PSYCHO–SOCIAL FACTORS AND TEACHER–STUDENTS INTERACTION AS PREDICTORS TO INTEREST AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG COLLEGES OF EDUCATION STUDENTS

PSYCHO–SOCIAL FACTORS AND TEACHER–STUDENTS INTERACTION AS PREDICTORS TO INTEREST AND ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE AMONG COLLEGES OF EDUCATION STUDENTS, NORTH–WEST, NIGERIA   ABSTRACT   The study investigates psycho-social factors (parental involvement, peer group influence and academic self-efficacy) and teacher-students interaction (low, medium and high) as predictors of students‟ interest and academic performance in Integrated […]

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