EFFECT OF CLASSROOM INTERACTION ON PHYSICS STUDENTS ACHIEVEMENT

EFFECT OF CLASSROOM INTERACTION ON PHYSICS STUDENTS ACHIEVEMENT

CHAPTER ONE 

INTRODUCTION

Background of the Study

Physics is an important science subject that makes immense academic demands on students in its learning. The learning of physics is difficult at best and almost impossible at worst. But because of its enormous importance to science and technology, there is understandably huge interest in students’ achievement in Physics. In the light of this, the dynamics of teaching is a crucial factor in how much students learn Obioha (2006). Though students’ performance may not be a simple direct consequence of the teachers’ teaching act, the latter has a lot to do with classroom learning. Teachers establish the pattern of general conduct during a lesson, while on their part students establish certain types of behaviour to coincide with this pattern, Ogunleye (2002).

Physics is a branch of science which is concerned with the law properties and interaction of matter, motion and energy .Physics is the scientific study of matter it can also defined as a science concerned with the behaviour of matter. From ancient Greek, physics is said to be a natural science that involves the study of matter, some of its branch is heat, electricity optics, sound, properties of matter and atomic theory. It combines all aspect of science and also related to some other disciplines such as Mathematics, Chemistry and Geography. Physics is also related to mathematics in course like mechanics. It is also related with chemistry in general equations such as Boyies law and Charles law Bruce E. Burston (1994).

The exemplary performance in physics is based on the following factor:

i. Effectuality use of physics textbooks

ii. Students foil interest in the subject

iii. Teachers competency

iv. Provision of needed apparatus

v. Effective use of physics laboratory

vi. Punctuality of physics practical classes

Good teaching method by the teacher taking practical classes Students perform well when they go for practical classes because they see and they perform it thus they will never forget it. It has been observed that physics is for all sciences to become wets across every branches of co-subject under sciences therefore it is an independent subject, physics particularly the realm of science and technology is essential for economic and industrial process. Physics to the progress of mankind are realized through the effort of rations of people this as motivates exponential aspect of teaching and learning physics A. B. Arons (1997)

Consequently the students participate to varying degrees in different classes and react differently to different teachers. This combined instructional pattern and student participation lead to a specific classroom environment characterized by specific interaction patterns. The instructional theory of ‘social emotional climate’ hypothesizes that this environment has a direct effect on both student attitudes and achievement.

In the course of interaction in the class, students tend to imitate the attitude of the teacher and their colleagues. The students need to develop admirable attitude, creativity goals of the effective domain which are more difficult to attain than those of the cognitive domain M.J Bozack (1983).

According to Cambridge International interaction is more than action followed by reaction. It includes acting reciprocally, acting upon each other. Rivers (1987), describes the word through its Latin roots: ‘agere’ meaning ‘to do’ and ‘inter’ meaning ‘among’. It shows that the active and social part of a human being that affects other people through interaction. Brown (2001) relates interaction to communication, saying, “…interaction is, in fact, the heart of communication: it is what communication is all about”. 

According to Ogunleye (2002), effective classroom interaction has two implications. The first one concerns a pleasant atmosphere in the classroom with friendly relationships among the participants of the learning process. The second one, which is mostly described in the article, encourages students to become effective communicators in a foreign language. This can be achieved through various ways: by implementing different  student and teacher roles, by exposing students to a varied classroom organisation, by employing a variety of activities, by helping students to express themselves and by encouraging their use of communication strategies. If the two implications are joined, we get a pleasant classroom atmosphere in which students are trying to communicate in the foreign language is, in fact, the heart of communication: it is what communication is all about”. 

Interaction in the classroom is an essential part of teaching learning process. Interaction or human interaction has been defined as a process whereby two or more people engaged in reciprocal actions. This action may be verbal or nonverbal (Celce- Murcia, 1987).

