Ibok, Ekpenyong Efiong & Unoh, Edet Okon
This study examined the influence of students’ perception of teacher evaluation technique and teacher-student relationship on their academic achievement in Algebraic processes in Uyo Education Zone of Akwa Ibom State, Nigeria. Two hypotheses were formulated to direct the study. Ex-post facto design research was adopted for the study. A total sample of 800 out of 7479 students was selected using stratified and simple random sampling procedure. A questionnaire and academic achievement test in Mathematics were the main instruments used for data collection. The reliability estimate of the instrument was established through Cronbach Alpha method and Kuder – Richardson K-R-20 formula which give the reliability indices ranges from .81 to .82. One Way Analysis of Variance (ANOVA) statistic was adopted to test the two hypotheses at .05 level of significance. The result of the analysis revealed that students’ perception of teachers’ evaluation technique and teacher-student relationship significantly influence their academic achievement in Algebraic processes. Based on this finding, it was recommended among others, that teachers should improve their evaluation technique and teacher-student relationship through attending conferences, seminars and workshops of stakeholders in education to enhance students’ academic achievement in Algebraic Processing.