SURVEY OF TEACHER – STUDENTS’ CLASSROOM INTERACTION PATTERNS ON STUDENTS’ ACHIEVEMENT AND INTEREST IN SENIOR SECONDARY SCHOOL BIOLOGY IN MAKURDI, BENUE STATE NIGERIA.
In this study, a survey of teacher–student Classroom Interaction Patterns on students’ achievement and interest in Senior Secondary School Biology in Makurdi, Benue State was investigated. Ten(10) schools and Ten(10) Biology teachers (5 males and 5 females) were randomly selected. Each teacher was observed teaching by 2 trained observers for 3 lesson periods spaced over 5 weeks. The Classrooms Interaction Patterns obtained were coded and analyzed using the Science Interaction Categories, an adaptation of Flanders Interaction Analysis Categories. Two other instruments, Biology Achievement Test (BAT) and Biology Interest Questionnaire (BIQ) were used to collect data on students’ achievement and interest scores in Biology. Pearson Product Moment Correlation Coefficient and inferential statistics of t-test were used for data analysis. The result of the data analysis at 0.05 alpha level of significant revealed that there is significant relationship between teacher – students’ Classroom Interaction Patterns and students’ achievement and interest scores in Biology. The result also showed that teacher – students’ indirect pattern of Classroom Interaction have positive effects on students’ achievement and interest in Biology. It was therefore recommended that Biology teacher should use indirect pattern of Classroom Interaction as an instructional strategy to enhance students’ achievement and interest. Also, Biology students should be fully and actively involved in the teaching and learning processes.
KEYWORDS: Science Interaction Pattern, Indirect – Direct ratio, Achievement, Interest, Science Teacher
