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This paper sets out to establish strategic approaches that can be employed by a College Algebra lecturer in a classroom setting to develop a positive lecturer-student relationship in order to improve performance in examinations at university level. The instrument of data collection was a questionnaire administered to several students who voluntarily answered them anonymously. The findings show that positive lecturer-student relations have a significant impact on the student learning process and performance in College Algebra examinations.
Key words: College Algebra, pedagogy, positive lectures-student relations, classroom setting, teaching, lessons, lecturer, performance, students.