Relationship of Teacher-Student Interaction, Learning Commitment and Student Learning Comfort at Secondary Level

For efficient teaching and learning, students and teachers place great importance on a calm and comfortable classroom environment. The classroom's learning environment may increase teachers' and students' comfort and productivity. Furthermore, learning should be comfortable since pain might deter pupils from being motivated to study. Therefore, the demands of instructors, students, and learning activities to encourage learning commitment should be met in the classroom. The investigation was carried out in the Sheikhupura and Lahore districts of secondary schools. The survey comprised all public secondary school pupils in Lahore and Sheikhupura. The sample was chosen using a multistage sampling method. First, 20 public secondary schools in the Lahore and Sheikhupura districts were chosen using a stratified random sample approach. Then, using a cluster sampling technique, 400 respondents in class 10 were chosen from the same public secondary schools. Finally, 18 observations were made using the "Teacher-Student Interaction Scale" to evaluate the teacher-student interactions. the "Teacher-Student Interaction Inventory Scale," "Learning Commitment Inventory," and "Learning Comfort Inventory." The instrument's dependability, as determined by the Cronbach Alpha reliability coefficient, was 0.83. The Pearson correlation coefficient and independent-sample t-test were used to examine the data. The research revealed good trends in the amount of teacher-student engagement, student learning commitment, and comfort with learning. Additionally, there was a connection between student-teacher relationships, adequacy of learning commitment, and comfort with learning. Additional research revealed a substantial difference between the genders in the mean level of cordial interaction between students and teachers. Additionally, data indicated a statistically significant gender difference in the mean of students' emotional commitment.


Introduction
The effectiveness of the learning process in the classroom depends on the participation of the teachers, students, and the environment (Ahmad, Shaharim, & Abdullah, 2017). Since students' performance can be estimated and teachers' ability to create practical lessons can be assessed, it's argued that all points of view in a classroom are vital (Ahmad, Osman, &

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 158 ] plans and mechanical facilities will contribute to teaching and learning fulfilment as well as significantly affect student learning, according to Ahmad and Osman and Halim (2013). In addition, the learning environment and classroom management may help teachers and students work more efficiently and comfortably (Godlesky, 2018). Students' motivation to study may be influenced if they are uncomfortable while learning (Pintrich, 2000). The requirements of teachers, students, and learning activities should thus be taken into account. These activities should be ready to motivate learning and foster active interest, but more significantly, they should be adequately supported and supervised by the instructor. Instructor (Siegel, 2003). Bartlett (2003) discovered that a pleasant learning environment would boost the viability of learning. This will increase student performance after some time if the learning environment is favourable, the student-teacher relationship is strong, and the instructor inspires students to study . Students come to the classroom to learn from their teachers (Barnitt, 2003). It is a location where various activities are carried out in real-time. Teachers and students can work together to make the learning process more efficient by coordinating their efforts, the student's dedication to learning, and their comfort in the classroom (Hertzberger, 2008). For pupils to successfully acquire knowledge, teachers must become increasingly inventive and creative in their approach to teaching and learning (Gasser & Althof, 2017). Matriculating high school students in Pakistan are the most mature among their peers, as this is the last academic credential they will ever get (Khan & Iqbal, 2012). Students in these subjects require the most teacher-student contact to grasp the relationship between information and its real-world applications fully. The pupils would feel at ease in class if the lecturers were devoted to instilling the material with its practical application. To conduct this study, a questionnaire will be circulated among the students of secondary schools, both male and female.

1.1
Research Purposes The research's goals were to:

1.
Watch how students and teachers interact in a secondary school setting.

2.
Find out how committed teachers and students are to studying together and how comfortable secondary school students are in the classroom.

3.
Determine the connection between secondary school students' dedication to study and comfort with learning and the relationships between teachers and students. Determine the primary gender difference in interactions between students and teachers, commitment to learning, and comfort.

1.2
Hypotheses H0 1: There is no significant relationship between teacher-student interaction and students' learning commitment. H0 2: There is no significant relationship between teacher-student interaction and learning comfort. H0 3: No significant relationship exists between students' learning commitment and learning comfort. H0 4: No significant relationship was found between teacher-student interaction, learning commitment and students' learning comfort.

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 159 ] H0 5: There is no gender type significant difference in the mean score of teacher-student interaction. H0 6: No significant difference exists in the mean score of students' learning commitment among boys and girls in secondary schools. H0 7: No gender type significant difference in the mean score of students' learning comfort.

1.3
Research Design Two types of correlation study are explanatory correlation design and predicted correlation design (Creswell, 2012). This study employed an explanatory research method to examine the link between student learning commitment, teacher-student contact, and comfort with learning. Three variables' levels of correlation are categorised using a correlation coefficient. The research was described as follows: "Relationship among Student-Teacher Interaction, Students' Learning Commitment, and Learning Comfort at Secondary School Level." X: The outcome of student-teacher interaction Y: The outcome of dedication to learning Z: The result of learning comfort

1.4
Population of the Study Table 1 The whole student body of two district public secondary schools (Lahore and Sheikhupura) schools might be categorised The Punjab province's two districts were the subject of the study. As a result, students from district Lahore and Sheikhupura's public secondary schools made up the study's population.
In the district of Sheikhupura, there were 129 public secondary schools, 64 of which were for boys and 65 for females. As a result, the Sheikhupura district schools had 113 970 pupils enrolled at the time.
On the other side, Lahore district had 333 public secondary schools, of which 153 were for boys, and 180 were for females. A total of 353,382 pupils were enrolled. Thus, 467,352 people were enrolled in public secondary schools in the districts of Lahore and Sheikhupura.  , 1970). Fourteen public schools were selected using the above stratified random sample approach, including six secondary schools for males and 8 for girls from the Lahore district and six schools from each of the Sheikhupura districts. At the same time, a group of about twenty grade ten pupils from each chosen school was used as a sample.

1.6
Data Collection and Analysis Schools in Lahore and Sheikhupura were visited to get the data. Utilizing both descriptive and inferential statistical methods, quantitative data were examined. The mean and standard deviation were calculated using descriptive statistics, and Pearson r and the independent samples t-test were also used.

1.7
Results of the Research Paper 1.7.1 Student engagement in learning and teacher-student interaction H0 1: There is no connection between students' commitment to learning and how well they engage with their professors.

Interaction between teachers and students and comfort with learning H0 2:
The contact between teachers and students and learning comfort are not significantly correlated. .330** 6. Learning comfort -** At the 0.01 level, a coefficient is a correlation (2-tailed) Using Pearson r, the association between learning comfort and the five aspects of teacherstudent communication (leadership, understanding, friendly, dissatisfied, and firm) was examined. These five factors are as follows: The preliminary investigations were concluded, and the results confirmed that the homoscedasticity, linearity, and normality hypotheses had not been invalidated. The correlation between the majority of the components of the two variables is shown to be positive in the table that is displayed above (r =.266,.338,.366,.027,.213,.217,.472,.373,.341,.239,.330). In contrast, a negative correlation was discovered between leadership dissatisfaction, friendly behaviour, and healthy behaviour (r = -.033, -.364, -.086).

Relationship between students' learning commitment and learning comfort
H03: Students' dedication to studying and learning comfort have no discernible link. Learning comfort -**The 0.01 threshold of significance for correlation (2-tailed) Pearson r was used to analyse the association between learning commitment (cognitive, emotional, and behavioural) and learning comfort. It was determined by primary analysis that the assumptions of normality, linearity, and homoscedasticity had not been violated. The table that follows demonstrates that there is a positive correlation between the cognitive, emotional, and behavioural constructs of two variables, with a positive influence of students' learning commitment on learning comfort (r =.282,.511,.357,.142,.274,.305, n = 400, p>.001). This is demonstrated by the fact that there is a positive correlation between the cognitive, emotional, and behavioural constructs of the two variables. This observation is backed by the fact that a positive effect exists between students' level of learning commitment and learning comfort.

