacher’s been widely used as indicators of students’
guidance and produce different results for each academic performance in school. However,
teacher-student interaction. Reeve (2009) there is much debate as to which factors
stressed the importance of reciprocal influence students’ mathematical achievement
relationships between teachers and students, and how they vary across countries. Previous
particularly with regards to student motivation. studies have provided empirical evidence for the
effects of student- and school-level factors on
U.S. students’ mathematical achievement.

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However, most studies have examined only one perception of mathematics and cooperative
or some of these characteristics as predictors of learning strategies with varying results and
mathematical achievement, but not yet explored conclusions (Callaman & Itaas, 2020).
various student and teacher characteristics The current problem is that, out of the studies
simultaneously. Thus, based on the existing reviewed, majority of these factors were
theoretical and empirical research, this study predicting mathematics achievement disjointly
utilizes a conceptual framework that student and the few ones that combined two or more
academic outcome (i.e., mathematical factors in predicting mathematics achievement
achievement in this study) is explained by were looking into only the direct influence. The
various student- and school-level factors. It is ability to combine two or more of such variables
against that background that the study attempted and their direct and indirect influence on
to assess the influence of teacher-student mathematics achievement has not been
relationship on student mathematics adequately studied. In order to bridge this gap,
achievement in high schools: mediating roles of the researcher intended to investigate the
students’ perceptions of mathematics. mediating roles of students’ perception of
Problem Statement mathematics on the relationship between
teacher-student relationship and students’
The teacher-student relationship is usually
regarded as one of the most important mathematics achievement.
interpersonal relationships in the classroom This study sought to achieve the following
context. Especially, the teacher-student research hypothesis:
relationship is a dyadic social process that
HO1: There is no significance influence between
comprises ongoing interactions between teacher-student relationship and student
teachers and students in classrooms (Ryan, mathematics achievement in high schools.
2001). Teachers and students go through a
process of meeting one another, exchanging
information, and adjusting and developing
Methodology
expectations, so the teacher-student relationship
was regarded as teachers’ and students’ This study aimed to reveal teacher-student
interactions over time, affect each other and interactions that construct students’
aggregate perceptions of one another (Tella, mathematical understanding. Researchers
2008). In the last 20 years, the effect of the appreciate and observe, select, and interpret
teacher-student relationship on students’ teacher-student experiences in mathematics
academic performance has been supported by learning in the classroom. Observation aims to
relevant theoretical and empirical studies (Xu & gain a deep understanding of teacher-student
Qi., 2019). interactions in mathematics learning. This
research was conducted by observing directly the
Scholars and education stakeholders have process of learning mathematics in the
expressed concern about learners' poor classroom to see teacher-student interactions
performance in mathematics and this terrible This study evaluated influence between teacher-
arithmetic performance levels have had a student relationship and student mathematics
negative impact on the country's science and achievement in high schools.
technology (Chand et al., 2021). As a result of
this abysmal performance, a great deal of The researcher used descriptive research survey
research had been done on some factors that design in building up this project work the
influence students’ mathematics achievements choice of this research design was considered
(Assiyari, 2004). Following a thorough study of appropriate because of its advantages of
the literature, mathematics achievement can be identifying attributes of a large population from
predicted by factors such as teacher-student a group of individuals. The design was suitable
relationship, students' self-efficacy, students’ for the study as the study sought influence

