EXPLORING THE IMPACT OF CLASSROOM GROUP INTERACTION ON STUDENTS’ ACADEMIC ACHEIVEMENT IN PHYSICS: THE CASE OF BONOSHA SECONDARY AND PREPARATORY SCHOO

Abstract

The goal of this research was to explore the impact of classroom group interaction on students’ academic achievement in physics. Both correlation and case study research designs were used to answer the two research questions. Is there significant relation between classroom group interaction and students academic achievement in physics? This research question was answered by using Pearson correlation. How do classroom group interactions affect students’ academic achievement? This research question was answered by using case study. Pearson Correlation was used to investigate the relationship between classroom group interaction and students’ academic achievement in physics in Bonosha secondary and preparatory school. Case study was used to examine how classroom group interactions affect academic achievement. Pearson Correlation analyse showed that there is positive correlation between classroom group interaction and students’ academic achievement. The results of this study showed that classroom group interactions affect students’ academic achievement while student- student interaction is disrespectful. Descriptive case study analyses indicated that teacher’s lack of supportive relat ionship/interaction, reluctance to work in groups, absence of group leader, teacher’s lack of supportive relationship/interaction, teacher’s failure to give clear explanation for the given tasks, and absence of face to face interaction were the major factors that have been affecting the implementation of classroom group interaction which in turn affect students’ academic achievement . The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. More over it was suggested that an attempt must be made to use group work activities regularly and students should be made to take part in meaningful classroom group interaction.