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Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers

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Title: Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers
Language: English
Authors: Adeyinka Oluwaseun Kareem (ORCID 0000-0001-6127-8055), Praise Deborah Adedeji (ORCID 0009-0000-7464-6910), Waheed Oladele Ewuola (ORCID 0009-0001-4888-6766)
Source: International Journal of Research in Education and Science. 2026 12(2):512-526.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Public School Teachers, Private School Teachers, Secondary School Teachers, Biology, Science Teachers, Classroom Communication, Teacher Student Relationship, Interaction Process Analysis, Foreign Countries, Performance Factors, Classroom Techniques
Geographic Terms: Nigeria
Assessment and Survey Identifiers: Flanders System of Interaction Analysis
ISSN: 2148-9955
Abstract: The study identified the various interaction patterns employed by biology teachers during classroom lessons. It identified the factors that influence interaction patterns in science classes while investigating if school type (private or public) influences interaction patterns in biology classes. The study adopted a descriptive survey research design. The targeted population for this study comprises senior secondary school students. The sample for this study comprises 150 biology students selected randomly from ten secondary schools. An adapted observation checklist was used for data collection based on Flanders' interaction analysis framework. Data collected were analyzed using descriptive statistics, frequency counts and percentages. The frequency of teacher-student and student-student interactions among Biology Teachers in the study area shows that teacher talk predominates at 62.9%. Within the teacher talk, direct talk was more prominent than indirect talk, with an average percentage of 40.7%. The study showed that 90% of the respondents indicated that teachers' personality traits, the time of the day, availability of teaching resources, and the teacher's level of experience affect the classroom interaction pattern. The study showed that school type has a significant influence on direct teacher talk and student talk, but no significant effect was found for indirect teacher talk, teacher talk overall, or silence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506077
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506077
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PubType: Academic Journal
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  Data: Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers
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  Data: <searchLink fieldCode="AR" term="%22Adeyinka+Oluwaseun+Kareem%22">Adeyinka Oluwaseun Kareem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6127-8055">0000-0001-6127-8055</externalLink>)<br /><searchLink fieldCode="AR" term="%22Praise+Deborah+Adedeji%22">Praise Deborah Adedeji</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7464-6910">0009-0000-7464-6910</externalLink>)<br /><searchLink fieldCode="AR" term="%22Waheed+Oladele+Ewuola%22">Waheed Oladele Ewuola</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4888-6766">0009-0001-4888-6766</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(2):512-526.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Private+School+Teachers%22">Private School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction+Process+Analysis%22">Interaction Process Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink>
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  Label: Abstract
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  Data: The study identified the various interaction patterns employed by biology teachers during classroom lessons. It identified the factors that influence interaction patterns in science classes while investigating if school type (private or public) influences interaction patterns in biology classes. The study adopted a descriptive survey research design. The targeted population for this study comprises senior secondary school students. The sample for this study comprises 150 biology students selected randomly from ten secondary schools. An adapted observation checklist was used for data collection based on Flanders' interaction analysis framework. Data collected were analyzed using descriptive statistics, frequency counts and percentages. The frequency of teacher-student and student-student interactions among Biology Teachers in the study area shows that teacher talk predominates at 62.9%. Within the teacher talk, direct talk was more prominent than indirect talk, with an average percentage of 40.7%. The study showed that 90% of the respondents indicated that teachers' personality traits, the time of the day, availability of teaching resources, and the teacher's level of experience affect the classroom interaction pattern. The study showed that school type has a significant influence on direct teacher talk and student talk, but no significant effect was found for indirect teacher talk, teacher talk overall, or silence.
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  Data: 2026
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  Data: EJ1506077
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 512
    Subjects:
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Private School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Interaction Process Analysis
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Performance Factors
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Nigeria
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      – SubjectFull: Flanders System of Interaction Analysis
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      – TitleFull: Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers
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            NameFull: Adeyinka Oluwaseun Kareem
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            NameFull: Praise Deborah Adedeji
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            NameFull: Waheed Oladele Ewuola
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              Type: published
              Y: 2026
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