Influence of Classroom Interaction Patterns on Academic Performance of Upper Basic Social Studies Students in Delta State
Keywords:
Academic Performance, Social Studies, Classroom Interaction Patterns,Teacher-Learner Interaction, Learner-Learner Interaction School Location
Abstract
This study was conducted to investigate classroom interaction patterns and its influence on academic performance of Upper Basic Social Studies students in Delta State. The study adopted a correlational research design. The study was guided by three research questions and three hypotheses. The sample size of the study was 1023 Basic 9 students who were selected from 11 schools, using the stratified random sampling techniques. A questionnaire and Social Studies performance scores were the instruments used for data collection. Cronbach’s alpha analysis was used to analyze the questionnaire items at a significant level of P<0.5. Pearson coefficient of determination was used to answer the research questions, while Pearson Product Moment Correlation was used to test the null hypotheses at 0.05 significant level. Findings of the study showed that, there was a significant relationship between teacher-learner interaction, learner-learner interaction and academic performance of Upper Basic Social Studies students in Delta State; school location had influence on students’ academic performance. Based on the findings, it was recommended that: teacher-learner and learner-learner interaction should be encouraged to enhance students’ academic performance, there should be programmes designed to ascertain the impact of school location as it influences teacher-learner and learner-learner classroom interaction in order to improve the academic performance of students.
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References
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Putwain, D., Li, L., & Yang, S. (2021). Exploring the influence of teacher-student interaction on university students' self-efficacy in the flipped classroom. *Journal of Education and Learning*, 10(2), 84-90.
Qasim, S., Mohammed, S., & Imran, T. (2022). Teacher-student interaction towards chemistry at the secondary level. *International Journal of Education and Learning*, 7(2), 167-174.
Tiwari, K. D. (2021). Classroom interaction and communicative language teaching in public secondary schools in Nepal. *Indonesian Journal of English Language Teaching and Applied Linguistics*, 5(2), 373-386.
Tyas, G. A., & Widhiyanto, W. (2020). Interpersonal high-meaning negotiated teacher-student classroom interaction in vocational school. *ELT Forum: Journal of English Language Teaching*, 9(2), 87-96.
Umar, U. S., & Samuel, R. I. (2018). School location as a correlate of students' achievement in Basic Science. *International Journal of Innovative Education Research*, 6(3), 14-17.
Villasana, M., Adel, A. I., Silva, P., & Flores, O. (2021). University teaching in times of confinement: The light and shadows of compulsory online learning. *Sustainability*, 13(1), 1–16. https://doi.org/10.3390/su13010375
Weizheng, Z. (2019). Teacher-student interaction in EFL classrooms in China: Communication accommodation theory perspective. *English Language Teaching*, 12(12), 99-111. https://doi.org/10.5539/elt.v12n12p99
Yan, M., & Changwu, W. (2021). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. *Frontiers in Psychology*, 10(1), 1-13.
Zhan, Z., Wu, Q., Lin, Z., & Cai, J. (2021). Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis. *Australasian Journal of Educational Technology*, 37(2), 96-109.
Ajaja, R., & Mezieobi, S. A. (2018). Effect of cooperative learning strategy on students' performance in Social Studies. *International Journal of Education and Evaluation*, 4(9), 96-103.
Alghasab, M., Hardman, J., & Handley, Z. (2019). Teacher-student interaction on wikis: Fostering collaborative learning and writing. *Learning, Culture and Social Interaction*, 21, 10–20. https://doi.org/10.1016/j.lcsi.2018.12.002
Akpomudjere, O. (2020). Effects of school location and teachers' quality on students' performance in business studies examination in public secondary schools in Sapele Local Government Area of Delta State. *Higher Education Studies*, 10(2), 114-121. https://doi.org/10.5539/hes.v10n2p114
Atuboinoma, A. J., & Amadi, E. (2021). Perceived influence of classroom interaction on students' academic performance in senior secondary schools in Rivers State. *International Journal of Innovative Education Research*, 9(2), 95-104.
Babawale, K. O. (2019). School location as a correlate of students' academic performance among senior secondary schools in Isokan Local Government Area of Osun State. *International Journal of Academic Multidisciplinary Research*, 3(11), 5-8.
Bahandari, B. L. (2021). English teachers' perspectives on classroom interaction: A phenomenological study. *ELT Choutari Blog Article*. https://eltchoutari.com/2021/01
Benson-Ogbu, R. E., Abonyi, O. S., Aja, L., & Ogbonna, E. (2022). Effects of classroom interaction patterns on secondary school achievement in ecology. *Journal of Education and Practice*, 13(27), 16-21.
Bruner, J., & Jerome, U. (2016). *The culture of education*. Cambridge: Harvard University Press.
Chianson, L. (2014). Teacher variable and learning environment. In F. B. Murray (Ed.), *The Teacher Educator's Handbook: Knowledge-Based Preparation of Teachers* (2nd ed., pp. 262-276). San Francisco: Jossey-Bass.
