Comparative analyses of classroom interaction patterns and students` attitude to learning of social studies in junior secondary school in Oyo state, Nigeria.
| dc.contributor.author | DAUDA, Abubakar Oluwaseun | |
| dc.date.accessioned | 2025-09-04T13:09:55Z | |
| dc.date.available | 2025-09-04T13:09:55Z | |
| dc.date.issued | 2023 | |
| dc.description | xiii, 125p | |
| dc.description.abstract | The study identified the patterns of classroom interaction that are used in teaching of Social Studies in Junior Secondary School in Oyo State; determined whether there is difference between patterns of classroom interaction of male and female teachers and students in the study area; determined the attitude of students towards learning of Social Studies in the study area, and; compared the relationship between patterns of interaction and students’ attitude towards learning of Social Studies in the study area. These were with the main aim of comparing the patterns of classroom interaction and students' attitude to learning of Social Studies in Junior Secondary Schools in Oyo State, Nigeria. The study adopted a descriptive research design. The population comprised all public and private secondary schools’ students and teachers in Oyo State. Oyo state has about 324 secondary schools, 1,942 Social Studies teachers and 116,380 junior secondary school students. The sample comprised 32 teachers and 383 students using the multi-stage sampling procedure. Two instruments designed by the researcher were used to collect data for this study. The first instrument was titled Patterns of Classroom Interaction Questionnaire (PCLQ), and the second titled Social Studies Learners Attitudinal Scale (SSLAS). Data were analysed using descriptive and inferential statistics. Findings showed that the most prominent pattern of classroom interaction used in teaching of Social Studies in the study area was “student initiates, teacher answers” approach (x=1.18). “Learner-learner interaction” teaching approach was also effective and significant in teaching Social Studies (x=1.21). Similarly, “barnstorming” teaching approach was equally significant (x=1.25). The attitude of the learners towards learning Social Studies was positive as they tend to work hard for good grades in Social Studies (x=1.33). The respondents consider good grades as a motivation to study (x=1.39) while some of them believe that Social Studies teaches about the human environment (x=1.44). There is a significant difference between male and female patterns of classroom interaction in Oyo State (f=9.405, p<0.05). There is no significant relationship between patterns of classroom interaction and students’ attitude towards learning of Social Studies in Oyo State (f=1.047, p>0.05). Thus, the patterns of classroom interaction do not determine students’ attitude to Social Studies. This study concluded that the “student initiates, teacher answers” method and learner interaction as well as barnstorming are mainly adopted in the study area. Learners’ attitude towards learning Social Studies has been positive and motivated in the bid to getting good grades. The male and female patterns of classroom interaction were also significantly different while there was no significant relationship between patterns of classroom interaction and students’ attitude towards learning of Social Studies. In conclusion, the patterns of classroom interaction do not determine students’ attitude to Social Studies. | |
| dc.identifier.citation | Duada, A.O. (2023). Comparative analyses of classroom interaction patterns and students` attitude to learning of social studies in junior secondary school in Oyo state, Nigeria. Department of Arts and Social Education, Faculty of Education, Obafemi Awolowo University. | |
| dc.identifier.uri | https://ir.oauife.edu.ng/handle/123456789/6793 | |
| dc.language.iso | en | |
| dc.publisher | Department of Arts and Social Education, Faculty of Education, Obafemi Awolowo University. | |
| dc.title | Comparative analyses of classroom interaction patterns and students` attitude to learning of social studies in junior secondary school in Oyo state, Nigeria. | |
| dc.type | Thesis |