ERIC Number: ED079035
Record Type: RIE
Publication Date: 1970
Reference Count: N/A
A Study of the Relationship Between Teacher-Pupil Verbal Interaction and Pupil Achievement in Elementary School Science.
Hastings, Hiram Irving, Jr.
Reported is a study of relationships between teacher-pupil verbal interaction and pupil achievement in science inquiry skills among ten suburban fourth grade teachers and their heterogeneously grouped classes. Flanders' Interaction Analysis was used to code each taped lesson. Teacher-pupil talk in the small and total class group situations was recorded by using a small mobile microphone. The Sequential Test of Educational Progress Science forms 4B and 4A were used as a pretest and a posttest. The Otis-Lennon Mental Ability Test was also given to all pupils. Comparison of grand matrices showed that teachers classified as being indirect on the basis of I/D ratios used more acceptance of pupil's ideas and asked more questions, while direct teachers talked more by giving directions and criticism. Significant differences were neither found in comparison of achievements between the direct and indirect teachers' classes, nor in respective comparison of high and low ability subgroups in the direct classes with those in the indirect classes. Regardless of teacher's behavioral styles, girls achieved better than did boys, and boys were more successful with indirect teachers. Class time spent on teacher and pupil talk, teacher's different questions, and small and total class activities were also related to teacher's behavioral styles. (Author/CC)
Descriptors: Academic Achievement, Doctoral Dissertations, Educational Research, Elementary School Science, Inquiry, Instruction, Student Teacher Relationship, Teaching Methods, Verbal Communication
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-10,730 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Oregon