Abstract
Objective This study examined the application of Modified Flanders Interaction Analysis during mathematics lessons in senior secondary schools in the Festac area of Lagos State, Nigeria. Methods The study employed a descriptive survey design to observe and analyse classroom interactions between teachers and students, focusing on verbal and non-verbal communication. Researchers used a structured observation schedule to collect data from a purposively selected sample of 10 mathematics teachers and 725 students across five schools. The researchers designed the instrument to collect information on teachers’ and students’ interaction patterns in the classroom. They analysed the data using mean scores, standard deviation, percentages, and t-test statistics, applying a 0.05 significance level for hypothesis testing. Findings The results of the analysis revealed that teachers dominate all the activities in the classroom; that is, the teachers were the active people in the classes, while the students were just passive listeners and moderate engagement through non-verbal behaviours. Statistical analysis showed significant differences between teacher and student patterns, particularly verbal behaviours. The study underscores that mathematics classes in senior secondary schools in the Festac area of Lagos State were teachers-centered. Conclusion Based on the study findings, the researchers recommended that mathematics teachers adopt more student-centered teaching approaches to enhance active student participation and engagement during lessons. Also, they should not be too strict, but they should be approachable, friendly, and accommodating so that the students will not be afraid to ask questions during or after the lesson, enhancing their performance. Hence, the government should ensure that teacher training programs incorporate observation techniques to effectively equip teachers with the skills to assess and improve classroom interaction.