Abstract

The aim of this study was to investigate the factors influencing the academic achievement of Economic students in the WASSCE at public senior secondary schools in the Mubi North Local Government Area of Adamawa State. The objective was to identify potential solutions to the persistent issues affecting students' academic performance in this region. To achieve these objectives, a descriptive survey research design was employed, covering all public secondary schools in the targeted area. The study population consisted of students from these schools. The findings of this study highlight that student-teacher relationships are as crucial as the teaching and learning processes themselves. Evidence suggests that a positive connection between learners and their instructors enables students to interact with their teachers without fear. Effective classroom engagement provides students with opportunities to socialize while learning, which keeps them motivated, ensures appropriate instruction with friendly feedback, and minimizes disruptive behavior. Students who have positive interactions with their teachers are likely to develop a positive attitude towards school and classroom commitment, which correlates positively with their academic performance. Therefore, classroom engagement and student motivation are key dimensions and determinants of academic performance in secondary schools. It is essential for all relevant stakeholders to make concerted efforts to improve the existing relationships between students and teachers

Keywords

performance, Education, academic, Economic and motivated