Journal of Classroom Interaction, University of Houston College of Education, 442 Farish Hall Houston, Texas 77204-5026.
Journal Articles; Reports - Evaluative
The purpose of the study was to determine the patterns of interdependency among classroom interaction patterns, teacher and student variables and students' learning outcomes in physics, comprising their post-instructional attitude and achievement in "low" and "high" academic tasks. Seven instruments were used in collecting data from 516 Senior Secondary One (SSI) physics students (239 boys and 277 girls) and 15 physics teachers drawn from 15 selected secondary schools in Calabar Education Zone of Cross River State, Nigeria. The schools were constituted by the purposive sampling technique. The data generated with the instruments were analyzed using canonical analysis technique. The results indicate (1) that the sets of independent and dependent variables are strongly related in three independent ways (Rc = .98, .93 and .92), corresponding to three named canonical factors/variates, and (2) about 89% of the variance in students? learning outcomes is redundant to the variance of interaction pattern and teacher and student variables. The three identified factors respectively contributed 33%, 29% and 27% of the redundant or common variance of the two sets of variables.