Interpersonal Relations and Achievement among University Upgrading (Grade V) Teacher Students

Helen C A Waiswa,Joseph Oonyu,Peter K Baguma

doi:10.7575/aiac.ijels.v.8n.4p.40

Helen C A Waiswa, Joseph Oonyu + Show 1 more

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https://doi.org/10.7575/aiac.ijels.v.8n.4p.40

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Abstract

Interpersonal relations refer to an intelligence and competence that enable the establishment and maintenance of mutually satisfying relationships with a variety of people across diverse situations. Academic achievement refers to satisfactory learner performance as shown by grades attained in course-work, tests, continuous assessment and end-of-semester examinations. The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities. Using a quantitative sample of 473 and a qualitative sample of 75 upgrading Grade V teacher-students from Makerere University and Uganda Christian University (UCU), a cross-sectional survey and interview were carried out. The results showed that IR was positively and significantly related to subjective AA (r = .23, p < .001). However, it was not significantly related to objective AA – CGPA (r = .04, p > .05) thus, supporting the hypothesis: There is a positive relationship between IR and AA among university upgrading teacher-students. Qualitative findings showed that team spirit, group work and collegial relations were important aspects of IR. In conclusion, the study stressed collaborative approaches to IR as useful in the 21st century. As a contribution to policy and practice, the study recommends that: for better AA, teacher-students need to have a holistic curriculum to train on IR. Knowledge of negative and positive perceptions of IR are critical for the furtherance of both individual and collaborative functions in teaching, learning, training, and research.

Highlights

Interpersonal Relations (AR) and Academic Achievement (AA)Academic achievement means satisfactory learner performance as shown by grades attained in course-work, tests and end-of-semester examinations
The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities
The results showed that IR was positively and significantly related to subjective AA (r = .23, p < .001)

Summary

Introduction

Interpersonal Relations (AR) and Academic Achievement (AA). Academic achievement means satisfactory learner performance as shown by grades attained in course-work, tests and end-of-semester examinations. According to Richardson, Abraham, and Bond (2012) attributions that enhance relations refer to the way people explain causation and in this context, students’ explanations of past academic failures. Internal and external locus of control were key to performance. These are concepts that characterise the relation between IR and AA. Paying attention, making eye contact and hearing other people made them feel appreciated, and created a positive feeling for them about you. This led to personal and professional benefits, which enhanced IR (Bennett, 2013). This led to personal and professional benefits, which enhanced IR (Bennett, 2013). Kusmayadi and Husodo (2018) proposed that the development of interpersonal intelligence as early as possible shaped the character of students and instilled positive values in them such as working together, a great sense of empathy and a positive concept of others

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