PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data, followed by the discussion of
research findings, including all the data gathered and responses provided by the respondents.
data were analyzed to evaluate and determine the relationship between the teacher-student
relationship on academic achievement as perceived by the second-year Bachelor of Elementary
Education (BEED) students at Don Carlos Polytechnic College.

Table 1. Correlation analysis between the level of perception on teacher -student relationship and
their academic performance .

INDICATORS Correlation Coefficient

Probability

Communication .353
.006 significant
Motivation .203
.129 Not Significant
Availability .254
.050 Not Significant
Connectivity .375
.003 Significant
Development .319
.013 Significant
Teacher-student relationship .360
.005 Significant
______________________________________________________________________________

As shown in the correlation analysis, the results indicated that the level of teacher-student
relationship is positively related to academic performance. The overall correlation coefficient
was .360 with a probability of .005, which is significant at the 0.01 level. This means that
students who reported better relationships with their teachers tended to perform better
academically. Among the indicators, Communication shows a moderate positive correlation r =
0.353, (p <0.006), indicating that effective communication between teachers and students plays a
meaningful role in enhancing academic outcomes. Similarly, Connectivity r = 0.375, (p< 0.003)
and Development r = 0.319, (p<0.013) also demonstrate moderate positive and statistically
significant relationships with academic performance. These findings suggest that students
perform better academically when they feel connected to their teachers and when teachers
contribute actively to their personal and academic growth.In contrast, Motivation r = 0.203, (p
>0.129) and Availability r = 0.254, (p>0.050) display weak positive correlations, but these are
not statistically significant. This implies that while students may perceive some benefits from
teacher motivation and availability, these factors alone do not have a strong or consistent impact
on their academic performance in this context. Lastly, the overall perception of the Teacher-
student relationship has a correlation coefficient of r= 0.360, ( p <0.005), indicating a moderate
and significant positive relationship. Overall, the general perception of the teacher-student
relationship has a correlation of 0.360 with a p-value of 0.005, showing a moderate and
significant positive connection with academic performance. Therefore, the hypothesis stated that
there is a significant relationship between the level of perception on teacher-student relationship
and their academic performance is accepted. This proves that a positive teacher-student
relationship, in general, contributes to better student performance.

As this supported by the research of Ibok and Unoh (2020) found that students performed better
in algebra when they had positive views of their teachers’ evaluation techniques and good
teacher-student relationships. Lei et al. (2023) found that when teachers and students get along
well, students are more likely to succeed academically, and this is especially true for older
students, certain subjects, and in specific regions of China.

Table 2 : Level of students’ academic performance

_____________________________________________________________________

Grade frequency percent Description

1.00 0 0 Excellent

1.25 -1.50 33 55 Very Good

1.75-2.00 25 42 Good

2.25 0 0 Average

2. 50 2 3 Fair

2.75 0 0 Poor
3.00 0 0 Passing
5.00 0 0 Failed
Total 60 100
Level of students’ academic performance. 1.64 Good

The table above shows the students grade weighted average and the description they indicated.
This study also examined the academic performance of students based on their general weighted
averages (GWA). The data showed that the majority of students fall within the higher
performance brackets. Out of 60 students, 33 students (55%) had grades ranging from 1.25 to
1.50, which is described as Very Good, while 25 students (42%) had grades between 1.75 to
2.00, falling under the Good category. Only 2 students (3%) had grades of 2.50, which is
classified as Fair. No students were recorded under the other grade descriptions such as
Excellent, Average, Poor, Passing, or Failed. The computed overall level of academic
performance among the respondents is 1.64, which corresponds to the description Good. This
indicates that most of the students are performing well academically, with a large percentage
achieving either good or very good standing in their grades. The findings suggest that the
students in this study generally maintain a solid academic performances.

As this supported by Mallik (2023) found that positive teacher-student relationships lead to
higher student engagement and better academic performance. Ayesha Afzal, Shahid Rafiq,
Ayesha Kanwal (2023) found a strong relationship between teachers and students existed, and it
had a significant impact upon students’ academic achievement. The study also found that
students’ perceptions of their relationships with their teachers were positive and had positive
effect on their grades & academic achievements.

