Analysis of Classroom Interaction Patterns and Students’ Learning Outcomes in Physics in Kogi State, Nigeria

The paper is a research investigation on the analysis of classroom interaction pattern and students’ learning outcomes in physics in Ankpa education zone of Kogi state, Nigeria. The study was guided by three research questions. The study adopted descriptive survey design. The population of the study comprised of all the secondary schools and all the physics teachers in Ankpa education zone of Kogi state. A sample of 344 SSI students was used as respondents (227 males and 117 females) and 10 physics teachers (9males and 1 female). Total sample size for the study was 354 for both students and teachers drawn from 10 intact classes of SS1 physics in 10 secondary schools in the zone using purposive sampling technique. The instrument used for the collation of data was direct observation manual (DOM), a modified Flanders interaction analysis category. The instrument was face-validated by 2 experts in physics education and one expert in measurement and evaluation both from Kogi State University, Anyigba. The reliability coefficient of the instrument DOM was determined using Pearson product-moment correlations to be 0.78. Data collected were analyzed using simple percentage. The raw scores are converted into percentages. The results of the findings are coded based on the average percentages of the boys (males), girls (females) and choral responses (the whole class) to the teachers’ question. The findings of the studies revealed that questions that elicit answer and repetition purpose were mostly answered chorally in both single and mixed schools and that the feedback of the teacher affects the pattern and extent of classroom interaction in physics lesson. The study revealed that teachers use only one style of feedback, affirmation, more, neglecting other forms of feedback styles that can enhance positive interaction among teachers and learners for better learning outcomes in physics teaching and learning. The study equally revealed that feminine gender interacts positively among themselves than the masculine gender in the physics lesson. This indicates that girls are shy of interacting with the teacher and the boys during classroom instruction in physics. Analysis of the research revealed that the teachers do not interact actively with their students and most of the physics teachers lack the qualities of a good teacher. Teachers adopt only one method of teaching which was mainly for the lecture method. The opportunity to interact more among themselves and quality of classroom interaction was very poor. Boys had a greater proportional share of positive interaction pattern than the girls during physics lessons. Based on the findings, recommendations were made, that physics teacher should avoid discrimination in their classroom interaction with male and female students. Girls should be motivated in whatever way possible to participate in classroom interaction since it helps them to learn better among others.