Effiom-Edem, J. N., & Edoho, E. A. (2017). Influence of school location on students' attitudes towards Mathematics and Basic Science. *British Journal of Education*, 5(10), 76-85.
Ellah, K. E., & Ita, P. M. (2017). Correlational relationship between school location and students' academic performance in English Language in Nigerian secondary schools. *International Journal of Scientific and Research Publications*, 7(9), 381-384.
Emmanuel, E. A., Ibrahim, M. D., & Agaptus, B. C. O. (2019). Classroom interaction practice and students' language outcomes in physics: Implication for physics teachers. *Journal of Education and e-Learning Research*, 6(3), 96-106.
Essien, E. E. (2017). Influence of school location on students' academic achievement in Social Studies in the College of Education, Cross River State, Nigeria. *Journal of Research in Science and Technology*, 7(2), 72-86.
George, M. J., & Christopher, W. (2016). Analyzing student-student interaction from cooperative learning and systemic functional perspective. *Electronic Journal of Science Education*, 4(4), 234-249.
Ikechukwu, A. (2021). The effect of school location on students' academic achievement in senior secondary physics based on the 5E learning cycle in Delta State, Nigeria. *International Journal of Math, Science and Technology Education*, 9(1), 57-73.
Mhiliwa, J. A. (2015). The effect of school location on learners' academic performance: A case of community secondary schools in Makambako town council, Njombe. (Master's Thesis, Open University of Tanzania).
Nnorom, N. R., & Erhabor, P. O. (2019). Effect of classroom interaction patterns on secondary school students' cognitive achievement in Biology. *International Journal for Cross-Disciplinary Subjects in Education (IJCDES)*, 10(1), 3980-3985.
Obro, S. (2018). Comparative effect of simulation-games and brainstorming instructional strategies on the academic performance of students in secondary school Social Studies. (Unpublished PhD Thesis, Delta State University, Abraka, Nigeria).
Onoyase, S. O. (2015). The impact of school management and environment on students' output quality in Oyo State secondary schools. (Unpublished PhD Thesis, University of Ibadan, Nigeria).
Osakwe, E. O. (2010). *Social Studies and integrated national development in Nigeria*. Ibadan: Kraft Ltd Publisher.
Ovat, S. V., Nwogwugwu, C. E., & Idika, D. O. (2021). Assessment of school location, class size, and academic performance of upper basic students in Cross River State, Nigeria. *Global Journal of Educational Research*, 20(2), 145-151.
Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. *Learning and Instruction*, 55, 41–57. https://doi.org/10.1016/j.learninstruc.2017.09.005
Putwain, D., Li, L., & Yang, S. (2021). Exploring the influence of teacher-student interaction on university students' self-efficacy in the flipped classroom. *Journal of Education and Learning*, 10(2), 84-90.
Qasim, S., Mohammed, S., & Imran, T. (2022). Teacher-student interaction towards chemistry at the secondary level. *International Journal of Education and Learning*, 7(2), 167-174.
Tiwari, K. D. (2021). Classroom interaction and communicative language teaching in public secondary schools in Nepal. *Indonesian Journal of English Language Teaching and Applied Linguistics*, 5(2), 373-386.
Tyas, G. A., & Widhiyanto, W. (2020). Interpersonal high-meaning negotiated teacher-student classroom interaction in vocational school. *ELT Forum: Journal of English Language Teaching*, 9(2), 87-96.
Umar, U. S., & Samuel, R. I. (2018). School location as a correlate of students' achievement in Basic Science. *International Journal of Innovative Education Research*, 6(3), 14-17.
Villasana, M., Adel, A. I., Silva, P., & Flores, O. (2021). University teaching in times of confinement: The light and shadows of compulsory online learning. *Sustainability*, 13(1), 1–16. https://doi.org/10.3390/su13010375
Weizheng, Z. (2019). Teacher-student interaction in EFL classrooms in China: Communication accommodation theory perspective. *English Language Teaching*, 12(12), 99-111. https://doi.org/10.5539/elt.v12n12p99
Yan, M., & Changwu, W. (2021). The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: The mediating role of student engagement. *Frontiers in Psychology*, 10(1), 1-13.
Zhan, Z., Wu, Q., Lin, Z., & Cai, J. (2021). Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis. *Australasian Journal of Educational Technology*, 37(2), 96-109.
Published
2024-09-29
How to Cite
OSHIOGWEMO, I. A., DANIA, P. O., & OGHENEAKOKE, E. C. (2024). Influence of Classroom Interaction Patterns on Academic Performance of Upper Basic Social Studies Students in Delta State. GPH-International Journal of Educational Research, 7(08), 114-126. https://doi.org/10.5281/zenodo.13856079
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Articles
Copyright (c) 2024 OSHIOGWEMO, Irialuose Agatha, DANIA Peter O. & OGHENEAKOKE, Edore Clifford
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