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between teacher-student relationship and questions were used where the answers were
student mathematics achievement in high divided into categories such discrete, distinct and
schools. relatively few in number. It is easier for
respondents to answer because they had only to
Population of a study is a group of persons or
choose categories. In that way a chance for
aggregate items; things the researcher is
irrelevant answers is limited to the minimum,
interested in getting information on the study
because appropriate answer categories were
factors influencing the attitude of students
provided. The main respondents were being
towards the study of mathematics in US in state
teachers that were given the questionnaire as
of Mississippi. It is smaller than most of the U.S.
they were enough time to respond to the
states and is bounded on the north by
questions based on research hypothesis.
Tennessee, on the east by Alabama, on the south
Questionnaires were given to Mathematics
by Louisiana and the Gulf of Mexico, and on the
teachers and principals and students.
west by Louisiana and Arkansas. This study was
delimited in Coahoma County. Data was The questionnaire used as the research
collected in the Clarksdale High School. instrument was subjected to face its validation.
(Mississippi Report Card, 2022). The population This research instrument (questionnaire)
of this study was 464 students and 6 adopted was adequately checked and validated
Mathematics teachers from Clarksdale High by the supervisor his contributions and
School. Thus, the total population was 470 corrections were included into the final draft of
persons. the research instrument used.
In addition, the study used the following formula
proposed by using Yamane (1973) to determine
the sample size because that is too large waste Findings and Discussion
scarce resources and could expose more Findings
participants than necessary to any related risk.
In this study the research sampled 216
Thus, the study used Yamane formula to
respondents from Clarksdale High School. The
calculate a sample size because it is the most
data collected from the respondents were
appropriate for this study.
analyzed in tabular form with simple percentage
Using Yamane formulae for easy understanding. A total of 210
questionnaires of students were distributed and
only 174 questionnaires were returned back.
𝑁𝑁
𝑛𝑛 =
1+(𝑁𝑁)(𝑒𝑒 2 )
(1) Besides, all 6 mathematics teachers responded
the questionnaire.
Descriptive Statistics of Teacher-Student
Where: Relationship on Student Mathematics
n = sample size Achievement
N = the population size In this research the study attempted to
determine the f Influence of teacher-student
e = the acceptable sampling error (5%) at 95%
relationship on student mathematics
confidence level
achievement. The respondents were asked to
rate the statements by indicating the extent to
Thus; which they apply to their organization in 5-point
Likert scale as shown on: 5. Strongly Agree (SA),
n = 470/ (1+(470) (0.05)2 4Agree(A), 3. Neutral (N), 2. Disagree (D) and
n=216.09=216 respondents 1. Strongly Disagree (SD). Besides, the mean and
deviation were used for interpretation of the
In this study the researcher used questionnaires, findings where mean (M) is the average of group
and documentary review. Closed-ended

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of scores and it is sensitive to extreme score used to measure the variability in those statistics
when the population samples are small. as it shows how much variation is there from the
Moreover, the standard deviation (SD) was also average (mean).

Table 1. Teacher-Student Relationship on Student Mathematics Achievement

Statements Mean Std Dev
Teacher-student interaction consists of the teacher’s delivering material and students 4.2 0.69
paying attention
The delivery of material by the teacher is influenced by the mastery of the material and 4.4 0.78
skills in selecting the right strategy to teach Mathematics
The task of the math teacher is to carry out the mathematics learning process, and foster a 3.7 0.75
sense of pleasure and love for mathematics
Teachers’ mathematical knowledge made statistically significant changes in their lesson 3.9 0.96
design, their mathematical agenda, and the classroom climate
To convey the material the teacher uses a lecture strategy, to increase student interest and 4.3 0.95
motivation.
The teacher uses games to foster motivation and attract students’ attention in case 3.5 0.52
students focus and work on the questions they receive
Teachers are advised to use appropriate learning strategies to meet the needs of students in 4.1 0.76
delivering material.
Source: Field research, 2023

