Title:
CLASSROOM INTERACTION ANALYSIS AND MATHEMATICS PERFORMANCE

Authors:
Henry Alwayne R. Mercado, MAIS ,Philippines

Abstract:
The interaction between teachers and students was examined in this study in connection to how well the students performed in math. In this study, a descriptive correlational design was employed. From three randomly selected sections in each grade level, 455 students participated in the survey. The investigation was also conducted with the teachers of the chosen courses. Using the Flanders Interaction Analysis Categories System, data were gathered (Putri, 2014). (1) The age of math professors was determined to be in the "Middle Age" range. Most of them are female, "moderately experienced," and have Master's level units. Additionally, the majority of them have taken part in divisional and regional trainings, and a select handful have received accolades from their schools.; (2) teacher talk, particularly direct lecture, is the most prevalent FIAC; (3) the highest Flanders Formulates Ratio in classroom interaction is the teacher talk ratio, with the teacher direct ratio greater than the teacher indirect talk ratio; (4) the students' Mathematics Performance is at the "Satisfactory" level; and (5) teachers' accounts are significantly correlated with the frequency of Flanders Interaction Analysis Categories (FIAC).. Particularly, teachers with greater knowledge tend to ask their students more questions and refrain from questioning or defending authority. Additionally, students or teachers with greater training tend to speak up more during class participation; (6) the performance of pupils in mathematics is strongly correlated with Flanders Formulates Ratios. Students' mathematics performance is important, and more precisely, students' math performance goes up when teachers talk to them directly and goes down when teachers talk to them indirectly