Influence of Classroom Interaction Patterns on Students Achievement in Basic Electricity at Technical Colleges in Federal Capital Territory, Abuja

Abstract

The purpose of this study was to investigate the influence of classroom interaction patterns on achievements of Basic Electricity students in Technical Colleges in Federal Capital Territory, Abuja. A research question and one null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto). The population of the study was 123 Basic Electricity students in Government Technical Colleges in Federal Capital Territory. The students were categorized into two groups based on previous Basic Electricity classroom interaction Categorization test (PCICT)). They were required to make responses based on their personal experience during Pervious Basic Electricity classroom Activities (PCICT). The instrument used for data collection was Basic Electricity Achievement test (BEAT). The instrument was face and content validated by three Basic Electricity Educators and two experts in Measurement and Evaluation. The reliability coefficient of BEAT was established using Kuder- Richardson formula 20 (K-R20) and this yielded an internal consistency of 0.76. Mean and standard deviation were used to answer the research question while one- way Analysis of Variance (ANOVA) was used to test the null hypothesis. Results of the study revealed that classroom interaction patterns significantly influenced students’ achievements in Basic Electricity. Recommendations made among others were that classroom interaction patterns be adopted for effective teaching of Basic Electricity in Technical Colleges.