Page No:213-222
P. Susai Raj and A. Edward William Benjamin
Bharathidasan University, Tiruchirappalli, Tamil Nadu
This study investigated the relationship between the teacher-student relationship, the
attitudes towards chemistry, and the achievement in chemistry among class eleven
students in Cuddalore District, Tamil Nadu, India. A survey methodology was employed,
involving 303 conveniently selected participants. Data were collected using three
instruments: i) Attitude towards Chemistry Lessons Scale (ATCLS), ii) Student Version
of Teacher-Student Relationship Inventory (S-TSRI), and iii) the researcher-developed
Standardized Chemistry Achievement Test based on the Tamil Nadu State Board
syllabus.Data were quantified according to scale guidelines and analysed using SPSS
software to determine correlations between teacher-student relationships, attitudes
towards chemistry, and chemistry achievement and the impact of these variables on
each other. The results exhibited a moderate to high positive correlation among the
variables of this study. Notably, the teacher-student relationship effect on achievement
in chemistry was substantially higher thanthe effect on attitude towards chemistry.
When comparing students with strong teacher-student relationships to those with
conflictual relationships with the teacher, the former group demonstrated higher levels
of engagement and superior academic outcomes in chemistry. The researcher postulated
that enhanced teacher-student relationships could potentially lead to long-term benefits
in students’ academic trajectories and careers