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

Sep 15, 2026

Uploaded by Ophelia

Several global studies link classroom interaction and interpersonal relationship to students’ academic performance, yet comparable evidence in Ghana remains limited. This research investigated how classroom interaction and interpersonal relationships influence Junior High School students’ academic performance in the Wassa East District. A descriptive survey design guided the study. The population comprised 2,132 JHS three students; 350 were sampled using multi-stage sampling. Questionnaires and district mock results were analysed with frequencies, t-test, and regression. Findings showed uncertainty and strictness as significant negative predictors, while student freedom was a significant positive predictor. Interpersonal relationships did not significantly affect academic success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages195

Reading Time8 h 11 min

AccessFree to download

Declaration

Abstract

Acknowledgements

Dedication

Table of Contents

List of Tables

List of Figures

Chapter One: Introduction

Background to the Study

Statement of the Problem

Purpose of the Study

Research Questions

Hypotheses

Significance of the Study

Delimitations

Limitations

Definition of Terms

Organisation of the Study

Chapter Two: Literature Review

Theoretical Framework

Conceptual Review

Empirical Review

Conceptual Framework

Chapter Summary

Chapter Three: Research Methods

Research design

Study area

Population

Sample and Sampling Procedure

Data Collection Instrument

Validity and Reliability of Instrument

Data Collection Procedures

Data Processing and Analysis

Chapter Summary

Chapter Four: Results and Discussion

Demographic characteristics of respondents

Research Question 1

Research Question 2

Hypothesis 1

Hypothesis 2

Hypothesis 3

Hypothesis 4

Discussion of Findings

Summary

Chapter Five: Summary, Conclusions and Recommendations

Overview of the study

Key findings

Conclusions

Recommendations

Suggestions for Further Research

References

Appendices

UNIVERSITY OF CAPE COAST INFLUENCE OF CLASSROOM INTERACTION AND INTERPERSONAL RELATIONSHIP ON ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN THE WASSA EAST DISTRICT THEOPHILUS BAAH-BINEY 2023 UNIVERSITY OF CAPE COAST INFLUENCE OF CLASSROOM INTERACTION AND INTERPERSONAL RELATIONSHIP ON ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN THE WASSA EAST DISTRICT BY THEOPHILUS BAAH-BINEY Thesis submitted to the Department of Education and Psychology of the Faculty of Educational Foundations, College of Education Studies, University of Cape Coast, in partial fulfilment of the requirements for the award of Master of Philosophy degree in Educational Psychology JANUARY 2023 DECLARATION Candidate’s Declaration I hereby declare that this thesis is the result of my own original research and that no part of it has been presented for another degree in this university or elsewhere. Candidate’s Signature: ……………………….. Date: ………………………. Name: Supervisors’ Declaration We hereby declare that the preparation and presentation of the thesis were supervised in accordance with the guidelines on supervision of thesis laid down by the University of Cape Coast. Principal Supervisor’s Signature: ………………………. Date: ……..………. Name: Co-Supervisor’s Signature: ……………………………. Date: ………………. Name: 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. ACKNOWLEDGEMENTS I want to say how grateful and appreciative I am to Prof. Paul Dela Ahiatrogah and Dr. Andrews Cobbinah, both of the Department of Education and Psychology, and the College of Distance Education, who jointly supervised this academic work. They professionally guided, advised and encouraged me during the writing of the thesis. In addition, I owe a ton of gratitude to Mr. Daniel Mensah, the headteacher of SIPL School, for his immense contribution towards the completion of this research thesis. I appreciate your deeds. DEDICATION To my family TABLE OF CONTENTS Page DECLARATION ii ABSTRACT iii ACKNOWLEDGEMENTS iv DEDICATION v TABLE OF CONTENTS vi LIST OF TABLES x LIST OF FIGURES xi CHAPTER ONE: INTRODUCTION 1 Background to the Study 2 Statement of the Problem 6 Purpose of the Study 8 Research Questions 9 Hypotheses 9 Significance of the Study 10 Delimitations 11 Limitations 111 Definition of Terms 11 Organisation of the Study 12 CHAPTER TWO: LITERATURE REVIEW 13 Introduction 13 T

FAQs

What is the purpose of the study?

The study examines how classroom interaction and interpersonal relationships influence Junior High School students’ academic performance in the Wassa East District.

How was data collected and analysed?

Data were collected using questionnaires (Relationship Scale Questionnaire and Questionnaire of Teacher Interaction) and district mock results. Analysis used descriptive statistics plus independent samples t-test and regression techniques.

What factors predicted students’ academic performance?

Uncertainty and strictness were significant negative predictors, while student freedom was a significant positive predictor of students’ academic performance.

Did interpersonal relationships influence academic success?

Interpersonal relationships did not significantly influence students’ academic success, according to the study’s findings.

Sep 15, 2026

Uploaded by Ophelia