Class room Interaction in University Lecture Halls and Its Relationship to Academic Achievement

Abstract

The study aimed to identify the concept of interaction within classroom settings, its importance, patterns, and the challenges it faces. It also sought to explore the factors affecting students’ interaction in classrooms and to examine the impact of this interaction on academic achievement. The study relied on the descriptive-analytical approach, describing the phenomenon of interaction in classrooms and analyzing the influencing factors, based on previous studies and theoretical references, while benefiting from the inferential approach to reach applicable conclusions and recommendations. The results showed that interaction within classrooms is a pivotal element in the educational process, due to its positive impact on improving students’ understanding and comprehension, as well as enhancing critical and analytical thinking. The findings also indicated that interaction has multiple patterns (verbal, non-verbal, digital, and group interaction), and that diversity in these patterns increases student participation and motivation to learn. The results further indicated that traditional lecture-based methods reduce the level of interaction, whereas interactive methods contribute to improving both interaction and academic achievement. It also became clear that high student density in the classroom negatively affects interaction, and that the lack of educational tools and technology is one of the most prominent obstacles. The results also emphasized the importance of a positive psychological and social environment in enhancing students’ sense of safety and support, which reflects on their interaction. Accordingly, the study recommended adopting interactive teaching methods, reducing student density, providing technological tools, organizing training courses for faculty members, and preparing a supportive learning environment. The study suggested future research on the impact of interactive e-learning, comparison between classrooms with different densities, the role of the psychological environment, the obstacles to interactive methods, and the effect of group interaction in developing critical thinking.