Classroom interaction and its relationship to academic achievement in mathematics among middle school students

Abstract

The objective of the current study is to identify the skills of classroom interaction with the quality (verbal, non-verbal) during the educational act. In order to obtain the results, the observation network prepared by “Hassab Allah Muhammad Abdel Halim 1997” was applied, divided into four dimensions, and we adopted the students’ rates in mathematics. For statistical treatment, we used the arithmetic means, standard deviations, t-test, and after analyzing the data obtained in the field, it was found that there is a relationship A steady correlation between classroom interaction and academic achievement.