Effects of student characteristics and level of teacher-student interaction on achievement and attitudes |
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| Authors: | Colin N Power |
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| Institution: | University of Queensland, Brisbane, Australia |
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| Abstract: | In this study, the effects of variations in the frequency of teacher-student verbal interaction on the achievements of students differing in ability, anxiety, and extroversion were examined. At the beginning of the school year a pretest, an ability measure, and the High School Personality Questionnaire were administered to the 139 pupils in four Grade 8 science classrooms from two schools. In each classroom, five lessons were then videotaped and counts were made of the number of direct, task-relevant interactions with the teachers in which each pupil was involved. Multivariate analysis of covariance revealed significant main effects for ability but not for interaction rates. In univariate analyses, high interaction rates were found to be associated with higher residual attitude toward science. |
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