Interactions between Teachers and Students, Students' Levels of Learning Commitment, and Teachers' and Students' Levels of Learning Comfort, as well as
Their Relationships with One Another H04: The interaction between teachers and students, learning commitment, and students' comfort with learning were not significantly correlated.  3. Learning comfort -**The 0.01 threshold of significance for correlation (2-tailed) Using Pearson r, we could examine the connection between teacher-student interaction, students' levels of learning commitment, and instructors' degrees of comfort in the classroom. It was determined by primary analysis that the assumptions of normality, linearity, and homoscedasticity had not been violated. The above table shows a good correlation between the three variables, with a favourable impact of students' commitment to learning on learning comfort (r =.218,.531**,.309, n = 400, p>.001). However, the above table shows that teacher-student interaction and learning commitment had a low correlation while teacher-student interaction and learning comfort had the highest correlation. On the other hand, students' learning commitment and learning comfort are moderately correlated.

Interactions between instructors and pupils that are significantly distinct from one another H05:
The mean score of teacher-student interaction does not significantly differ by gender type.

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 163 ] (M = 17.556, SD = 0.2165): t (398) = -1.70, p = 0.246. This is demonstrated by the fact that there was no change in the mean. According to the survey findings, the students did not perceive significant gender or sexual orientation differences in the teachers' leadership styles.
Using an independent sample t-test, it was demonstrated that there is a gender-specifically significant difference in the mean degree of knowledge between instructors and students. This difference was found to exist between teachers and students. The table demonstrates that there was no difference between the mean scores for the boys' condition (M=15.28, SD=0.280), and the girls' condition (M=15.46, SD=0.1139); t (398) = -0.788, p = 0.098. According to the findings, there is no significant gap in the comprehension degree between the lecturers and the pupils. A t-test based on an independent sample was conducted to assess whether a gender-related difference was significantly different from the mean of instructors' pleasant behaviour with students. The mean of the boys' condition (M=20.448, SD=0.278) and the girls' condition (M=20.17, SD=0.189) was significantly different; t (298.11), p = 0.036. The findings revealed that there was a detectable gender discrepancy in the way that individuals socialised with one another in the way that they interacted with one another. We used an independent samples t-test to investigate whether or not there was a difference in the significance of student dissatisfaction with the teacher-student interaction depending on the gender of the students. We hypothesised that there would be a difference if there were a difference in the significance of student dissatisfaction with the teacher-student interaction. As shown by the statistic t (398) = -4.20, p = 0.929, there was not a statistically significant difference between the averages of boys (M = 10.592, SD = 0.2316) and females (M = 12.313, SD = 0.259). In conclusion, it was found that there was no difference in the students' emotions of unhappiness with their connection with their instructor depending on gender. This was the conclusion drawn from the findings of the study. Using an independent samples t-test, it was discovered that there was not a statistically significant difference between males and females in the mean of teacher-student firm behaviour under the conditions of boys (M= 16.97, SD= 0.303) and girls (M= 18.22, SD= 0.238). This was the case even though boys had a mean of 16.97, girls had a mean of 18.22, and both had standard deviations of 0.238. This was the conclusion that was obtained after comparing the data of the males (M = 16.97, SD = 0.303), and the girls (M = 18.22, SD = 0.238).

Difference in Student's Learning Commitment H0 6:
The mean score of pupils' dedication to learning does not significantly differ between secondary school males and girls.

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 164 ] To determine whether or not there were significant gender variations in the median scores of students' cognitive learning commitment, an independent sample t-test was carried out. The table demonstrates that there was no difference between the boys' condition (M=17.95, SD=2.66) and the girls' condition (M=17.69, SD=2.53); t (398) = 0.962, p = 0.553. Consequently, the researchers concluded that there was not a significant difference in the amount of commitment that pupils in secondary schools had to cognitive learning on average. A comparison of the emotional commitment to learning shown by male and female respondents is also included in this figure. There was a difference that might be considered statistically significant between the conditions faced by males (M=13. 19

Difference in Learning Comfort
H07: The mean score for pupils' comfort with learning shows no discernible gender difference. The results of a t-test on independent samples indicate a statistically significant difference in the mean evaluations of learning comfort provided by male and female students. This difference may be seen between the genders of pupils. This difference was found when comparing male students' responses to those of female students. The mean scores for the boys' and girls' conditions were the same; t (398) = -0.588, p = 0.112 (M = 26.80, with a standard deviation of 4.168, and M = 28.87, with a standard deviation of 4.595, respectively). According to the research results, there was not a discernible gap in the capabilities of males and females regarding how quickly one could pick up new information.

