Abstract:
Several studies have been conducted globally that indicate that classroom
interaction and interpersonal relationship have an influence on students’
academic performance. In Ghana, however, little of such studies have been
done. Therefore, this research examined classroom interaction and
interpersonal relationships’ influence on Junior High School students’
academic performance in the Wassa East District. The study utilised a
descriptive survey design. The population for this research was 2,132 JHS
three students in Wassa East District. Using a multi-stage sampling technique,
350 students were sampled for this research. Questionnaires (Relationship
Scale Questionnaire and Questionnaire of Teacher Interaction) and district
mock results were utilised to gather the study’s data. Frequencies, percentages,
means and standard deviations, independent samples t-test, simple linear
regression and multiple linear regression were employed as statistical tools to
analyse the data collected. The study found that uncertainty and strictness
were significant negative predictors of students’ academic performance,
whereas student freedom was a positive significant predictor of students’
academic performance. Additionally, it was discovered that interpersonal
relationships did not influence students’ academic success. It was
recommended that to improve students’ academic performance in the district,
the district directorate of education should consider teachers’ uncertainty,
strictness and student freedom as well as students’ interpersonal relationship
as important variables.
