IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ACADEMIC ACHIEVEMENT AND MOTIVATION IN BIOLOGY OF SENIOR SECONDARY SCHOOL STUDENTS IN MINJIBIR EDUCATIONAL ZONE, KANO STATE, NIGERIA.

ABSTRACT This study investigated the impact of teacher-student relationships on academic achievement and motivation in Biology among senior secondary school students in Minjibir Education Zone, Kano State, Nigeria. The study was guided by three objectives, which were to examine the nature of teacher-student relationships, determine their impact on students’ academic achievement in Biology, and assess their influence on students’ motivation.A descriptive survey research design was adopted for the study. The population consisted of 27,355 senior secondary school students drawn from forty-six (46) public secondary schools in Minjibir Education Zone. A sample size of 377 students was selected using the Krejcie and Morgan sample size determination table, and simple random sampling technique was employed in selecting the respondents. Data were collected using two instruments: the Biology Motivation Questionnaire (BMQ) and Biology Achievement Test (BAT). The instruments were validated by experts in Science Education, and reliability was established using Cronbach Alpha, with coefficients ranging from 0.86 to 0.87.The data collected were analyzed using mean, standard deviation, and Pearson Product Moment Correlation (PPMC). The findings revealed that there is a significant positive relationship between teacher-student relationships and students’ academic achievement in Biology. The study also found that positive teacher-student relationships significantly enhance students’ motivation towards learning Biology. Furthermore, the result showed a strong positive correlation (r = 0.6617) between teacher-student relationships and academic achievement. Based on the findings, the study concluded that positive teacher-student relationships play a crucial role in improving students’ academic achievement and motivation in Biology. It was therefore recommended that teachers should be encouraged to build supportive and effective relationships with their students, and that educational stakeholders should provide regular training programmes to enhance teachers’ interpersonal and pedagogical skills.