Inamullah, Muhammad (2005) PATTERNS OF CLASSROOM INTERACTION AT DIFFERENT EDUCATIONAL LEVELS IN THE LIGHT OF PLANDER S INTERACTION ANALYSIS. PhD thesis, University of Arid Agriculture, Rawalpindi.
Interaction between teacher and students is an essential part of teaching learning process. An educationist, Flander originally developed an instrument called Flander Interaction Analysis ( FIA ). FIA system was designed to categorize the types and quantity of verbal interaction in the classroom and to plot the information on a matrix so that it could be analyzed and interpreted. The results gave a picture as to who was talking in the classroom, how much and kind of talking that took place. This system consists of ten categories, namely, accepting feelings, praising for encouraging, using ideas of students, asking questions, lecturing, giving directions, criticizing or justifying student talk-response, student talk initiation and silence or confusion. FIA became o widely used coding system to analyze and improve teacher student interaction pattern. Perhaps few studies have been carried out regarding classroom interaction in Pakistan on this vital aspect of teaching learning process. The main objective of proposed study was explore patterns of classroom interaction of secondary and tertiary levels in the North West Frontier Province of Pakistan using.s Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behavior in order to maximize students learning. To achieve the above study objectives, six hypotheses were formulated in the light of Flander Two third rule of teacher student class room interaction, both at secondary and tertiary level, namely, about two-third of the class room time is devoted to talking, about two-third of this time the person talking is the teacher and two-third of the s talk is talk. In order to compare the interaction patterns at secondary and tertiary level, three additional hypotheses were framed, namely, there is significant difference between teacher talking time at secondary and tertiary levels, there is significant difference between silence time at secondary and higher level. Thus the number of all the hypotheses were nine. Twenty five classrooms at secondary and twenty five at tertiary level were randomly selected as a sample of this study. Fifty observations were carried out, each in one classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds ( 13.50 minutes ) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed and interpreted by using percentage, means, standard deviations and t-test. All the nine hypotheses were supported and it was concluded that, both at secondary and tertiary level, more than two-third of classroom time was devoted to talking, thus talk method dominated in classes. More than two third of the classroom talking time was devoted to teachers talking at secondary and tertiary levels, the teachers playing the dominant role. More than two-third of the teacher s talking time was devoted for direct talk, which showed the directive role of the teacher at secondary and tertiary levels. Students talk time at secondary and tertiary level differed in favour of secondary level classes where students talk time was greater than at tertiary level. The talk time of teacher at tertiary level was greater than that of the teacher s at secondary level. Silence time at secondary level was significantly greater than at tertiary level.
|Item Type:||Thesis (PhD)|
|Uncontrolled Keywords:||Teaching effectiveness, Effective teaching, Classroom interaction, Flander interaction analysis, FIA, Tertiary level,|
|Subjects:||Social Sciences(g) > Education(g6)|
|Deposited By:||Mr Ghulam Murtaza|
|Deposited On:||04 Aug 2006|
|Last Modified:||11 Jun 2008 21:39|
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