Improving Basic Science and Technology Instruction in Owo, Ondo State: Implication for Teacher perception of Learning Experiences and Classroom Interactions

This study investigated students’ learning experiences and classroom interaction as predictors of achievement in Basic Science and Technology in Owo, Ondo State. The survey design was adopted. The instruments were: Student Learning Experience Questionnaire(r=0.76) and Classroom Interaction Questionnaire (r=0.74). Ten Junior Secondary School were randomly selected and 20 students were selected from each school making a total of 200 students who participated in the study. Also, two Basic Science and Technology teachers were randomly selected from the ten schools and a total of 20 teachers participated in the study. Data were analysed using Pearson product moment correlation and multiple regression at 0.05 level of significance. Results showed that the joint significant contribution of the learning experience and classroom interaction to Achievement was significant (R = .299 and a multiple R2 of .089) accounting for 8.9% of the variance in achievement. The relative contribution were β=.350) and classroom interaction (β=.010) t=respectively. There were positive relationships between learning experience(r=4.210), classroom interaction(r=0.151) and achievement. Teachers of Basic Science and Technology should improve on their teaching techniques and strategies and improve their relationship with the students for better learning outcome.