Abstract
In this work the WIHIC (What is Happening In this Classroom) instrument was used to assess the types of interactions, from students' perspectives, that occur in two science classrooms in Trinidad & Tobago. It was the first attempt to use the WIHIC instrument in the research context. An exploratory case study research design in the quantitative paradigm was employed in the assessment. The findings reveal that classroom interactions were dominated by student-centered interactions that mapped onto the student cohesiveness and cooperation scales of the WIHIC instrument. A high level of interaction in the investigation and involvement scales was also determined. What was surprising however, was the low level of teacher supportive interactions and interactions which demonstrated teacher impartiality as reported from students' perspective.
Highlights
Anecdotal accounts obtained through informal interactions with secondary school science students have revealed that there is a range of activities which occur in secondary school science classrooms in Trinidad and Tobago (Maharaj-Sharma, 2013)
The intent was to explore the nature of classroom interactions as well as the types of activities which facilitate these interactions from the perspective of the students
This work was initiated by the class teacher, who felt that the student's perspective, instead of her own, would provide a more truthful interpretation of the nature and types of classroom interactions
Summary
Anecdotal accounts obtained through informal interactions with secondary school science students have revealed that there is a range of activities which occur in secondary school science classrooms in Trinidad and Tobago (Maharaj-Sharma, 2013). While it may not be possible to provide all students with the same science experience, the expectation at a policy level is that all students will receive a common set of experiences to ensure that they leave their secondary school training with equivalent competencies, socialization skills and readiness for the labour market. This expectation has prompted researchers and policymakers in Trinidad and Tobago to consider assessing the soundness, validity, and efficiency of instructional practices in science classrooms. This, and other similar reform efforts suggest that a detailed examination of teachers' classroom practices and how these practices are linked to other student characteristics, are key for understanding the extent to which these initiatives are effective (Ball and Rowan, 2004; Blank, Porter and Smithson, 2001; Mayer, 1999)
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