ERIC Number: ED048002
Record Type: RIE
Publication Date: 1971-Feb-6
Reference Count: 0
Independent Mathematics Learning as a Function of Teacher Behaviors.
Ward, Beatrice A.
This study was designed to determine (1) if teacher use of specified teaching behaviors leads to the identification of differences in the learning outcomes of pupils in group and independent learning situations; and (2) if knowledge of teacher use of specified teaching behaviors relates to the prediction of variance in pupil post-unit scores. The teacher behaviors that were considered emphasized three instructional functions: (a) causing learner awareness of learning goals; (b) evoking learning performance including completion of the learning task and provision of motivation for learning; (c) assessing learning outcomes. The experiment involved teachers who received special training in the use of seven teacher behaviors and teachers who received no training. Two main implications of this study were found. (1) When the learning environment is controlled in terms of subject matter content and materials, and proportion of time devoted to independent vs. group learning, the group learning situation produces superior outcomes. (2) Measurement of a specific set of teacher behaviors that define only a limited segment of the total teaching act does aid in the prediction of variance in pupil learning outcomes. (FL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, Berkeley, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Feb. 4-7, 1971, New York City, N.Y.)