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ERIC Number: ED540201
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-2161-6248
Teachers' Characteristics and Science Teachers' Classroom Behaviour: Evidence from Science Classroom Surveys
Ajaja, Patrick O.; Eravwoke, Urhievwejire Ochuko
Online Submission, US-China Education Review B v3 n1 p36-53 Jan 2013
The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria