The Mediating Effect of Student Teacher Relationship on the Student Engagement and Science Motivation

Major problem in education is junior high school students’ lack of enthusiasm and engagement in science, which is demonstrated by their low performance on test like PISA and their waning interest in the subject. The purpose of this study is to investigate student-teacher relationships, science motivation and student engagement levels. It also looked at whether the link between science motivation and student engagement is considerably mediated by the student-teacher interaction. A quantitative correlational research design with mediation analysis was used in this study. Variable level was determined using descriptive statistics, inter-variable correlation was calculated using Pearson’s r, and mediation effects were evaluated using Sobel z-test in med graph frameworks. Standardized tools were used to evaluate behavioral aspects of the student-teacher connection; intrinsic, grade, career, and self-efficacy components of science motivation, cognitive and emotional characteristics of engagement. Using stratified random sampling, 348 Grade 7 to 10 students from public school in Pangantucan, Bukidnon were selected, based on Rao soft sampling criteria from a total population of 3,600. The results revealed high levels of student-teacher closeness. All three variables were significantly and positively correlated. Remarkably, the student-teacher relationship was found to partially mediate the relationship between engagement and science motivation. The results showed how crucial supportive student-teacher interactions are to raising students’ enthusiasm and involvement. Junior high school students’ interest in science may rise and science learning results may improve if student-teacher interactions are strengthened. school administrators in designing targeted interventions that promote interests in science education. The dwindling interest and passion of junior high students in science, as seen by their poor performance on extensice tests like PISA, is a reccuring problem in education. This study looked at how student-teacher connections function as mediator between science motivation, student engagement, and student-teacher interactions. Standardized measures of student-teacher connectivity, science interest, and engagement were used to collect data from 348 students in Grade 7-10 in public school in Pangantucan, Bukidnon. The findings revealed substantial positive relationships between all factors and high degrees of student-teacher intimacy. Crucially, it was discovered that the relationship between science motivation and engagement was partially mediated by the students-teacher relationship between science motivation and engagement was partially mediated by the student-teacher interaction. These results demonstrate how crucial supportive student-teacher interactions are in converting students interest into active participation. In order to help teachers and school administrators create focused interventions for scientific education. The study provides evidence that improving connections between teachers and students can increase students interest in science and improve learning results