An analysis of the factors that influence the participation of secondary school science learners in classroom communication

Abstract

Teaching is a dynamic process involving teachers and learners in a meaningful and concerted efforts hence interacting with learners in the science classroom is of fundamental to the teacher in order to enhance the teaching and learning of science in schools.  The purpose of this article is to ascertain factors influencing the participation of secondary school science learners in classroom communication (CC).  Several factors that lead to classroom communication apprehension have been indicated.  Besides, the results also suggest that science teachers used primarily teaching-learning procedures that did not conform (i.e. traditional methods) to the requirements of Outcomes Based education (OBE).  The reason is not necessarily that they are ill-informed on OBE principles, but the practicality of their teaching situations necessitated it.  In the process, learners do not acquire sufficient knowledge and skills needed for science classroom learning activities.  This fails the main aim of enabling learners to participate in classroom communication.  However, the results also indicate that although they generally warm and accepting they seem to be inflexible and lack dynamism when presenting lesson, which in turn affects learners’ participation in classroom.  One method of approach has been applied, i.e. a quantitative method.  A questionnaire was compiled to investigate learners’ level of participation in science classroom communication (CC).  A total of 235 Grade 8 learners were randomly selected from twelve (12) schools.  Data collection used was structured.  Findings as well as recommendations have indicated to augment the participation of learners during science teaching in schools.