Description
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 coefficientr for teacher talk, student talk and silence were 0.61,0.76 and0.18 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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