See, Kin Hai* and Lim , Siew Bee
(2006)
Effectiveness Of Interaction Analysis Feedback
On The Verbal Behaviour Of Primary School
Mathematics Teachers.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 21 (1).
pp. 1-14.
ISSN 2289-9057
Abstract
This study attempted to investigate the relative effectiveness of interaction
analysis feedback on the verbal behaviour of teachers teaching mathematics in Primary 5
classes of four randomly selected primary schools in Brunei-Muara district. It also
attempted to investigate the effects of the feedback system on pupils' attitude towards
mathematics and their academic achievement in mathematics. The sample used for the
study consisted of eight primary school teachers teaching mathematics subject. These
eight teachers were preselected and were divided into feedback (experimental) and nonfeedback (control) groups. One teacher from each of the four schools was selected as the
experimental group and the other teacher from the same school was picked as the control
group. One hundred and fifty two pupils of average ability from four urban schools were
involved. To examine the extent to which the feedback system was effective, a modified
Flanders Interaction Analysis Categories System (FIACS) was used to record classroom
communications and the results provided as a feedback to the experimental group.
Results showed that the feedback groups accepted students feelings more, praised
students more, used students' ideas and initiated more student talk in the classroom.
Effects of the feedback were encouraging with higher student academic achievement and
more favourable attitudes after teachers were given feedback.
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