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ERIC Number: ED099174
Record Type: Non-Journal
Publication Date: 1971
Pages: 164
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Verbal Interaction on the Achievement of Specific Skills in the Introductory College Chemistry Laboratory: The Use of the Flanders Method of Interaction Analysis and Specially Designed Performance and Paper-Pencil Tests to Determine the Relationship Between a Teacher's I/D Ratio and the Achievement of Certain Operationally Explicit Skills by Non-Science Majors in an Introductory Laboratory in College Chemistry.
Uricheck, Michael James
The ultimate goal of this study was to specify conditions which affect achievement in the chemistry laboratory through an understanding of instructor-student interaction. The Flanders System of Interaction Analysis was used to measure the ratio of indirect to direct teaching (I/D/ Ratio) during pre-lab and post-lab sections of eight two-hour introductory chemistry laboratory sections with a total of 125 students, the majority of whom were underclassmen. About 20 percent had no high school chemistry. Four sections (A, B, C, and D) were taught by the investigator. The instruction began with a low I/D Ratio for groups A and B and a high I/D Ratio for groups C and D. Verbal interaction data were compiled by means of tape recordings. All were evaluated with a specially-designed performance and paper-pencil test. For the second half of the semester, groups A and C were switched as an added measure of control. Among the major findings were: (1) the class to which the instructor applied a controlled high I/D Ratio initially and then changed to a low one exhibited the greatest overall achievement; and (2) results indicated that the best way to teach for achievement in psychomotor skills is to maintain a high I/D Ratio. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-24,818, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis