Gender and spatial inclusion techniques during classroom interaction and primary pupils’ achievement in literacy and numeracy

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Published Sep 1, 2023
https://doi.org/10.47434/JEREDA.4.3.2023.231
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Vol. 4 No. 3 (2023)

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Olayinka Morenike Dagunduro
Department of Early Childhood Education and Primary Education, Lagos State University of Education, Lagos, Nigeria
Sunday Oluwaseun Onakoya
Institute of Education, University of Ibadan

Abstract

Introduction: Teachers prepare the curriculum, prepare contents to be taught, teach the pupils with various teaching aids and methodology, assess the pupils, and sometimes make updates in tune with the current realities and the needs of the society. Classroom interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners


Purpose: This study examined the effect of the application of gender and spatial inclusion techniques during classroom interaction on primary pupils’ achievement.


Methodology: Quasi-experimental design using the pre and post-test experimental approach was adopted. Multi-stage sampling technique was used to select 100 teachers divided into two groups (experimental and control), 386 students. Three (3) instruments: an Observation Schedule and two Achievement Tests with high reliability values were used for the study. Data gathered were analyzed using descriptive statistics and Independent T-test.


Results: The result among others showed that there was significant difference in the classroom interaction pattern of teachers exposed to the treatment from teachers that were not exposed to the treatment in terms of gender inclusion, teaching aids, and teachers’ preparation. However, there was no significant difference in terms of spatial inclusion.


Conclusion and Recommendation: It is thus recommended that more efforts should be geared towards the improvement in the classroom interaction pattern of primary school teachers.

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Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Dagunduro, O. M., & Onakoya, S. O. (2023). Gender and spatial inclusion techniques during classroom interaction and primary pupils’ achievement in literacy and numeracy. Journal of Educational Research in Developing Areas, 4(3), 231-241. https://doi.org/10.47434/JEREDA.4.3.2023.231
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