Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State

Abstract

This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.