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The study examined the effect of classroom interaction patterns on secondary school students’ cognitive achievement in Biology in Edo State, Nigeria. Two research questions and two null hypotheses guided the study. The design of the study was a quasi-experimental, pre-test, post-test, nonequivalent control group design. A sample of 270 SSI biology students randomly drawn from six public coeducational secondary schools in Ikpoba Okha Education zone of Edo state were used for the study. An instrument known as Biology Achievement Test (BAT) was used for the study. The instrument was validated, and the reliability coefficient was established using Kudder Richardson K-R 20 and was found 0.87. The data collected were analysed using mean and standard deviation. Analysis of covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. The results revealed that students taught with classroom interaction patterns perform better than those taught with conventional method, also gender has no significant difference in the mean cognitive achievement scores in biology due to application of classroom interaction patterns. Based on the findings, recommendations were made.

Effect of Classroom Interaction Patterns on Secondary School Students Cognitive Achievement in Biology