Abstract:
This research examined Economics classroom interaction patterns in senior secondary schools in Nsukka Education zone in Enugu state, Nigeria. To achieve the purpose of this study, nine research questions and four hypotheses were formulated to guide the study. Descriptive survey research design was adopted for the study. A sample of three hundred and forty - one (341) students was randomly selected from public senior secondary schools for the study. The instrument used for data collection was modified Flanders Interaction Analysis Category (FIAC), the instrument was adapted and subjected to validation by experts in social science education, educational psychology and measurement and evaluation. The reliability estimate of the instruments was established through Cronbach Alpha statistics. Data were analyzed using frequency counts, mean, percentage and t-test statistic. The major findings from the study showed that Economics teachers dominated the Economics classrooms and initiated interactions themselves. In sex segregated schools, boys interact more frequently with Economics teachers than girls. The result also showed that Economics teacher interact more with students from urban areas than those in the rural areas and students in the urban areas interact more than those in the rural areas.
