STRATEGIES FOR PROMOTING POSITIVE LECTURER-STUDENT RELATIONSHIP DURING COLLEGE ALGEBRA LESSONS: A CASE STUDY OF USIU

Abstract

This paper sets out to establish strategic approaches that can be employed by a College Algebra lecturer in a classroom setting to develop a positive lecturer-student relationship in order to improve  performance in examinations at university level. The instrument of data collection was a questionnaire administered to several students who voluntarily answered them anonymously. The findings show that positive lecturer-student relations have a significant impact on the student learning process and performance in College Algebra examinations.

Key words: College Algebra, pedagogy, positive lectures-student relations, classroom setting, teaching, lessons, lecturer, performance, students.