STUDENTS-LECTURERS’ RELATIONSHIP ON BUSINESS EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN NNAMDI AZIKIWE UNIVERSITY

Abstract

The study ascertained the student-lecturers relationship on Business Education students’ academic performance in Nnamdi Azikwe University. Three objectives, three corresponding research questions guided the study. Three null hypotheses were tested at the 0.05 level of significance. A descriptive survey research design was adopted for the study. The population comprised 462 Business Education undergraduate students in the Department of Business Education. A stratified random sampling technique was used to select 214 students for the study. The instrument for data collection was a structured questionnaire titled “Questionnaire on Students-Lecturer’s Relationship on Business Education Students’ Academic Performance in Nnamdi Azikiwe University (QSLRBESAPNAU)”. Reliability of the instrument was ensured by trial-testing it at Chuwkuemeka Odumegwu Ojukwu University Anambra State. Cronbach Alpha was used to test responses from the trial-test, and it yielded coefficient values of 0.82, 0.85, and 0.87 for clusters one, two, and three, respectively. The mean value was used in answering the research questions, standard deviation was used to test the homogeneity or otherwise of the mean ratings. A benchmark Mean of 2.50 was used as a criterion for decision-making. Any item with a mean score of 2.50 and above was considered "Agreed," indicating a positive perception, while a Mean score below 2.50 was interpreted as "Disagreed. The t-test statistical tool was used to test null hypotheses at a 0.05 level of significance.  The findings of the study revealed that the students-lecturer relationship in terms of effective communication, mentorship, and feedback significantly influences the academic performance of business education students. The study concluded that effective communication, academic mentorship, and lecturer feedback