RELATIONSHIP BETWEEN CLASSROOM PARTICIPATION DIALOGUE AND SCIENCE SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT IN ECOLOGY, KANO STATE –NIGERIA

Abstract

This study determined the relationship between classroom participation dialogue and science

secondary school students’ academic achievement in ecology, Kano State-Nigeria. It was

guided by two research objectives, two research questions and two null hypotheses. The

population comprises of 3110, SSII students out of which a stratified proportionate random

sample of 341 students were selected for the study. Two instruments EAT and classroom

participation dialogue observation schedule comprising of two sections A and B validated by

experts were used for data collection..Section A comprise demographic data while Section B

of EAT was 45- minutes, thirty- items WAEC/SSCE past questions, multiple –choice- test,

options A-E while Section B of classroom participation dialogue consists of five items and

yielded content validity index and ratio of +1.00. Test-re-test reliability index of EAT was

0.81 while Crombach’s Alpha reliability index for Classroom participation dialogue was

0.85. Correlation coefficient, PPMCC and Regression analysis were used for data analysis.

Results at p < 0.05 indicated, an insignificant very weak positive linear relationship between

classroom participation dialogue and student academic achievement in ecology. Result of

multiple regressions showed that, independent variable could not significantly predict

students’ academic achievement in ecology. In conclusion there is insignificant positive

relationship between classroom participation dialogue and could not predict student

academic achievement in ecology. It was recommended that, secondary school students and

biology teachers redouble their efforts and be trained through seminars in promoting

effective use of active classroom dialogue participation for efficient student academic

achievement in ecology in Kano State-Nigeria.