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Classroom communication is a vital ingredient in every instructional learning process within the school environment. The quality and quantity of teacher-pupil interaction is a critical dimension of effective classroom teaching. This prompted the development of a Classroom Interaction Sheet (CIS) for an analytical observation of behavioural activities that are predominant in a teaching /learning process in Social Studies. The Classroom Interaction Sheet observed 3 categories of behaviuor namely, teachers’ activities, students’ activities, and others. The frequency of occurrence for each activity was observed for thirty-two instructional lessons. The inter-rater reliability estimated for CIS is 0.60. Data were analyzed with frequency/percentage and independent t-test statistical techniques. Findings show teachers’ activities have the highest occurrence of 54%, followed by students’ activities of 43%. Furthermore, students’behavioural activities such as responding to questions; listening: and hand up to respond got the highest scores of 12%, 13%, and 12% respectively. Teachers’behavioural activities that occurred most are: explaining (16%); standing in front of the class (14%); and demonstrating with hands (13%). Gender of the teacher PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 252 and school type did not significantly affect classroom interaction (i.e. t(30)=0.053,p>0.05 and t(30)=0.512,p>0.05). It is recommended that teachers’ behavioural activities such as praising and encouraging pupils’ efforts; and giving assignment which scored low should be improved on. Conclusively, the teacher’s dominance in classroom interaction is sustained in this study.

ANALYTICAL OBSERVATION OF INSTRUCTIONAL PROCESS IN SOCIAL STUDIES IN UPPER BASIC SCHOOLS IN BAYELSA STATE OF NIGERIA