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This study sought to identify the extent of students’ responses in the classroom using three
classroom interaction techniques. One research question guided the study. One hypothesis
was tested and analysed using chi square statistics. The population is made up of 10,983
students 496 teachers. The sample is made up of 1098 students and 12 teachers. SS1 and SS11
students in three public schools were used for the study. Six classroom were used; three in SS1
and three in SS11 respectively. Six teachers taught SS1 and six teachers taught SS11 using a
technique (Flanders, IRE, and Teaching Cycles). Twelve lessons were recorded on a cassette,
transcribed, coded and analysed. Flanders category was the observational instrument. Testretest method was used to establish the reliability of the instrument at 0.87 co-efficient. The
result showed students’ responses in the classroom are not contingent on classroom technique
used. The extent of students’ responses in the classroom is very minimal therefore teacher
should go extra step to encourage voluntary verbal contribution by the students’ in every
classroom. This makes the students more critical in weighing life challenges.
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