Classroom Variables And Its Influence On Verbal Reasoning Outcomes In Basic Technology Among Secondary School Students: Application Of Discriminant Analysis

Abstract

This study investigates the influence of classroom variables on verbal reasoning outcomes in basic technology among secondary school students in Cross River State, Nigeria. The research adopts a survey research design, utilizing both quantitative and qualitative data collection methods to evaluate the relationship between interactive teaching practices and student performance. A sample size of 1176 students from various secondary schools in the state was selected through stratified random sampling to ensure a diverse representation of the student population. One research question and one research hypothesis guided the quantitative part of this study. Structured questionnaires were administered to gather quantitative data on students' perceptions of classroom variables and their corresponding verbal reasoning outcomes in basic technology. Meanwhile, in-depth interviews and focus group discussions with teachers and students provided data on the dynamics of classroom interactions and their effects on learning. The study's findings indicate a significant positive correlation between the frequency and quality of classroom variables and improved verbal reasoning outcomes in basic technology. Furthermore, the research highlights the importance of interactive teaching methods, timely feedback, and supportive communication in enhancing students' understanding and retention of basic technology concepts. Based on the study findings, it was recommended that the policy makers and educators should invest in training programs that enhance interactive teaching skills and promote effective classroom communication.