South Eastern Journal of Research

Introduction

In contemporary Nigeria, greater emphasis is being placed on industrial and technological development. As a result, students are being encouraged to take up science related subjects. Within the content of science education, chemistry has been identified as a very important school subject and its importance in scientific and technological
development of any nation has been widely reported (Olatoye, Aderogba & Aanu, 2011). Chemistry is one of the subjects that cut across all the sciences. In Nigeria‟s march toward scientific and technological advancement, nothing short of good performance is needed in chemistry at all levels of schooling. Unfortunately performance of students in chemistry has not improved (Adedeji, 2007). Some factors have been identified as the cause of students‟ under-achievement in chemistry. These factors include ineffective teaching methods and strategies, poor motivation of students, ill-equipped laboratories, poor students‟ attitude to science and students‟ laziness, (Offiah & Akusoba, 2009). It is necessary to find ways of ameliorating these noted impeding factors in order to boost achievement in chemistry. It is thought that one of the ways of enhancing achievement is by making teachers know the classroom interaction pattern that is adequate for their students.
Classroom interaction, therefore, is the talk that occurs between teachers and students and among students (Best & Addison, 2000). It is the primary medium through which learning occurs in the classroom that is any kind of classroom, be it history or chemistry classroom. According to Kouicem (2012), classroom interaction or classroom behaviour describes the form and content of behaviour or social interaction in the classroom. Interaction in the classroom is an essential part of teaching-learning process. The classroom climate is built up by the patterns of
interaction between teachers and students‟ verbal exchange, asking questions, responding and reacting.
Classroom interaction during the teaching- learning process could be verbal or non-verbal behaviors. The most important factors in a classroom situation are the interactive exchanges initiated by teachers and students. It is considered as a productive teaching techniques and it refers to the whole range of activities and experiences through which the teacher, curriculum materials and the learners interact (Abe & Bello, 2019)
Classroom interaction is important because interaction is the essential criteria of classroom pedagogy. According to Hussain (2011), classroom interaction promotes involvement, enhances learning and motivates the students. Hussain added that it promotes a shift from teacher centered to student centered environment. According to the author, indicated teachers-students interaction through classroom discussion and other forms of interactive participation is foundational to deep understanding and is related to students‟ achievement. Teachers establish the pattern of general conduct during a lesson, while on their part students establish certain types of behavior to coincide with this pattern (Kalu, 2008). According to Thompson and Anderson (2008), one of the most basic characteristics of a good teacher is the ability to establish adequate interaction in the classroom and most of the observed stresses in the classroom come from lack of desired interaction. Talking in itself cannot be considered as interaction, interaction is all of the ways in which action
and reaction among individuals is organized. Ifamuyiwa and Lawani (2009) further added that observed classroom interaction could be divided into teacher talk and student talk.
Classroom activity or interaction patterns can be described as teacher talk, student talk and period of silence or confusion. Teacher talk is further classified as direct and indirect influence (Flanders in Sahlbery, 2010). Indirect influence has subcategories which are accept feeling, praise and encourage, accepts and uses idea of students and ask question. Direct influence also has subcategories, which are lecturing, giving directions, criticizing or justifying authority; Student talk could be classified as response and initiation; Period of silence or Confusion is an integral part of classroom interaction and a key concept of the way we interact. It functions as a means of reticence and reflection (Onwiodiokit & Oranu, 2012).
Academic achievement is not just dependent on individual abilities and aspiration, but also on the patterns of classroom interaction (Awal, 2010). Classroom interaction can thus enhance or diminish the behaviour that leads to achievement. The classroom verbal pattern created by a teacher has become an important factor in the teaching- learning process, and therefore it should be identified and utilized for optimal learning.