Quality Assurance and Classroom Interaction Patterns in Basic Science and Mathematics

E-ISSN： 2327-915x|19|3|165-172

ISSN： 2327-7971

Source： The International Journal of Science, Mathematics and Technology Learning, Vol.19, Iss.3, 2013-01, pp. : 165-172

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

The quality of instruction is a function of teachers’ understanding of the strengths and weaknesses of their students, which is a central factor in ascertaining pedagogical knowledge of teachers. The depth of such understanding, in turn, hinges on the quality of teachers’ assessment of the entire instructional process. This study was carried out to ascertain the nature of activities in basic science and mathematics classrooms as a precursor for enhancing the quality of instruction at the basic education level in Lagos State of Nigeria. Twenty primary and twenty junior secondary basic science and mathematics classrooms spread across the twenty Local Government areas of Lagos State, Nigeria, were personally observed by members of the research team using a self-developed Classroom Interaction Observation Schedule (CIOS) to answer questions raised on the nature and extent of interaction and activities taking place during instruction. The CIOS sought information on the frequency of teacher prompting, teacher facilitating, monologue, introducing individual or group activities on one hand as well as the frequency of students asking questions, answering questions, making comments and presentations and working independently on the other hand. Data collected from the classroom observation were analyzed using descriptive statistics which revealed that teachers in the primary segment make use of instructional materials more than those in the junior secondary, students involvement during instruction is very poor generally in science and mathematics classes and that science and mathematics lessons are generally teacher centred with all activities revolving around the teacher. Based on these findings it was concluded that the poor performance in science and mathematics reported in literature can be linked with the quality of instruction provided in the classroom, and this problem can be addressed by exposing the teachers to in-service training on activities based classroom strategies.