The Importance of Relationship Dynamics between Students and Teachers in Fostering Academic Success: A Quantitative Study

Abstract

The student teacher relationship (STR) plays a crucial role in shaping academic outcomes in higher education. There is a lack of research focusing on this dynamic in Pakistan, especially in Karachi. The above gap highlights the need for a detailed exploration of how these related factors affect student performance in higher education in Pakistan. This study fills the gap by investigating the impact of communication, motivation, teacher availability and student engagement on Student academic achievement among university students at the Public University of Karachi. Using a quantitative approach, this study collected data from 130 students through a structured questionnaire and analyzed using SPSS to find out the correlation between the relevant dimensions and CGPA. The results revealed moderate to strong positive associations, with motivation showing the strongest relationship with academic performance, all of the relationships were statistically significant when viewed in isolation. The study highlights the importance of fostering an emotionally supportive and communicative learning environment and makes recommendations such as improved teacher access, feedback mechanisms, and reward systems. This study also calls for broader, mixed-method research to capture the subtle dynamics of student-teacher interactions and their long-term educational implications. By combining these relevant strategies, higher education institutions can improve student engagement and learning.

Keywords: Student-Teacher Relationship, Academic Performance, Motivation, Communication, Student Engagement.