Relationship of Teacher-Student Interaction, Learning Commitment and Student Learning Comfort at Secondary Level

Abstract

For efficient teaching and learning, students and teachers place great importance on a calm and comfortable classroom environment. The classroom's learning environment may increase teachers' and students' comfort and productivity. Furthermore, learning should be comfortable since pain might deter pupils from being motivated to study. Therefore, the demands of instructors, students, and learning activities to encourage learning commitment should be met in the classroom. The investigation was carried out in the Sheikhupura and Lahore districts of secondary schools. The survey comprised all public secondary school pupils in Lahore and Sheikhupura. The sample was chosen using a multistage sampling method. First, 20 public secondary schools in the Lahore and Sheikhupura districts were chosen using a stratified random sample approach. Then, using a cluster sampling technique, 400 respondents in class 10 were chosen from the same public secondary schools. Finally, 18 observations were made using the "Teacher-Student Interaction Scale" to evaluate the teacher-student interactions. To measure teacher-student interaction, learning commitment, and students' comfort with learning, data were gathered using the "Teacher-Student Interaction Inventory Scale," "Learning Commitment Inventory," and "Learning Comfort Inventory." The instrument's dependability, as determined by the Cronbach Alpha reliability coefficient, was 0.83. The Pearson correlation coefficient and independent-sample t-test were used to examine the data. The research revealed good trends in the amount of teacher-student engagement, student learning commitment, and comfort with learning.
 Additionally, there was a connection between student-teacher relationships, adequacy of learning commitment, and comfort with learning. Additional research revealed a substantial difference between the genders in the mean level of cordial interaction between students and teachers. Additionally, data indicated a statistically significant gender difference in the mean of students' emotional commitment.