... the teacher initiated interactions with students. When the teacher called randomly on students, the inequity between the two achievement levels balanced out and the low achievers, due to the teacher's intervention, became more active, though still unwilling participators. The nature of the high and low achievers' interactions in the study also varied. The high achievers were found to initiate interactions to volunteer answers, whereas one of the low achievers interacted purely for the purpose of help-seeking. Significant factors influencing the interaction patterns of the study's high and low achievers were being uncertain of the answer, just not wanting to be involved, getting teased by other students, feeling embarrassed, concerned about being wrong and lack of enjoyment for a particular subject. These findings showed that no one factor alone influenced high or low achievers' interaction patterns. Past and present successes and relationships in classrooms were seen as being responsible for students' willingness ...

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