Abstract

This study was designed to investigate the relationship between selected psychosocial variables and academic achievement Emphasis was made on establishing the relationship between studentteachers interaction and academic performance of college students at Dilla College of teachers education The study employed the use of correlation design to establish the nature of the relationships The validity and reliability of research instruments was established and data was collected from 246 respondents selected from all streams in the college using simple random sampling method To analyze the data the analysis of variance ANOVA T-Test Multiple regressions MR and Pearson product moment correlation statistical tools were used with the aim of establishing the difference and relationship between student-teachers interaction and academic performance of college trainee teachers at Dilla College of Teachers Education Findings revealed that there was significant difference in academic performance on students of different age no significant difference in academic achievement of students from different parental occupation level no significant difference in parental education level and place of residence