Research Article

Gender Differences in the Impact of Teacher-Student Verbal Interaction Styles on Biology Performance among Secondary School Students in Niger State, Nigeria

J. O. Joseph1*, O. B. Oriolowo1, Y. A. Isah2
1 Department of Biology, Federal University of Education, Kontagora, Niger State, Nigeria
2 Department of Biology, Federal University of Education, Zaria, Kaduna State, Nigeria
* Corresponding author: johnkem2909@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.dy15bcii
Pages: 370–378
Views: 4
Downloads: 2

Abstract

This study investigated gender and interaction styles (democratic, autocratic and laissez-faire) in Biology performance among secondary school students in Niger State, Nigeria. Descriptive survey research design was adopted for the study. Two (2) research questions and two (2) corresponding null hypotheses were formulated and tested at  level of significance. Twenty six thousand five hundred (26,500), Secondary School Two (SS II) students, comprising of 16,799 males and 9,701 females, and three hundred and fifteen (315) biology teachers across seven (7) Educational Zones made up the population for this study. Purposive and proportionate random sampling, cluster, systematic and stratified sampling techniques were employed in selecting four hundred and fifty (450) students (280 males and 170 females), and twenty five (25) Biology teachers as samples of the study. Students’ Biology Academic Performance Test (SBAPT), Biology Teachers’ Teaching Style Checklist (BTTSC), Teacher-Student Interaction Observation Schedule (TSIOS), were used as instruments to generate data for the study. All the instruments were validated and obtained reliability coefficients of 0.85, 0.76, 0.86 respectively. For the analyses, descriptive statistics (Mean and Standard Deviation) were used to answer the research questions, while inferential statistics (One-Way ANOVA, Two-way ANOVA, and Scheffe’s test), were employed to test the null hypotheses. Findings showed that regardless of the patterns of teacher-student verbal interaction, male and female students exhibit the same academic performance level. Based on the findings, it was recommended among others that biology teachers should employ democratic verbal interaction pattern to improve both male and female students’ academic performance in Biology

Keywords

teacher-Student interaction verbal interaction styles biology performance gender differences secondary school students

