Relationship Between Teacher-Student Interaction and Science Academic Performance in Junior Secondary Schools in Abia State

This study examined the relationship between teacher-student interaction quality and Science academic performance in junior secondary schools in Abia State, Nigeria. The relational climate of the classroom, shaped by the frequency, warmth, and intellectual depth of teacher-student interactions, is regarded as a critical mediator of student engagement and academic outcomes in science. A descriptive correlational design was adopted. The sample comprised 320 JS3 students and 40 Science teachers from public secondary schools in Umuahia North, Aba South, and Arochukwu Local Government Areas. A Teacher-Student Interaction Quality Scale and a JS3 Science Achievement Score Proforma were used as instruments, with reliability coefficients of 0.80 and 0.77. Pearson's correlation and multiple regression were used for data analysis. Results showed a significant positive relationship between teacher-student interaction quality and Science performance. Dimensions of interaction quality that were most strongly associated with performance included questioning quality, feedback specificity, and emotional support. Authoritative interaction styles characterised by challenge and support combined predicted higher performance than either permissive or authoritarian styles. Recommendations included teacher professional development in constructive classroom communication, peer observation schemes, and integration of interaction quality indicators into teacher performance appraisal tools. Keywords: teacher-student interaction, Science performance, junior secondary schools, Abia State, classroom climate.