ERIC Number: ED041783
Record Type: Non-Journal
Publication Date: 1969
Verbal Behavior of Recitation Teachers and Achievement of College Geology Students.
Utgard, Russell O.
An 11 category modified Flanders' interaction analysis system was developed for analyzing the verbal behavior of graduate student recitation teachers in an introductory college geology course. Data were collected from six recitation teachers and 423 students. The teachers were trained in the use of the system and analyzed tapes of their own lessons; no additional attempt was made to modify their behavior. A composite score from three course examinations were used as a measure of student achievement, and an evaluation form was administered to determine students' rating of their recitation teacher. The effect of teacher verbal behavior, student rating of teacher, student sex, and SAT scores on achievement were investigated using analysis of variance and covariance. The results indicated that SAT scores were the most important factor in determining achievement, that students with low SAT scores showed greater achievement with more direct teaching, and that achievement was related to student rating of the teachers. (EB)
Descriptors: Academic Achievement, College Science, Geology, Instruction, Interaction Process Analysis, Teacher Behavior, Undergraduate Study
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Mich. 48106 (Order No. 70-7998, Microfilm $3.00, Xerography $5.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis