Adepeko,Olasimbo, Owoyemi S.I and Ajala F.O.
Department of Science Education, Ekiti State University, Ado-Ekiti, Nigeria.
*Department of Intergrated Science, Adeyemi College of Education, Ondo.
This study investigated the effects of classroom interaction patterns on the academic performance of senior secondary Physics students in Ondo. This study aims to determine the effects of verbal (guided activity) and non-verbal (unguided activity) interaction patterns of trained teachers on students’ academic performance in Physics. The study adopted the quasi-experimental pre-test, post-test control group design. A total of 150 senior secondary school 2 (SSS 2) Physics students drawn out of three public secondary schools in Ondo State formed the sample coupled with 120 teachers teaching physics selected from the three senatorial districts in Ondo State. In each school, 50 students (male and female) were selected with the use of multistage and purposive sampling techniques. Two schools were used for each of the experimental groups and control group. The students in experimental group 1 were exposed to verbal interaction pattern of teaching while the students in experimental group II were exposed to non-verbal interaction pattern of teaching. The third group, not treated formed the control group. Physics Achievement Test (PAT), and Questionnaire for Teachers on Interaction Patterns (QTIP) were developed, validated and used to generate the data for the study. Responses obtained were collated and analysed using Analysis of Covariance (ANCOVA). The results showed that non-verbal (unguided activity) interaction has a pronounced effect on students’ performance in Physics. The students’ performance in the experimental groups at post-test levels were found to be significantly better than that of the control group. Based on the findings, the non-verbal (unguided activity) interaction pattern was recommended for teaching Physics in secondary schools in Ondo State. Also, teachers should be orientated on the use of non-verbal interaction for teaching Physics as it portrayed the tendency of improving students’ performance and increasing their interaction in Physics class.