EFFECTS OF CLASSROOM INTERACTION STRATEGY ON SECONDARY SCHOOLS ENGLISH LANGUAGE STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION IN JIGAWA STATE, NIGERIA

This study investigate the effects of classroom interaction strategies on senior secondary schools students’ academic performance and retention of English language learning, a quasi-experimental design using pretest, post-test and post- posttest strategy was employed. Eight (8) objectives guided the study. The population comprises 36,154 Senior Secondary School II (SSII) students across Jigawa State, Nigeria. The sample of 114 students from 2 intact classes was utilized using multi stage sampling technique. “English Language Performance and Retention Test (ELPRT)” was used as primary instrument for data collection which was a researcher developed and validated by the experts in English language, curriculum studies and tests and measurement. The data collected were analyzed using independent sample t-test for hypotheses 1 and 2 while Two-Way Analysis of Variance (ANOVA) for hypothesis 3 and 4 at 0.5 level of significance. The finding revealed that classroom interaction approach was found to have significant effects on both academic performance and retention in English language learning. The finding also revealed that there is no significance difference in both academic performance and retention between male female students. The study therefore concluded that, classroom interaction approach is effective interventions that can be utilized in improving academic performance and retention in learning English language in secondary schools of Jigawa State. Based on these findings, it is recommended that secondary schools educators and other education stakeholders should device the means of employing the use of classroom interaction techniques in teaching English language in schools.