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CLASSROOM INTERACTION PATTERNS AS CORRELATES OF SENIOR SECONDARY SCHOOL ACHIEVEMENT IN CHEMISTRY IN AWKA EDUCATION ZONE

CLASSROOM INTERACTION PATTERNS AS CORRELATES OF SENIOR SECONDARY SCHOOL ACHIEVEMENT IN CHEMISTRY IN AWKA EDUCATION ZONE

 

ABSTRACT

The study investigated the relationship between classroom interaction patterns and students’ achievement in Chemistry. The purpose of this study was to identify patterns of interaction in an observed chemistry classroom, determine the amount of teacher talk, student talk and period of silence and to find out the relationship between them and the mean achievement scores of students. Five research questions and three hypotheses were stated to guide the study. The study was a correlational survey. The sample consisted of 450 (212males and 238 females) senior secondary class one students and 12 (5males and 7 females) chemistry teachers drawn from 12 selected secondary schools in Awka Education Zone of Anambra state. In each of the 12 selected schools, an intact class was used. Science Interaction Category (SIC) and Chemistry Achievement Test (CAT) were developed, validated and used for data collection. Each teacher was observed once and the interaction patterns coded using a coding sheet containing the Science Interaction Category. At the end of the observational period the Chemistry Achievement Test for collection of data on students’ achievement in chemistry was administered on the students. Frequencies, percentage, mean, standard deviation and Pearson product moment correlation were used for data analysis. The result showed that the percentages of teacher talk, student talk and silence were 59.6%, 37.6% and 2.8% respectively. The Pearson correlation coefficient(r) for teacher talk, student talk and silence were -0.61,-0.76 and-0.18 respectively. The result showed negative and significant relationship between teacher talk, student talk and mean achievement scores of students but there is no relationship between period of silence and mean achievement scores of students at 0.05 significant levels. The following recommendations were made based on the findings: teachers should establish high level of student talk through initiation and response as it promotes involvement and enhances achievement; teachers also should endeavor to make teaching and learning more student centered.

 

TABLE OF CONTENTS

PAGE

Title page i

Approval page ii

Acknowledgements iii

Certification page iv

Dedication page v

Abstract vi

Table of content vii

 

CHAPTER ONE: INTRODUCTION

Background to the study 1

Statement of the problem 6

Purpose of the study 7

Significance of the study 7

Scope of the study 8

Research questions 8

Hypotheses 9

 

CHAPTERTWO: REVIEW OF RELATEDLITERATURE

Conceptual frame work 11

Concept of classroom interaction patterns 11

Concept of Students’ achievement 12

Theoretical framework:

Lev Vygosksy sociocultural theory 14

Theoretical studies:

Types of classroom interaction 17

Review of empirical studies:

Interaction patterns in classrooms 22

Summary of literature review 26

 

CHAPTER THREE: METHOD

Research design 28

Area of study 28

Population of study 29

Sample and sampling techniques 29

Instrument for data collection 30

Validation of the instrument 31

Reliability of the instrument 31

Method of data collection 32

Method of data analysis 33

 

CHAPTER FOUR: PRESENTATION

AND ANALYSIS OF DATA 34

Summary of major findings 41

 

CHAPTER FIVE: DISCUSSION OF RESULT,

CONCLUSION AND RECOMMENDATIONS

Discussion of result 43

Conclusion 46

Implications of the study 46

Recommendations 48

Limitations of the study 48

Suggestion for further research 49

Summary of the study 50

REFERENCES 53

 

LIST OF TABLES

1: Frequency and Percentage of classroom interaction patterns 35

2: Mean Standard deviation and Pearson Product Moment Correlation of the amount of teacher talk and students’ achievement. 37

3: The correlation between teacher talk and mean achievement scores of students. 38

4: Mean, Standard deviation and Pearson Product Moment Correlation of the amount of student talk and students’ achievement. 38

5: The correlation between student talk and mean achievement scores of students. 39

6: Mean ,Standard deviation and Pearson Product Moment correlation of the period of silence and students’ achievement. 40

7: Correlation between period of silence and mean achievement scores of students . 41


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