As shown in Table 1, the results relate to the classroom climate. Respondents strongly agreed
seven statements assessing the influence of with this statement, with an average mean of 3.9
Teacher-student relationship on student and a very strong positive standard correlation
mathematics achievement in high school in of 0.96. The next item was whether to convey
Coahoma County in Clarksdale High School. the material the teacher uses a lecture strategy, to
The results show that for the first statement, the increase student interest and motivation. The
majority of respondents strongly agreed that majority of them strongly agreed that statement
Teacher-student interaction consists of the with a mean of 4.3 and a very high positive
teachers delivering material and students paying standard deviation of 0.95. The next item
attention, with a mean value of 4.2, and a high respondents were asked whether the teacher
positive correlation standard deviation of 0.69. uses games to foster motivation and attract
The second statement asked respondents students’ attention in case students focus and
whether the delivery of material by the teacher is work on the questions they receive, the
influenced by the mastery of the material and respondents agreed that statement (M=3.5,
skills in selecting the right strategy to teach SD=0.52). On the last statement respondents
Mathematics. The results showed that the were asked teachers are advised to use
majority of respondents strongly agreed with this appropriate learning strategies to meet the needs
statement (M=4.4, SD=0.78). For the third of students in delivering material, the majority of
statement, the task of the math teacher is to carry respondents strongly agreed and agreed that
out the mathematics learning process, and foster statement with a mean score of 4.1 and positive
a sense of pleasure and love for mathematics, the correlation standard deviation of 0.76. From the
majority of respondents agreed with this results, it implies that the majority of
statement, with a mean of 3.7 and a very positive respondents strongly agreed and agreed that all
and high standard deviation correlation of 0.75. of the above are key elements of teacher-student
The fourth statement asked whether the relationship and student mathematics
Teachers’ mathematical knowledge made achievement.
statistically significant changes in their lesson
design, their mathematical agenda, and the

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Correlation Analysis variables are summarized and presented in
The findings of the correlations between the Table 3.
independent variables and the dependent

Table 2. Correlation Between Variables

Teacher-student relationship Student Mathematics achievement
Teacher-student relationship Pearson 1
Correlation
Sig. (2-tailed)
N 174
Student Mathematics Pearson .818** 1
achievement Correlation
Sig. (2-tailed) .000
N 174 174
**. Correlation is significant at the 0.01 level (2-tailed).

According to the findings reported in Table 2, have higher academic achievement. This study is
the Pearson correlation analysis showed that consistent with the research findings of Birch
teacher-student relationship (r=0.818, p=0.000) (1997) and Wang (2002), which once again
is positively and significantly related to student confirmed the positive role of teacher-student
Mathematics achievement in high school. The relationship in individual learning, especially in
correlation was deemed to be statistically school education.
significant since the p-value was less than 5%.
Multiple Regression
The findings therefore showed that there is a
positive and statistically significant relationship A multiple regression analysis was performed in
between teacher-student relationship and this section to identify the predictor and its
student Mathematics achievement in high contribution towards the criterion. It aims to
school. determine the prediction of a single dependent
variable from a group of independent variables.
The data of this study confirms the hypothesis The multiple regression analysis was performed
and finds that teacher-student relationship is with all the assumptions complied with. The
positively correlated with students’ mathematics results of the multiple regression are presented
achievement. Students with higher level of in Table 3 to Table 5.
teacher-student relationship are more likely to

Table 3. Multiple Correlation of Independent Variables with Dependent Variable

Model R R Square Adjusted R Square Std. Error of the Estimate
1 .670a .450 .445 .69075
a. Predictors: (Constant), Teacher-student relationship

The table 3 below shows the quantity of variance used to describe the goodness of fit or the
that is explained by the predictor variables. The amount variance explained by a given set of
first statistic, R is the multiple correlation predictor variables and its value is 44% of the
coefficient between all the predictor variables variance in the dependent variable is explained
and dependent variable. In is model, the value is by independent variables in the model.
.670a, which indicates that there is a great deal of The table above indicated standard regression
variance shared by the independent variables and which provides the influence of individual
dependent variables. The next value, R Square, is predictor variable. That variable is teacher-
simply the squared value of R. This is frequently

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student relationship. The table shows the output 0.684. Therefore, there is a statistically
analysis and whether there is a statistically significant difference in the mean length of
significant difference group mean. As seen, it, model.
the significance value is 0.001 and the mean is

Table 4. Significance of Independent Variables

Model Sum of df Mean Square F Sig.
Squares
1 Regression 182.035 4 45.509 66.538 .000b
Residual 77.287 113 .684
Total 259.322 117
a. Dependent Variable: Student Mathematics achievement
b. b. Predictors: (Constant), Teacher-student relationship

Table 5. Regression Coefficients and Significance of the Independent Variable

Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 1.479 .313 4.732 .000
Students attitude -.221 .038 -.371 -5.845 .000
a. Dependent Variable: Student Mathematics achievement