Findings and Discussion
The study's results demonstrated positive contact between students and teachers in the classroom and healthily developed the teaching and learning processes. In addition, students believed that the strategies for teacher-student engagement were appropriate and successful. According to Myint and Atputhasamy (2005), the form of educator leadership behaviour was an indicator of instructor and teacher communication effectiveness in the classroom. Therefore, this was crucial. The relationship between the instructor and the student played a significant part in the learning, teaching, and evaluation of the assessment that took place for

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 165 ] the student (Douglas et al., 2015). According to Fraser et al. (2010), teachers who want to improve their students' performance should take a vital leadership role, demonstrate their understanding, and reduce ambiguities in the classroom. Furthermore, Kuppusamy (2012) emphasized that the teacher's use of leadership qualities in the classroom is directly correlated to the effectiveness of a study hall and the positive impact it has on the pupils. As stated by Wrenn & Wrenn (2009), teachers' behaviour in the classroom matters since it might affect students' motivation and success. Due to teacher supervision and classroom observer learning, students surface mild acts of independence (Solas & Wilson, 2015). Therefore, exercises involving observation should be carried out to prevent students from becoming too autonomous and unruly. According to Burrows (2010), when a teacher allows students to learn independently of one another and lets them leave the study hall without proper supervision, the student's motivation to learn will decrease, and they will be more likely to engage in negative behaviour, such as failing to complete an assignment. In addition, the student will likely engage in negative behaviour. As a result, it is acceptable for a teacher to become more assured and to keep track of the realization that pupils are severe and are giving learning more thought (Gasser & Althof, 2017). A potent educational tool, the rationality of learning comfort may aid instructors in their learning and instruction in the classroom (George & Mallery, 2001). Students can better manage and build their internal representations of knowledge if instructors design learning processes with the flexibility and aid of technology (Ghafouri, 2014). In addition, the environment in which students are instructed and learn should promote learning and teaching. According to research was done by Zakaria et al. (2012), a classroom's atmosphere may affect both the behaviour of students and their level of self-confidence. Furthermore, in addition to affecting communication between teachers and students, the cognitive and emotional spheres may also be influenced by the physical qualities of a learning environment (Ahmad et al., 2014). Accordingly, the environment must be evaluated and changed to increase learning efficiency, keep students engaged, and fulfil teachers' and students' demands. A classroom's characteristics influence overall satisfaction (Hill & Kathryn, 2010). Therefore, pupils would feel more appreciated and fulfilled in a well-planned classroom. When judging the overall quality of education, the topics taught and the degree of student accomplishment are crucial factors to consider; however, evaluating the classroom learning environment is just as significant. The findings of this study were in line with the findings of Wonglorsaichon et al. (2014), who stated that students who commit to learning in terms of behaviour, cognition, and affectivity would produce higher-quality learning. The findings of this study were consistent with those of Wonglorsaichon et al. (2014). In addition, Covell et al. (2009) supported it by stating that students' commitment to their education will benefit other parties involved, either explicitly or implicitly. According to Nihra, Said, and Kuppusamy (2012), students who were less duty prone to abandon a task, less preparing for examinations, and a wide variety of items that might interfere with the continuous learning and exhibiting session in the classroom were less likely to do so. Students who were less duty prone to abandon a task were also less likely to