References

  1. Abdullahi, I. J. D. (2017). Psycho-Social Factors and Teacher-Students interaction as Predictors to Interest and Academic Performance in Integrated Science Among Colleges of Education Students, North-west, Nigeria [Unpublished Ph.D dissertation]. Ahmadu Bello University Zaria, Kaduna State, Nigeria.
  2. Akachukwe, E. E. & Okoli J. N. (2023). Differential Aptitude As A Predictor of Secondary School Students’ Academic Achievement in Biology in Onitsha Education Zone. International Journal of Innovative Research and Advanced Studies (IJIRAS), 10(3), 17–20.
  3. Anthonysamy, L., Koo, A, C., & Hew, S, H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 3677–3704. https://doi.org/10.1007/s10639-020-10134-2.
  4. Bichi, A. A., Hafiz, H. & Abdullahi (2017). Evaluating Secondary School Students’ Science Achievement: Implication for Curriculum Implementation. International Journal for Social Studies, 3(1) 112–121.
  5. Bichi, A. A., Ibrahim, R. H., & Ibrahim, F. B. (2019). Assessment of Students’ Performance in Biology: Implication for Measurements and Evaluation of Learning. Journal of Education and Learning (EduLearn), 13(3), 201–308.
  6. Edeh, O. M. (2024). Influence of Classroom Interaction Patterns on Achievement in Biology among Senior Secondary School Students in Awka. Global Journal of Applied, Management and Social Sciences (GOJAMSS), 28 (1), 108–116. ISSN: 2276-9013.
  7. Elena, M. (2021). Teacher-Student Interaction in the Context of Higher Education. SHS Web of Conferences. 99, 01041. https://doi.org/10.1051/shsconf/20219901041.
  8. Federal Republic of Nigeria (2013). National Policy of Education, (6th Edition), Lagos; Nigerian Educational Research and Development Council (NERDC).
  9. Jack, G. U., & Sam, K. D. (2019). Gender Differences of Senior Secondary School Students’ Academic Achievement in Biology using Computer-Based Test and Paper-Based Test. Journal of Education in Developing Areas (JEDA). 27(2), 208–221
  10. Nnamani, S., & Oyibe, O. (2016). Gender and Academic Achievement of Secondary School Students in Social Studies in Abakaliki Urban of Ebonyi State. British Journal of Education, 4(8), 72–83.
  11. Nnorom, N. R. & Erhabor, P. O. (2019). Effect of Classroom Interaction Patterns on Secondary School Students Conitive Achievement In Biology. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 10(1), 3980–3985.
  12. Okoye, P. & Onwuachu W. C. (2018). Influence of Classroom Interaction Patterns on Achievement in Biology Among Senior Secondary School Students’. AFRREV STECH An International Journal of Science and Technology, 7(1), 72–80. DOI; http://dx. Doi.org/10.4314/stech.v7i1.6.
  13. Okpala, P., & Oyedokun, T. (2020). Acomparative Study Between Male and Female Students Performance in Biology in Selected Secondary Schools. AZ Research Consult. (MBA, MSc Dissertation/ThesisProject Writer). Nigeria.
  14. Oliobi, J. I., Nwanko, G. U., Uzor, O. F., & Okoli, S. O. (2022). Challenges of Covid-19 in Science Education in Nigeria. STEM Journal of Anambra State (STEMJAS), 3(2), 92–104.
  15. Oyovwi, E. O. (2024). Biology Education in Nigeria: Issues and Challenges in the 21st Century.https://ww.researchgate.net/puplication/361934056_Biology_Education_in_Nigeria_Issues_and_Challenges_in_the_21_st_Century.
  16. Raiyegbemi S.S., Osokoya M.M., Taiwo O.A., Adu O.O., Nsofor .A.U., Adeniran A.O.,& Ajani .R. (2020). Factors that affect the performance of students in Senior Secondary School Biology Examination: a case-study in Abeokuta South Local Government Area of Ogun State. Anchor University Journal of Science and Technology (AUJST), 1 (1), 110–115.
  17. Salisu, N.W. (2018). Effect of Field-trip instructional mode on performance and retention in plant Adaptation among selected Secondary School Students in Jigawa State. The 59th Annual Conference Proceedings of the Science Teachers Association of Nigeria (STAN), 160-168.
  18. Udowong, M. D., Hope, A. N., & Ighereno, O. P. (2023). Biology Practical and Biology Students’ Academic Performance in Calabar Municipal Council, Cross River State, Nigeria. Advanced Journal of Education and Social Sciences, 8(1), 1–15.
  19. Varga M. (2017). The effect of Teacher-Student Relationships on the Academic Engagement of Students. Unpublished Master of Education (M.Ed) thesis Submitted to Graduate Programs in Education, Goucher College, May. West African Examinations Council, 2014–2019, Chief Examiners’ Report, 2014-2019.
How to Cite

Joseph, J. O., Oriolowo, O. B., & Isah, Y. A. (2026). Gender Differences in the Impact of Teacher-Student Verbal Interaction Styles on Biology Performance among Secondary School Students in Niger State, Nigeria. Journal of Studies in Science and Mathematics Education, 6(1), 370–378. https://doi.org/10.67203/jossme.2026.dy15bcii

J. O. Joseph, O. B. Oriolowo, and Y. A. Isah, "Gender Differences in the Impact of Teacher-Student Verbal Interaction Styles on Biology Performance among Secondary School Students in Niger State, Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 370–378, August 2026. doi: 10.67203/jossme.2026.dy15bcii

Share this article:
Facebook X / Twitter LinkedIn
Download PDF View Full Text (PDF) Back to Articles