INFLUENCE OF CLASSROOM INTERACTION PATTERNS ON ACHIEVEMENT IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN AWKA
Abstract
The study anchors on influence of classroom interaction patterns on achievement in biology among senior secondary school students in Awka. The study set to identify types of classroom interactions patterns and their influence on students learning. The sample of the study consisted of twelve biology teachers and their classes. Flanders International Analysis Categories (FIAC) with ten classroom behaviours of both teachers and students were used as a guide in observing the interactional patterns in those classes. Three research questions were formulated and examined. The Findings of the study indicate that: Biology teachers used more of direct mode of teaching than the indirect; teacher-talk is thrice that of pupil-talk; and student-talk -response to student-talk-initiation is of the ration 2:1. These findings have far- reaching implications for effective biology teaching and learning.
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