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 166 ] be distracted by various items that might interfere with the session. It would appear that students who do not adjust to their learning will experience a great deal of difficulty in meeting their academic, social, and moral commitments to study. Students perceived the growth of the learning as favourable. This suggested that the pupils were at ease with the lessons taught in the classroom. In any event, Marzita et al. (2014) discovered that the degree of comfort in the classroom was modest. This is because having too many pupils can cause class disruptions, which will reduce the comfort of learning. The majority of the time that students spend is in the study hall. In a similar vein, comfort is essential for enabling learning viability. The comfort circumstances are also connected to the effectiveness of learning. They depend on the design of the structure and run concurrently with study activities (Da Grac, Kowaltowski, & Petreche, 2007In the same vein as this, Weilin et al. (2013) state that learning consolation has the potential to improve students' motivation to study while they are in the classroom. This result supports Basey et al., (2008).'s assertion that nature may profoundly affect students' attitudes. Students' productivity and potential comfort in the classroom may also be increased by the accessible equipment, safety regulations, the board, and the learning environment. According to Kamaruzzaman and Tazilan (2013), many study halls did not provide a conducive learning environment or address the problems both instructors and students raised. According to Veal and Jackson (2005), the learning environment's structure affects the students' collaboration and contribution. This is because many strategies and methods of learning and teaching may be utilized when the learning circumstances address the issues with the instructors and the activities that are part of the learning process. The truth is that a classroom's physical setup may encourage learning and, consequently, the production of high-calibre human capital. Dallimore et al. (2008), who said there is a link between a student's obligations and their learning comforts, provide credence to this assertion. Students eager to gain knowledge can beneficially participate in the educational process. This addition significantly improved their dialogues, encouraged the sharing of their perspectives, and motivated students to engage in in-depth reflection on biology (Solas & Wilson, 2015). Because of the students' contributions, not only will they have a better mastery of the subject matter, but they will also have a more robust dedication to studying. According to Godlesky (2018), kids who acquire civic responsibility will exhibit more self-discipline and awareness of others' expectations. The research is supported by Somayeh et al. (2013). They argued that students' assurance, mutual respect, and dynamic communication should be sustained throughout time to increase inspiration, participation, and learning responsibility. This is also in line with the results that Ghafouri (2014) came to, which said that students generated their own learning experiences, replete with their sentiments and impressions of those encounters. In a nutshell, the study's findings indicate that the learning environments and tasks are essential indicators that strongly influence the many forms of learning comfort in biology.

1.9
Conclusions According to this study's qualitative evaluations, most instructors possess leadership skills. The characteristics of the instructor and the pupils include mutual understanding, and the teachers act amicably in the classroom. Less irritated and acting more firmly toward their

Relationship of Teacher-Student Interaction, Learning Commitment …
[ 167 ] students are teachers. The quantitative research's statistical findings further supported the idea that interactions more strongly influence teacher leadership traits in the classroom. Students and teachers work well together. Between students, students, and teachers, students, there is understanding. Both teachers and students act amicably with one another. Teachers are also disappointed with the work of their students. The students are committed on a cognitive, affective, and behavioural level, and they feel comfortable studying in the classroom setting. Data analysis and conclusions demonstrate this association between teacher-student contact and learning comfort. The contact between teachers and students, the comfort of studying, and the devotion to learning made up the classroom environment. When students and teachers engage correctly, they learn with commitment and dedication on all levelscognitive, emotional, and behavioural. Students may, therefore, quickly learn in a conducive setting. Furthermore, students needed a comfortable learning atmosphere to share their concerns with their instructors and find solutions to their problems.
1.10 based on the findings presented above in the study, the researchers have provided the following suggestions.

1.
Teachers should engage with students more effectively to be more comfortable and devoted to studying.

2.
The significance of fostering positive and healthy teacher-student contact should be emphasised in workshops and professional development programmes designed for teachers. This will promote positive interactions between teachers and students.

3.
Additionally, principals should train their teaching staff on effective classroom management benefits student learning outcomes.

Recommendations for Future Research 1.
This study may be carried out in the future on public and private schools in other Pakistani areas.

2.
Future researchers should investigate the impact of teacher-student contact on kids' commitment to and comfort with studying in rural public schools.