Abstract
The study investigated the effect of classroom interaction patterns on students’ learning outcomes in
oral English at Senior Secondary Two students in Apa Local Area of Benue state. The study also
examined the differential effect of classroom interaction patterns on male and female attitude to oral
English. Two research questions and two hypotheses formulated and guided the study. The sample for
the study was made up of 234 senior secondary two students from six schools across the three
districts in the local government area. The study adopted pretest and post -test quasi experimental
group design. Intact classes were assigned to the experimental and control groups using purposive
sampling technique. Data were collected using Oral English Attitude Survey (OEAS) and Oral
English Performance Test (OEPT). The OEPT was validated using Cronbach’s Alpha formula to
analyse its reliability which yielded r=0.85. Descriptive statistics of mean and standard deviations
were used to answer all research questions while Analysis of Covariance (ANCOVA) was used to test
all the hypotheses formulated at 0.05 level of significance. The study revealed that students exposed
to classroom interaction patterns had significantly performed higher than those in the form-based
approach. However, there was no significant gender difference in the attitude of students in classroom
interaction patterns. Based on the findings of this study it was recommended among other things that
English language teachers should be encouraged to adopt classroom interaction patterns most
especially in the teaching of oral English lessons. In similar vein, there should be proper orientation
for practicing English language teachers on how to improve on their classroom interaction patterns.
Keywords: Effect, Classroom Interaction, Students’ Attitude, Learning Outcomes, Oral English
Publication Date: 2025-08-03