Many factors are discussed about the classroom environment but one central argument could be the behavioral differences between male and female learners, and the reflection of gender-based social divisions in such interactions. One of the little-researched areas in Teaching English as a Second Language is how a student's gender may affect teacher-student interaction in an adult EFL classroom (Duffy, 2001). The research published from the 1960s to the 1990s illustrates that the expectations of teachers and the society often lead to unequal treatment of male and female students in pre-college and college-level classrooms (Brophy & Good, 1990; Sadker & Sadker, 1992; Tannen, 1991). In addition, faculty attitudes and behaviors have been found to have a profound effect on a student's intellectual development - especially for female students (E1-Khawas, 1980).

The dynamics of teaching is a crucial factor in how much students learn (Grouws, 1981). Though students’ performance may not be a simple direct consequence of the teachers’ teaching act, the latter has a lot to do with classroom learning. Teachers establish the pattern of general conduct during a lesson, while on their part students establish certain types of behaviour to coincide with this pattern.

Consequently the students participate to varying degrees in different classes and react differently to different teachers. This combined instructional pattern and student participation lead to a specific classroom environment characterized by specific interaction patterns. The instructional theory of ‘social emotional climate’ hypothesizes that this environment has a direct effect on both student attitudes and achievement (Hager, 1974). The validity of this hypothesis has been the subject of verification by many researchers, using various verbal classification systems to assess and describe the classroom climate.

For instance, Mckinney, Mason, Perkerson & Clifford (1975) investigated the relationship between classroom behaviour and academic achievement using multiple regression procedures in which the frequencies of twelve behaviours were used to predict the achievement of 90 second – graders from 5 classes in 3 public schools. They obtained multiple correlations of .63 and .51 for Fall and Spring data respectively. In a similar study, McDonald (1976) reports that teaching performance accounted for a third to half of the variance in pupil spring scores when their fall scores were partialled out, and about half of the variance in mean-change scores in maths but only about 10% of the variance in reading.

In Nigeria, the few interaction studies (e.g. Ajayelami, 1983; Akuezuilo, 1987; Domike, 2002; Emah, 1998; Iyewarum, 1983; Mani, 1986; Okafor, 1993; Okebukela, 1985; Okebukola & Ogunniyi, 1984; Ogunkola, 1999; Udeani, 1992) have indicated that some relationship exists between classroom interaction pattern and students’ achievement. Okebukola(1986) reports that classroom participation had the greatest independent contribution (22%) to the variance in achievement scores. While Udeani (1992) reports that classroom interaction accounted for about 74% and 71% of the variation in students cognitive achievement and process skill acquisition respectively. Also Okafor (1993) found a positive relationship between classroom interaction behaviour and students’ level of achievement.

Incidentally, these few studies on interaction patterns in Nigerian classrooms were mostly in Biology classrooms. Not much has been done in the subject–matter of physics. Though there are generic teaching skills (Martin,1963), McDonald’s (1976) report to the effect that patterns of effective and ineffective teaching performance differ by subjects, is suggestive of the fact that what obtains in Biology classrooms may not be exactly so in physics classrooms. Again, academic achievement is likely to be dependent on the structure of the tasks required. The achievement of students in academic tasks which require them to understand and reproduce information encountered during instruction (low academic tasks) and those that require them to apply the information and draw inferences (high academic tasks) may likely differ. Thus, the intention in the present study was to observe, code and analyze the interaction patterns in physics lessons and to relate the identified patterns to students’ post-instructional attitude towards physics and achievement in low and high academic tasks.

Statement of the Problem

In the last two decades there have been numerous reports concerning a crisis in science education (NSTA, 2002). With the end of the Cold War, this crisis orientation has become overshadowed by more economic concerns. The citizenry must be scientifically literate to fill the high-tech workplace. Additionally, the citizenry must be literate enough to have the political will to support the scientific research enterprise.

In spite of the desire for technological development, couple with the fact that Physics is a very vital subject for technological development and as such, its teaching and learning as well as students’ poor academic performance have become a source of concerns to all stakeholders. The problem of the present study is to investigate the effects of classroom interaction on the achievement of secondary school students in Physics. 

Researchers such as Obioha (2006) and Ogunleye (2002) reported that there were inadequate resources for teaching Science subjects in secondary schools in Nigeria. They further stated that the available ones are not usually in good conditions. There is the need therefore, for improvisation. Adebimpe (1997) and Daramola, (2008) however noted that improvisation demands adventure, creativity, curiosity and perseverance on the part of the teacher, such skills are only realizable through well-planned training programme on improvisation.

However, there are other reasons to promote scientific literacy. Some authors maintain a “birth right” issue so far as scientific literacy is concerned; that is, to be scientifically literate is just one facet of the development of the human being (Brady & Kumar, 2000; Hurd, 1998; Laugksch, 2000; NSES, 1996). Despite such aims, most citizens are characterized as “consumers, largely nonconversant in science” (Brady & Kumar, 2000). These authors conclude that “The answer has to lie in education.”

Is universal scientific literacy possible given our prevailing classroom practices? The answer to this question could be yes, because classroom practice has been undergoing a revolution of its own. Current emphases on interactive, hands-on, or inquiry learning is influenced by the constructivist approach which acknowledges the student as actively making his or her own knowledge. Studies of such activities-based science instruction continue to show higher student achievement and engagement (Freedman, 1997; NSTA, 2002; Stohr-Hunt, 1996). 

However, these innovations apparently are not by themselves sufficient to

change achievement results, as the US national goal of having the top achievement scores in international science assessments by the year 2000 has gone unmet.

Objective of the Study

The purpose of this study is to examine;

1. Science classroom interactions more closely in an effort to describe the characteristics related to the opportunity to learn and academic achievement among secondary school students in physics. 

2. And also to examine the classroom interaction, particularly the attention allocation of secondary school teachers and the different concentration periods of students in secondary school classroom interaction. 

3. Based on the observation, the implications of classroom interactions for the construction of students’ gender identities are also to be discussed.

Research Questions

1. What is the influence of classroom interaction on physics students achievement.

2. What is the influence of teachers behaviour on physics students achievement in physics classroom

Research Hypothesis

The following divisional hypotheses are suggested;

1. H¬¬¬0-There will be no significant influence of classroom interaction on students achievements in physics

H¬¬¬1-There will be a significant influence of classroom interaction on students achievements in physics

2. H¬¬¬0-There will be no significant difference between male and female on the perception of physic classroom interaction.

H¬¬¬1-There will be a significant difference between male and female on the perception of physics classroom interaction.

Significance of the Research

This research results can be used as reference for the teacher about her teacher’s performance, so that the teacher can improve her performance in teaching during teaching-learning process. The results of this research are expected to be the model of interaction in teaching-learning process. At least other science teachers can apply this teaching model in their own classroom. The results of this research will cover multiple advantages, namely attitude, improvement, verbal competence, and reasoning pattern of the students, all of which are useful for their preparation to enter a higher education level as well as the teacher’s skill in developing teaching-learning process which enables them to motivate physics students.

This research can develop the writer knowledge about the characteristics of classroom interaction and the teaching effectiveness in physics classroom interaction. The results can be used for the further researchers which focus on developing classroom interaction between teacher and students in physics classroom. 

Scope of the Study

The scope of the study was the physics teacher and physics students from Senior Secondary Schools in Akoko South West Local Government Area, Ondo State. 

Clarification of Major Terms and Variables

Curriculum: Curriculum is the planned interaction of pupils with instructional contents, materials, resources and processes for evaluating phenomena acquiring new knowledge or corrections.

Achievement; it is a result or effect of action or event a thing that is done successfully with one's own efforts and skills.

Physics laboratory: Physics laboratory is a room or building in the four wall classroom, in which some equipment are kept.

Student interest in science: Students’ expressed desire and willingness to study science now and in the future in preparation for a possible future career in a science field.

Student’s attitude: Students’ views of physics in the science curriculum after studying them.

Study habits: The strategies and techniques used by students to understand the subject content covered in a physics class.

Teachers’ Attitude: Teachers’ views of physics in the science curriculum in teaching physics.

Teaching: Teaching is the activities of education or instructing activities that inpact skill or hnowledge.

Classroom: This is where lecture take place

Classroom Interaction: Interaction is, in fact, the heart of communication in the classroom between the teacher and studies

Physics: Physics is the scientific study of matter it can also defined as a science concerned with the behaviour of matter.

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