CONVERSATIONAL DISCOURSE AND STUDENTS’ PERFORMANCE IN BASIC SCIENCE CLASSROOM IN SELECTED SECONDARY SCHOOLS IN ABEOKUTA NORTH LOCAL GOVERNMENT AREA, OGUN STATE
Keywords:
Conversational analysis; discourse analysis; classroom discourse; language competence.Abstract
Learning a language in the classroom is a consequence of the exposure of the learner to the linguistic environment manifested in the interaction between the participants in that context. This study examined the conversational discourse of the science classroom in urban and rural schools, private and public schools and the relationship between classroom discourse and students’ performance. Two hundred students were randomly selected from four schools, (2 private and 2 public), two each from urban and rural areas, in Abeokuta North Local Government Area of Ogun State Nigeria. The data gathering tools included a tape-recorder, researchers’ observation notes and a performance test. Data were analysed using bar charts, percentages and graphs. Urban schools (86.0%) outperformed rural schools (62.0%) in terms of students’ achievement. Private schools, both urban (86.0%) and rural (56.0%), performed better than the public schools (urban (62%) vs rural (52%). Rural classrooms showed higher rate of code-mixing (65%) and switching (22%) in conversational discource, whereas, urban schools had minimal code-mixing (0.13%). Based on these findings, teachers in rural regions should limit usage of code-mixing and switching to increase students’ comprehension. Public schools should encourage students’ participation in class sessions and teachers should ensure that teachings are aligned with the English language medium of assessment. Workshops and seminars on successful interactive classroom communication should be held to assist teachers improve their instructional techniques.
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