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 relationship/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.
