Teacher-Student Rapport and Self-efficacy as Exponents of Affective learning Outcome in Commerce

This study examined the influence of teacher-student rapport and self efficacy on affective outcome (attitude to learning) in Commerce. The study adopted ex-post facto of survey research design. The target population for this study comprised all the senior secondary school II students Economics in Ibadan. Multi-stage sampling technique was used in the study. Two instruments tagged “Teacher-student Rapport and Self-efficacy Questionnaire (TRSQ) and Students’ Attitude to Learning Commerce Scale (SALCS) were developed by the researchers for data generation. The reliability coefficients of these instruments using Cronbach Alpha were 0.70 and 0.80 respectively. Data were analysed using inferential statistics. Hypotheses 1 and 2 were tested using Pearson Moment Correlation while hypothesis 3 was tested using Multiple Regression. The results revealed that there was significant relationship between teacher-student rapport and students’ affective (attitude to learning) outcome in Commerce; there was significant relationship between self-efficacy and students’ affective (attitude to learning) outcome in Commerce; and that there was joint relationship among teacher-students’ rapport, self efficacy and students’ affective (attitude to learning) outcome in Commerce. It was recommended that teachers should take it upon themselves to help their students develop high level of self-efficacy by providing reinforcement such aspraise, reward and encouragement to them and that teachers should promote productive teacher-student rapport by reinforcing positive behaviour, build a positive self-image by identifying and recognizing the strengths and weaknesses of each student as well as his/her distinctive qualities.