Information presented in Table 5 evidenced that delivering material and students paying
Y=1.479 -0.221 X1 ++ε Where y= Student attention, when the delivery of material by the
Mathematics achievement. The regression teacher is influenced by the mastery of the
output above shows that teacher-student material and skills in selecting the right strategy
relationship variable is statistically equal to 0. to teach Mathematics, when the task of the math
000.This shows the regression of independent teacher is to carry out the mathematics learning
variable is associated with Student Mathematics process, and foster a sense of pleasure and love
achievement. Multiple analysis regression result for mathematics, when the teachers’
above indicates the influence of independent mathematical knowledge made statistically
variables based on the regression coefficient. significant changes in their lesson design, their
The unstandardized Coefficients is 1.479 when mathematical agenda, and the classroom climate,
is constant and at the same time the Std. Error is when to convey the material the teacher uses a
0.313 when they are associated with coefficients. lecture strategy, to increase student interest and
The significant predictor out of four motivation, when the teacher uses games to
independent variables are positively related to foster motivation and attract students’ attention
the criterion in the regression, as shown in Table in case students focus and work on the questions
5. they receive and finally when teachers are
advised to use appropriate learning strategies to
meet the needs of students in delivering material.
Discussion Besides, the Pearson correlation analysis showed
The results of this study are forms of teacher- that teacher-student relationship (r=0.818,
student interaction in mathematics learning that p=0.000) is positively and significantly related to
can help students build and improve student Mathematics achievement in high
mathematical understanding. From the findings, school. The correlation was deemed to be
the study found that teacher-student relationship statistically significant since the p-value was less
influence student Mathematics achievement than 5%. The findings therefore showed that
when their interaction consists of the teachers there is a positive and statistically significant

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relationship between teacher-student consistent with the research findings of Birch
relationship and student Mathematics (1997) and Wang (2002), which once again
achievement in high school. confirmed the positive role of teacher-student
relationship in individual learning, especially in
These findings are relevant with McCarthy et al
school education.
(2016) who stated that Teacher-students’
interaction needs to be created in learning, Therefore, the researcher can conclude by saying
especially in mathematics. Students need that the research hypotheses including: “H01:
attention, stimulation, and guidance in learning There is no significance influence between
mathematics. However, there are still many teacher-student relationship and student
teachers who have not implemented positive mathematics achievement in high schools”; all
teacher-student interactions. The results of were tested; verified and then they are confirmed
interviews with several mathematics teachers referring to the statistical (regression analysis)
said that the teacher had not interacted well with findings and then according to the research, the
students. There are still teachers who only correlation of 0.818 (81.8%) categorized as
deliver material, give assignments then leave positive and very high correlation; this leads to
students and return to the office, then discuss confirm that there is significant influence
questions, and give homework. According to between teacher-student relationship and
students, mathematics teachers tend to be student mathematics achievement
grumpy and angry when there are students who Based on the findings, it can be recommended
have not been able to work on the questions. that to implementing activities that are full of
This creates students afraid to ask questions and
interactions between teachers and students in
interact with the teacher. Apart from this, there
high schools should build positive student-
are still many teachers who do not know how
teacher relationship with their teachers by
and what interactions teachers-students need to
engaging actively in classroom activities,
be carried out in learning to build a conducive
showing respect to the Mathematics teacher and
learning atmosphere and a good understanding
also try as much as possible to communicate
of mathematics.
consistently with the Mathematics teacher.
To sum it up, students who are perceived to have Mathematics teachers should be encouraged to
confidence in themselves are capable of excelling improve on their personal relationship with their
in the mathematics subject as suggested and students for this will enhance the academic
tested by many researchers. Callaman and Itaas performance of the students. They should also
(2020) reported that academic self-efficacy is bring their wealth of experience in teaching of
connected with academic achievement in the Mathematics to the level of students’ aptitude to
mathematics examination. The belief that make personal relationships of students with
students develop about their academic their teachers more interesting so as to arouse
capabilities helps to determine what they do with the interest of the students to academic
the knowledge and skills they possess which excellence.
eventually determines their academic
achievement.
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