EFFECT OF DIALOGIC TEACHING ON STUDENTS’ PERFORMANCE: AMODERATING ROLE OF COMMUNICATION SKILLS IN BUSINESS EDUCATION IN UNIVERSITIES IN SOUTH-SOUTH NIGERIA

Abstract

The study examined the effect of dialogic teaching on teacher-student interaction and students’ performance: A moderating role of communication skill in Business Education in Universities in south-south Nigeria. The study adopted a quasi-experimental design (pretest and posttest of non-equivalent control group). Two groups were established, the Control and Experimental group.  The Control group received no treatment while the Experimental group was administered the treatment of ‘Dialogic Teaching’.  The population of the study consisted of 114 final year students of Delta State University and University of Benin.  The sample size of 36 students was selected using non-random sampling technique, Purposive.  Achievement Test was designed to elicit the performance of students after the intervention programme.  The Achievement Test DTATBES consisted of 48 question items.  The hypotheses were tested with Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings revealed that male and female (Gender differentiation) students exposed to dialogic teaching performed better than male and female students exposed to traditional teaching.  That is the experimental group (dialogic) performance statistically differs significantly from the control group (traditional). The study therefore recommended that tertiary institutions, business schools, school administrators and business educators need to incorporate dialogic teaching in business courses in undergraduate and postgraduate programmes that require explorative and collaborative team work among students.