Impact of Classroom Interaction Patterns on SS1 Students’ Achievement in Oral English in Dekina Local Government Area, Kogi State
Ibrahim Yusuf and 2Chinwe A. Muodumogu
Department of English & Literary Studies, Isa Memorial Islamic Academy,

Ajiyolo-Ojaji,
Anyigba, Kogi State, binyusuf2008@gmail.com
Department of Curriculum & Teaching, Faculty of Education Benue State University,
Makurdi, Nigeria

Abstract
This study investigated the impact of classroom interaction patterns on students ’ achievement in Oral English language in senior secondary schools in Dekina Local Government Area of Kogi State. The study also examined the differential effect of classroom interaction patterns on male and female students ’ achievement. Two research questions and two hypotheses guided the study. The sample for the study consisted of 378 SS] students from 6 schools across the three districts in the local government area. The study adopted the pre-test and post-test quasi experimental design. Intact classes were assigned to the experimental and control groups using a multi—stage sampling technique. Data were generated using one research instrument;Oral English Language Achievement Test (OELAT). OELAT was validated and Kuder-Richardson (KR-21) formula was used to test its reliability which yielded r= 0.96. Descriptive Statistics of mean and standard deviations were used to answer the research questions while
analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05, level of significance. The study revealed majorly that students engaged in teacher-student interaction pattern had significantly higher mean achievement scores than those in the conventional group. However, teacher-student interaction pattern showed no significant gender difference in students ’ achievement. Based on the findings of this study, it was recommended among other
things that English Language teachers should be encouraged to subscribe to the use of teacher-student classroom interaction patterns especially in the delivery of Oral English language lessons. Also, planners of the teacher training curriculum should review it in order to bring out teacher and students characteristics on which the interaction patterns will be anchored
Keywords: Classroom interaction, Students’ Achievement, Oral English.

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