Analysis of Interaction Pattern in the Senior Secondary School Mathematics Classroom in Ogun State

Abstract

Mathematics is crucial for skill development and societal progress, 
warranting its inclusion as a mandatory subject in secondary education. 
Despite this, Nigerian Senior Secondary School (SSS) students' performance 
in Mathematics has only been slightly above average in National 
Examination while previous studies have explored the impact of parental, 
teacher, and student factors on Mathematics achievement, limited attention 
has been given to Classroom Interaction Patterns (CIP). This study analysed 
interaction patterns in Mathematics classrooms, using a descriptive research 
design, sampling 40 teachers and 1,185 senior secondary school II students 
across four local government areas in Ogun East Senatorial District. Data 
were collected using the Mathematics Interaction Sheet (r = 0.998) and 
analysed through descriptive statistics and chi-square tests at 0.05 level of significant. Findings indicated that teachers' activities focused largely on 
explanations (20.2%) and solving mathematics problem on the chalkboard 
(13.1%), with no recorded use of instructional materials. For students, 
chorus responses (10.9%) and note-taking (10.7%) were common, while 
disruptive behaviour like fighting were absent. A significant difference was 
found in teacher-initiated (cal. 317.69 > tab. 23.685) and student-initiated 
activities (cal. 965.11 > tab. 19.675) between public and private schools. 
The study recommended that mathematics teachers need to diversify their 
instructional methods beyond explanations and chalkboard problem-solving.