Economics Classroom Interaction Patterns in Senior Secondary Schools in Nsukka Education Zone in Enugu State, Nigeria

ABSTRACT  

This research examined Economics interaction patterns in senior schools in Nsukka Education zone in Enugu state, Nigeria. To achieve the purpose of this study, nine research questions and four hypotheses were formulated to guide the study.

Descriptive survey research design was adopted for the study. A sample of three hundred and forty – one (341) students was randomly selected from public senior secondary schools for the study.

The instrument used for data collection was modified Flanders Analysis Category (FIAC), the instrument was adapted and subjected to validation by experts in social science education, educational psychology and measurement and .

The reliability estimate of the instruments was established through Cronbach Alpha statistics. Data were analyzed using counts, mean, percentage and t-test statistic.

The major findings from the study showed that Economics teachers dominated the Economics classrooms and initiated interactions themselves. In sex segregated schools, boys interact more frequently with Economics teachers than girls.

The result also showed that Economics teacher interact more with students from urban areas than those in the rural areas and students in the urban areas interact more than those in the rural areas. 

INTRODUCTION  

Classroom interaction is critical to the teaching and learning situation. It is a useful tool for engaging students in active learning and also for enhancing the overall communication in the classroom.

It is, thus, the teacher’s responsibility to create the enabling environment to enhance students’ intellectual, social and emotional growth.

Classroom interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the students.

This device helps the students to be competent enough to think critically and share their views among their peers. The amount of teacher and students’ talks in the classroom situation facilitates effective and efficient interaction.

This means that the nature and amount of talk has profound bearing on the nature and quality of Economics classroom interaction patterns in senior secondary school that could be obtained in any classroom interaction. Interaction among people plays some vital roles in the life of individuals.

This is evident in the way people relate with one another at home, in the school, within the society and among peer groups (Van, Wolfman, Yasuhara& Anderson 2002). Interaction occurs every day in the classroom activities, which is between the teacher and the learner (Olatoye, Aderogba&Aanu, 2011).

It is managed by everyone, not only by the teacher in the classroom but also by the students. This interaction is usually used to share ideas together and it is the process through which teaching is accomplished. 

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StudentsandScholarship Team.