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ABSTRACT
The study investigated the perceived effect of student-teacher relationship on the learning of English Language in secondary schools in Egor Local Government Area of Edo State. Two research questions were raised and one hypothesis was tested.
The study employed the descriptive research survey design and used a total of 150 students as research respondents out of a total population of 2538 secondary school SSS II English students in 13 public secondary schools in Egor Local Government Area of Edo State. A questionnaire titled “Questionnaire on the Perceived Effect of Student-Teacher Relationship on the Study of English Language” was used as the research instrument.Mean and standard deviation were used in answering the research questions while t-test was used in testing the hypothesis.
The study revealed that a positive student-teacher relationship, effective teaching strategies, and a supportive learning environment are crucial for students' motivation, confidence, and participation in English language learning, with no significant difference between male and female students in their perception of the student-teacher relationship's impact. The findings highlight the importance of teachers prioritizing building rapport with their students, providing constructive feedback, and adapting their teaching approaches to meet the diverse needs and learning preferences of their students. Additionally, the study underscores the need for teachers to be aware of the challenges students face in their interaction with them and to continuously improve their teaching practices to ensure effective language learning. Overall, the study emphasizes the significance of a student-centered approach to teaching and learning, where positive relationships and effective teaching strategies come together to foster a supportive and inclusive learning environment that promotes academic success and language proficiency for all students.
