ABSTRACT
This study examines the influence of student-teacher relationships on students' academic
performance in Nigerian universities, with a focus on the University of Benin. The research
specifically explores how communication, mentorship, and teacher support affect students'
learning outcomes, as well as the challenges that hinder effective student-teacher
relationships.
A descriptive survey research design was adopted for the study, targeting a population of
205 undergraduate History Education students at the University of Benin. A census
sampling technique was used, and data were collected through a self-structured
questionnaire validated by academic experts. The reliability of the instrument was
determined using the Cronbach Alpha reliability test.
The findings revealed a strong positive correlation between student-teacher relationships
and academic performance. Effective communication from teachers significantly enhanced
students' understanding and engagement, while mentorship provided by lecturers
contributed to academic confidence and motivation. However, challenges such as large
class sizes, inadequate teacher training on interpersonal skills, and bureaucratic
institutional structures were identified as key barriers to fostering strong student-teacher
relationships. These challenges limited students' access to academic guidance and reduced
opportunities for meaningful teacher-student interactions. Based on these findings, the
study recommends continuous professional development programs for lecturers to improve
communication and mentorship skills, the reduction of class sizes to promote personalized
learning experiences, the implementation of structured mentorship programs, and the
establishment of effective communication platforms for regular student-teacher
engagement. These measures will enhance the quality of student-teacher relationships and
contribute to improved academic performance in Nigerian universities.
