The Relationship Between Positive Teacher-Student Relationships and Academic Achievement
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2018-05-06
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Masters of Education
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Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The literature cited in this study indicates that positive teacher-student relationships support student achievement. The check-in check-out (CICO) intervention used in the study is designed to establish and support positive teacher-student relationships. The purpose of this study was to determine if elementary school students who were behaviorally or academically at risk who participated in a nine-week CICO intervention (n = 14) had higher academic achievement as measured by the Scholastic Reading Inventory (SRI) (Scholastic, Inc., 2011) compared to a control group who did not receive the intervention (n = 14). The CICO students worked with individual mentors who provided support such as giving additional positive attention, setting and meeting daily goals, and encouraging students through celebration of their successes. The mean achievement as measured by SRI Lexiles of the CICO group (Mean = 575.36, SD = 267.75) did not differ significantly from that of the control group (Mean = 468.43, SD = 290.06) [t(26) = 1.01, p = 0.32]. Although, the null hypothesis failed to be rejected, qualitative data suggests that there were benefits to implementing the intervention. Implications, limitations, and suggestions for future research are discussed.