Investigating teachers' classroom interaction practices in secondary school Physics lessons: An observational study

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sadia Muzaffar Bhutta

Department

Institute for Educational Development, Karachi

Abstract

Physics, recognised as the fundamental science, connects theory with practical realities, nurturing 21st century skills in students. Despite its importance, literature reports decreasing student interest in physics as a career and stresses the role of classroom interactions in grasping abstract concepts. Therefore, understanding current interaction practices is vital for improving the teaching-learning process. This observational study primarily aimed at investigating teachers’ classroom interaction practices in physics lessons at the secondary level in the context of Chitral Lower. Further, it sought to compare the differences in these practices across the school system (public and private). The study employed an observational approach within a quantitative research paradigm. Altogether 60 physics teachers were recruited from secondary schools, equally representing both systems. The Observational System for Instructional Analysis (OSIA) was employed to observe one physics lesson of each teacher. The OSIA comprises four major constructs, which are further divided into sixteen categories. The tool was validated by 13 experts (CVI = 0.74) and piloted in the study context. Moreover, inter-rater reliability was established (Weighted Kappa = 0.73) after conducting three consecutive classroom observations. Results revealed that teacher-dominated classroom interaction practices are prevalent in physics lessons. More precisely, teacher talk constitutes more than 60% of the lesson time, whereas student talk remains minimal. Moreover, the bivariate analysis indicated that overall, there was no significant difference in classroom interaction practices across the school system. Of the sixteen comparisons made, three were found to be significant, all in favour of public schools. There were more incidences of praise in public schools, along with more time for teachers’ directions and teachers’ solicited responses from students. In conclusion, the existing practices limit students’ active roles, initiative, and collaborative learning, which are not conducive to developing students’ scientific skills. Hence, the study findings underscore the importance of differentiated professional development programs for effective classroom interaction practices in physics lessons.

First Page

1

Last Page

105

This document is available in the relevant AKU library.

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