Abstract:
This study sought to identify the extent of students’ initiation of ideas in the classroom using
three classroom interaction techniques. All senior secondary schools in Port Harcourt Local
Government Area, Rivers State, Nigeria constituted the population. One research question
guided the study. One hypothesis was tested and analysed using chi square statistics. The
population is made up of 10,983 students 496 teachers. The sample is made up of 1098
students and 12 teachers. SS1 and SS11 students in three public participated in the study. Six
classroom were used; three in SS1 and three in SS11 respectively. Six teachers taught SS1 and
six teachers taught SS11 using a technique (Flanders, IRE, and Teaching Cycles). Twelve lessons
were recorded on a cassette, transcribed, coded and analysed. Flanders category was the
observational instrument. Test- retest method was used to establish the reliability of the
instrument at 0.87 co-efficient. The result showed students’ initiation ideas in the classroom is
not contingent on classroom technique used. The extent of students’ initiation of ideas in the
classroom is very minimal therefore teacher should go extra step to encourage voluntary verbal
contribution by the students’ in every classroom. This makes them more critical and reflective
in weighing life challenges.