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter contains the study summary and the conclusion derived from the findings
and recommendations
Summary
The study explored the correlation between the teacher-student relationship on the academic
achievement of second-year students at Don Carlos Polytechnic College, Don Carlos, Bukidnon.
It focused specifically on students from BEED 2A and BEED 2B who were enrolled during the
school year 2024–2025. The purpose of the study was to find out if there is a significant
relationship between the teacher-student relationship and the students’ academic achievement. A
descriptive correlational research design was used, and the data were collected and analyzed
through a quantitative method.

The study found that most students have good academic performance, with a general weighted
average of 1.64, classified as good. The majority of the respondents (55%) were in the very good
range, while 42% were in the good range. The correlation analysis showed a significant positive
relationship between the teacher-student relationship and academic performance (r = .360, p
= .005). Among the indicators, communication, connectivity, and development were
significantly related to academic success, meaning that students who experienced strong and
supportive interactions with their teachers tended to perform better. Meanwhile, motivation and
availability were not significantly related to academic performance.

The findings suggest that certain aspects of the teacher-student relationship—especially

communication, connectivity, and development—are important in supporting students’ academic
success. The overall positive correlation also confirms that strong teacher-student relationships
play a role in improving academic outcomes.

Conclusion

The results of the study show that the teacher-student relationship has a significant impact on the
academic performance of students. Among the different aspects studied, Communication,
Connectivity, and Development were found to have a moderate and positive relationship with
students' academic achievement. This means that when teachers communicate well with their
students, build strong connections, and help with both personal and academic growth, students
tend to perform better in school. On the other hand, Motivation and Availability showed only
weak relationships with academic performance, and these results were not statistically
significant. This suggests that while these factors may still play a role, they are not strong enough
to clearly affect students’ grades.
Overall, the general perception of the teacher-student relationship showed a moderate and
significant positive connection with academic achievement. This supports the idea that having a
good relationship with teachers can help students succeed in their studies. Therefore, the
hypothesis that there is a significant relationship between students’ perception of the teacher-
student relationship and their academic performance is accepted

Recommendation

Based on the results and findings of the study, the following recommendations are proposed:

Students are encouraged to build positive relationships with their teachers by actively
participating in class, showing respect, and maintaining open communication. A strong
connection with teachers can help improve their motivation, confidence, and overall academic
performance.

Teachers are advised to strengthen their communication and connection with students by creating
a supportive and engaging classroom environment. Teachers should also provide regular
feedback, show concern for students' personal and academic development, and be approachable
when students need help.

School administrators may organize seminars or workshops focused on enhancing the teacher-
student relationship. These may include training for faculty on effective communication,
empathy, and student-centered teaching strategies. Creating programs that promote teacher-
student interaction can also support students’ academic success.

Future researchers are encouraged to explore other factors that may affect the teacher-student
relationship, such as teaching styles, cultural differences, or the influence of online learning.
Expanding the study to include different year levels or other colleges can also help in
understanding the broader effects of teacher-student interactions on academic achievement.

Ibok, E. E., & Unoh, E. O. (2020). Retrieved from

https://www.researchgate.net/profile/EkpenyongIbok/publication/344757838_Students'_Percepti
on_of_Teachers'_Evaluation_Technique_and_Teacher_Student_Relationship_and_their_Acade
mic_Achievement_in_Algebraic_Processes_in_Uyo_Education_Zone_of_Akwa_Ibom_State_Ni
geria/links/5f8e5593299bf1b53e34742a/Students-Perception-of-Teachers-Evaluation-Technique-
and-Teacher-Student-Relationship-and-their-Academic-Achievement-in-Algebraic-Processes-in-
Uyo-Education-Zone-of-Akwa-Ibom-State-Nigeria.pdf

Mallik, B. (2023). Teacher-Student Relationship and Its Influence on College Student

Engagement and Academic Achievement. Anatolian Journal of Education 8 (1), 93-112, 2023.
https://eric.ed.gov/?id=EJ1385386

Lei, H., Wang, X., Chiu, M. M., Du, M., & Xie, T. (2023). Teacher-student relationship and
academic achievement in China: Evidence from a three-level meta-analysis. School Psychology
International, 44(1), 68–101. https://doi.org/10.1177/01430343221122453