Teacher-Student Interaction and Teacher Supportiveness as Predictors of Academic Achievement in English among Form Two Students in Migori County, Kenya

Abstract

Academic achievement in English remains a critical concern in Kenyan secondary schools, particularly in regions like Migori County experiencing persistent underachievement in national examinations. Efforts have been made to address this problem, but significant improvement has not been realised. This study examined the predictive influence of teacher-student interaction and teacher supportiveness on academic achievement in English among Form Two students in Nyatike Sub-County, Migori County, Kenya. The study was anchored on Vygotsky’s Interactive Learning Theory and employed a correlational research design. The target population comprised 2,726 Form Two students from 38 public secondary schools, from which a sample of 245 students participated. Data were collected using adapted Classroom Climate Inventory questionnaires and students’ English academic achievement scores obtained from school records. Descriptive statistics, Pearson Product-Moment correlation, and regression analyses were conducted using SPSS version 24. The findings revealed a significant positive relationship between teacher–student interaction and English academic achievement (r = .45, p < .05), with teacher–student interaction explaining 21% of the variance in achievement. Similarly, teacher supportiveness was significantly associated with English achievement (r = .37, p < .05) and accounted for 13% of the variance in performance. The study concludes that positive classroom climate dimensions significantly contribute to improved academic achievement in English. The findings highlight the need for schools to strengthen supportive teacher practices and meaningful classroom interactions as strategies for enhancing English language achievement among secondary school students.