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ERIC Number: ED207725
Record Type: Non-Journal
Publication Date: 1979
Pages: 17
Abstractor: N/A
Reference Count: N/A
Developing a Strategy for Minimizing Underachievement Through Teacher Classroom Behavior.
Mukhopadhyay, Sudesh; Chugh, Amarjeet
Elementary school teachers were trained in specific classroom behaviors designed to improve student achievement. Effects of the training were measured primarily in terms of academic outcomes for underachievers; outcomes for normal and overachieving students were also examined. In addition to a focus upon achievement, the study was also designed to examine effects of teacher influence on school anxiety and classroom trust. Pupils' levels of academic achievement were identified (1) by calculating percentile ranks for intelligence and scholastic performance and (2) by grouping as under- and overachievers those students whose two percentile ranks significantly differed. Teachers were trained to provide more positive feedback, to understand the needs of underachievers, and to involve more students in classroom discussion. Actual classroom demonstration lessons enabled the teachers to observe the training concepts in operation. Analysis of variance and t-tests were used to test the efficacy of training. Results indicated that training led teachers to increase positive feedback with students and decrease negative feedback. Academic achievement improved for all but the overachievers, classroom trust increased, and school anxiety decreased. (Author/DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India