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INFLUENCE OF STUDENTS TEACHERS
RELATIONSHIP ON THE SOCIO-EMOTIONAL DEVELOPMENT OF STUDENTS
ABSTRACT
This research work examined student’s teacher
relationship on the socio-emotional development for students. Four schools were
also selected out of which 25 students from each school giving total of 100
students. The instrument used for project is questionnaire in modified lucent
scale containing 20 items which was used to obtain data from student and the
data was analyzed. From the analysis of data, it was found that student’s
teacher relationship has significant impact on only one aspect of socio-emotional
development of the students.
TABLE OF
CONTENT
Chapter one
1.1 Introduction
1.2 Purpose of the study
1.3 Statement of the
problem
1.4 Research questions
1.5 Significance of the
study
1.6 Scope of study
1.7
Limitation of the study
1.8 Definition of terms
Chapter two
2.1
Literature
review
2.2
Summary
of literature review
Chapter three
Research methodology
3.1
Research
design
3.2
Population
3.3
Selection
of sample
3.4
Research
instrument
3.5
Validation
of instrument
3.6
Method of
data collection
3.7
Method of
data analysis
Chapter four
4.1
Data
analysis
4.2
Discussion
of results
Chapter five
5.1
Summary
of findings
5.2 Conclusion
5.3 Recommendations
References
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The socio-emotional context of children’s lives influences their ability to
learn. Education is a major factor in the development and growth of society and
its nature and goals depends on the society its nature itself. Educations in
particular have been critically trying to provide solutions to the problem
posed by socio-emotional behaviour of students in schools and society at large.
These limitation observed in the; lives of individual in the school system gave
rise to multidimensional studies and research by people and scholars even
outside the profession.
This state of affairs makes it all the more imperative for further and
continuous study of the strategies for coping with social emotional problems
among student’s adolescents and the totality of the larger society.
Socio-emotional problems are
state of ill health in some student which are not socially approved
they found it difficult to cope with the social moral code of conduct of the
society. He or she is a social misfit and a moral reprobate. Multiplicity of
causative factors varies with each case and is relatively linked with each
other (Abraham David 1960). Both psychologist and gerontologist have both agree
that socio-emotional problems are early notice in students between the age of
12-19 years and these periods of adolescent.
According to the memorandum of the 1925 British tropical Africa (N.E.R.C.P31).
Education system was supposed to provide all the basic necessities the child
demand to equip and make him fit into the society with a viable undependable
contribution of personal service to the development of the society. But the
society seen to strip the child naked owing to it engineering policy, which
rather are almost undermining has present and neglecting his interest. The
inverse now be the case as a result of these malfunction of the society the
teacher when a contrastive insight among the students have been able to note
several differences in the behaviour of the student some of which are
irrational and not acceptable to be satisfied for a moral conduct.
Among all these social emotional problems are inferiority complex, poor
participation examination malpractice are fighting, sleeping in the class etc
the teacher who uses the child centre method of teaching, the method that
ensure the proper and active participation of the students in the class
activities, thereby also help to maintain an unrestricted relationship with the
child, these processes help the teacher to note the various differences amidst
the students.
The contest here is not that the child is not educated but more attention
needed to be paid and better treatment demanded to improve the condition of the
student, because they are not educated enough.
Research has lead to support the fact that family background, environment, peers,
personal and intelligence factors also determined the child disposition of his
innate character in the classroom. Fimghe 1973 beer support to these this
project is concerned with ascertaining the perceived student teacher
relationship on their socio-emotional problems and finding solutions to
improving the situation.
PURPOSE OF STUDY
The aim of this study is to try as much as possible to pin point the strategies
that can actually be use in coping with socio-emotional problems of students in
secondary school adolescent by using personality test, aptitude test and
achievement test six secondary school. Edo college, Immaculate Conception
College, western boys high school, Russell secondary school and Imaguero
college all in Benin city Edo state Nigeria
STATEMENT OF PROBLEM
The seriousness of these socio emotionally problems experienced by the student,
as noticed by the school authority might result to debate and comment by the
public government Para stator and intelligent organization. The child might be
a serious case in which both the parent and the teacher frantigue effort to
avert social ill might prove abortive.
The contemporary changes in the western education and it miscellaneous norms
and the recent improvement in the educational system lead to this phenomenon.
This is as a result of students failure to meet up with their educational
standard required of them by the school and the society at large all these form
the lake of problem they found themselves and my optically seem to have turn
their future opaque with required to western cultures the researcher will
examine the following educational and social problems of student
1.
The
effect of contemporary educational system on adolescent
2.
The types
of socio emotional problems among student and their determine cause
3.
Finding
out the socio emotional problems in the selected male/female schools
4.
Finding
out the reaction of scholars to the problems and finding a lasting solution to
them
RESEARCH QUESTION
In this study the following
questions have been reviewed
1.
Is there
significant difference in emotional difference in emotional responses between
male and female student in secondary school
2.
Is there
significant difference in perceived student teacher relationship between male
and female and female student in secondary schools
3.
Does the
emotional responses of student in different classes in secondary school differ
4.
Is there
significant difference in student’s teacher relationship between students in
different class?
5.
Do
differences occur in emotional response between students in different class?
6.
Do
differences occur in emotional response between students in difference school?
HYPOTHESIS
1.
There is
difference in emotional responses between male and female student in secondary
school
2.
There is
significant difference in student teacher relationship between male and female
student in secondary school
3.
There is
no significant difference in emotional responses of students in different class
in secondary school
4.
There is
no significant difference in perceived student teacher relationship between
student in different classes
5.
There us
significant difference in emotional responses between student in secondary
school
SIGNIFICANCE OF THE STUDY
These studies help to expose the hidden nagging ill experiences by the students
and help to give lasting solutions to them avoiding it further occurrence In
case of any future eruption.
It is hoped that the recommendations that will be made based on the findings of
the study will be useful to teachers, principles, private and public
institutions and the government in general
DEFINITION OF TERMS
1.
SOCIAL
EMOTIONAL PROBLEMS: these are characters observed by teacher in
student, which does not confound to the uniformity of the social code of
conduct of school
2.
STUDENT
TEACHER: these is the ability of the teacher to make the
student fill certain amount of liberty during discussion class
3.
EDUCATION: the act
of improving the mind and quality of an individual
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