Assessment of Dominative and Integrative Behaviour of Yoruba Language Teachers in Senior Secondary Schools in Oyo State Nigeria

Teacher-student interaction has been a concept that has been researched on for some years now. However, there seem to be paucity of researches that look at the dominative and integrative behaviour of teachers in the classroom. This study therefore was a survey work carried out to assess the integrative and dominative behaviour of Yoruba language teachers in senior Secondary Schools in Oyo State. To attain the objectives of this study, thirty schools were randomly selected from a senatorial district in Oyo State. The Yoruba language teachers of these schools were observed while they taught in the classroom. Three research questions were raised and answered. Data gathered were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation and independent samples t-test). Findings revealed that teachers were generally dominative in their teaching approach in the classroom as most classes were characterized by monologue. Lectures dominated majority of the classes observed. Also, there was no significant statistical difference in the pattern of teacherstudent interaction between private and public school Yoruba language teachers observed. School type did not significantly predict whether a Yoruba language teacher would be dominative or integrative in his or her method of teaching. However, private school Yoruba language teachers had a greater Integrative-Dominative ratio as they encouraged more student-talk in their classrooms. Based on the findings, it was recommended that Yoruba language teachers should try as much as possible to use other teachings methods aside monologue, they should encourage students to ask questions, they should exercise full control over their classrooms and reduce the amount of noise and confusion in their classes. Educational planners and administrators should avail Yoruba language teachers the opportunities of attending seminars, workshops and trainings to keep them abreast with effective methods of teaching. Also, the use of ICT in teaching Yoruba language should be encouraged and teachers who have degrees in the field should be employed and well remunerated. keywords: Assessment, Dominative and Integrative Behaviour, Yoruba Language, Teachers, Senior Secondary Schools