Influence of Classroom Interaction and Interpersonal Relationship on Academic Performance of Junior High School Students in the Wassa East District

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.