Name: Sucharita Rout & Ranjit Giri
Country: India

Year: 2026
Volume: Volume-16, Issue-1, (January-June)
Page Number: 401-409
DOI: https://doi.org/10.5281/zenodo.20352815

ABSTRACT
Effective pedagogical engagement serves as the fundamental bridge between instructional effort and learner outcomes, yet the empirical link between specific interaction patterns and academic success often remains under-examined. This study investigates how verbal and non-verbal classroom interaction affects the academic achievement of students within the Indian elementary education system by studying the correlation between classroom interaction patterns and the academic achievement of secondary school students. Utilizing a descriptive survey research design, the study sampled 10 elementary schools in the Remuna Block of the Balasore district, involving 200 students and 20 teachers. Data were collected through structured teacher and student questionnaires alongside an analysis of half-yearly Science examination records.

The findings reveal that while general classroom climate and instructional clarity scored high (over 90%), a significant gap exists in participatory depth