CLASSROOM INTERACTIONS AND ITS IMPACT ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN GOVERNMENT
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CLASSROOM
INTERACTIONS AND ITS IMPACT ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC
PERFORMANCE IN GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
It is widely
accepted that education is one of the leading tools for promoting economic
development as it covers some processes the individuals go through to help them
develop and use their potentials. Through education, individuals acquire
knowledge, skills and attitude that are necessary for effective living. The
main purpose of teaching at any level of education is thus to bring a major
change in the learner. However, to facilitate the process of knowledge sharing,
teachers must communicates appropriately in the classroom using interactive
techniques that best suit specific objectives and lead to better academic
outcomes for students (Adeyemi and Adu, 2010).
Modern
theories of teaching suggest that the instructional process should be
learner-centred for teaching and learning to be effective. In the traditional
classroom, students do not demonstrate reasonable understanding of concepts
while only a few of them dominate the instructional process because significant
interaction is absent (Duggan, Palmer and Devitt, cited in Agbatokun, 2013).
There has
been a paradigm shift in modern times to promote classroom interactiveness. In
this context, a learning strategy that promotes interaction between the
instructor and the learners, as well as among learners, is sought and seen as
the pivotal to improving pupils’ communicative skills in the classroom and at
length impact on their academic performance. In related instance to the above
notion, Gamez (cited in Nwagbo and Okoro, 2015) portrays classroom interactions
as one of the basic facilitators of improved understanding among learners. In
an effort to bring home the benefits of classroom interaction, Oyinloye (2008)
argues that if teachers provide learners with enough interactive opportunities
in Nigerian schools, then students’ academic performance is bound to improve.
For both
teachers and learners to be actively involved in the teaching and learning
process, the method in use ought to create opportunity for the required
interaction to take place. It is an interpersonal transaction between the
teacher and student which occurs at different levels. This encompasses a lesson
situation during which the teacher and students through their verbal and
non-verbal actions have reciprocal effect on each other. In particular, the
relationship between students and their teachers is an essential part of
teaching and learning process and it is expected to have a great effect on
students’ learning experiences (Nonye and Nkadi, 2013).
Classroom
interaction refers to a technique consisting of objective and systematic
observation of the classroom events for the study of the teacher’s classroom
behaviour and the process of interaction going on inside the classroom (Eriba
and Achor, 2010). It can be described as a classroom process in which teachers
and students have a reciprocal effect upon each other through what they say and
do in the classroom (Matelo,cited in Fatma and Mustafa, 2016). Hence, this
research seeks to investigate classroom interactions and its impact on senior
secondary school students’ academic performance in government with particular
reference to Badagry Local Government Area of Lagos State.
1.2 Statement of the Problem
The need for
senior secondary school students in Lagos and Nigeria at large to reach their
full academic and intellectual potentials presents a problem which this study
intends to contribute knowledge to finding its solution. It is generally known
that performance in Senior Secondary School has been deplorable over the years;
this is so generally and in Government as a subject. The need to transform the
senior secondary school level of the educational system in Nigeria necessitates
the deployment of every necessary strategy to get the students improve their
academic attainment levels, which in turn will reflect in their academic
performance.
Ogbu (2011)
while digging into the root causes of poor learning experiences among senior
secondary school students asserts that classroom teachers were not effective in
the discharge of their duty because emphasis were laid only on paper
qualification. These teachers are not truly interactive in their classes and
also lack the knowledge and application of classroom interaction patterns and
analysis. The teaching or leadership styles of teachers has to be considered in
the objective of finding solution to poor learning outcomes in senior secondary
school. This informed the need to study the interaction pattern of government
subject teachers in Nigeria secondary schools with the view to helping students
improve their academic and intellectual outcomes.
Consequent
upon the observed deterioration in the academic achievement, attitude and
values of senior secondary school students offering government in schools, one
wonders if the high failure rate and the poor quality of the students is not a
reflection of the instructional quality in the schools. In other words, the
ineffectiveness of the teacher as regards to the method of teaching employed in
the classroom interaction with the students could be responsible for the
observed poor performance of students and the widely acclaimed fallen standard
of education in Nigeria (Duze, 2011; and Yahaya, 2012).
Hence, this
research seeks to investigate classroom interactions and its impact on senior
secondary school students’ academic performance in government with particular
reference to Badagry Local Government Area of Lagos State.
1.3 Purpose of Study
The general
objective of this study is to examine the relationship between classroom
interactions and senior secondary school students’ academic performance in
government in Badagry Local Government Area of Lagos State. Other specific
objectives of this study are:
1. To examine the impact of classroom
interaction patterns on students’ academic performance in government.
2. To investigate the impact of classroom
interactions on senior secondary school students’ learning experiences.
3. To find out if poor classroom interaction affects
students’ learning outcomes in Lagos State.
1.4 Research Questions
The research
will be guided by the following research questions:
This
research project will be guided by the following research questions;
1. What is the impact of classroom interactions
on senior secondary school students’ performance in government?
2. What is the impact of classroom interactions
on students’ learning experiences?
3. Does poor classroom interaction affect
students’ learning outcomes in Lagos State?
1.5 Research Hypotheses
The
researcher intends to test the following hypotheses;
HO1There is
no significant relationship between classroom interaction and students’
academic performance in government
HO2Classroom
interaction does not have impact on students’ learning experiences
HO3: There is no significant impact of poor
classroom interaction on students’ learning outcomes in Lagos State
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