Influence of classroom interaction patterns on achievement in biology among senior secondary school students

AFRREV STECH: An International Journal of Science and Technology Pub Date : 2018-04-19 DOI:10.4314/STECH.V7I1.6

Patience O. Okoye, Winfred C. Onwuachu

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Abstract

The study investigated the influence of classroom interaction patterns on achievement in biology among Senior Secondary School Students in Anambra State. One research question and one null hypothesis tested at 0.05 level of significance guided the study. A causal comparative or (expost-facto) design was used; a population of 10, 206 SSII Biology students in government owned Secondary Schools in three education zones namely; Awka, Nnewi and Onitsha of Anambra State. The sample consisted of 265 SSII biology students (141 males and 124 girls) drawn from 10,206 biology students. Purposive and random sampling technique was used for the study. Six (6) single sex schools (2 males, 2 females and 2, co-educational) were purposively sampled from the three education zones. Two instruments were employed for data collection namely: Biology Achievement Test (BAT) constructed by the researchers and an adapted questionnaire titled “Previous Classroom Interaction Categorization Test (PCICT) designed to evaluate the level of participation of the teachers compared with students for each pattern of interaction in their precious biology classroom activities. BAT and PCICT were validated by two biology educators and two expert in measurement and evaluation all from Science Education Department, University of Nigeria Nsukka. BAT reliability coefficient was established using Kuder-Richardson 20 (K-R2O) method which gave 0.86 and PCICT reliability was established using Pearson Product Moment Correlation coefficient which gave an index of 0.80. Data were analyzed using mean, and standard deviation to answer the research questions while one-way Analysis of Variance (ANOVA) was used to test the null hypothesis. Result showed among others that classroom interaction patterns significantly influenced students’ achievement in biology. Recommendations and conclusion were highlighted. Keywords: Classroom interaction patterns, Achievement, Biology, Students

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课堂互动模式对高中生生物成绩的影响

本研究调查了课堂互动模式对阿南布拉州高中生生物学成绩的影响。本研究以一个研究问题和一个0.05显著性水平检验的零假设为指导。采用因果比较或事后设计;共有10,206名在三个教育区的官办中学就读的一级生物学学生;阿南布拉州的Awka, Nnewi和Onitsha。样本包括从10,206名生物系学生中抽取的265名sii生物系学生(141名男生和124名女生)。本研究采用有目的随机抽样方法。有目的地从三个教育区抽样了6所单一性别的学校(2所男校、2所女校和2所男女合校)。数据收集采用了两种工具，一种是由研究者设计的生物成就测试(BAT)，另一种是采用“以前课堂互动分类测试”(PCICT)来评估教师和学生在其宝贵的生物课堂活动中每种互动模式的参与程度。来自尼日利亚恩苏卡大学科学教育系的两名生物学教育家和两名测量和评价专家对BAT和PCICT进行了验证。采用库德-理查德森20 (K-R2O)法确定BAT的信度系数为0.86，采用Pearson积矩相关系数确定PCICT的信度系数为0.80。数据分析采用均值和标准差来回答研究问题，采用单因素方差分析(ANOVA)来检验零假设。结果显示，课堂互动模式对学生的生物学成绩有显著影响。重点介绍了建议和结论。关键词:课堂互动模式，成就，生物学，学生

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AFRREV STECH: An International Journal of Science and Technology

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