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Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers

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 fee...

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Main Authors: See, Kin Hai*, Lim , Siew Bee
Format: Article
Language:English
Published: Penerbit Universiti Sains Malaysia 2006
Subjects:
LB2300 Higher Education
Online Access:http://eprints.usm.my/34330/1/8_See_%28115-128%29.pdf
http://eprints.usm.my/34330/
http://apjee.usm.my/APJEE_21_2006/8%20See%20(115-128).pdf
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spelling my.usm.eprints.34330 http://eprints.usm.my/34330/ Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers See, Kin Hai* Lim , Siew Bee LB2300 Higher Education 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. Penerbit Universiti Sains Malaysia 2006 Article PeerReviewed application/pdf en http://eprints.usm.my/34330/1/8_See_%28115-128%29.pdf 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 http://apjee.usm.my/APJEE_21_2006/8%20See%20(115-128).pdf
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
See, Kin Hai*
Lim , Siew Bee
Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
description 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.
format Article
author See, Kin Hai*
Lim , Siew Bee
author_facet See, Kin Hai*
Lim , Siew Bee
author_sort See, Kin Hai*
title Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
title_short Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
title_full Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
title_fullStr Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
title_full_unstemmed Effectiveness Of Interaction Analysis Feedback On The Verbal Behaviour Of Primary School Mathematics Teachers
title_sort effectiveness of interaction analysis feedback on the verbal behaviour of primary school mathematics teachers
publisher Penerbit Universiti Sains Malaysia
publishDate 2006
url http://eprints.usm.my/34330/1/8_See_%28115-128%29.pdf
http://eprints.usm.my/34330/
http://apjee.usm.my/APJEE_21_2006/8%20See%20(115-128).pdf
_version_ 1643708177141727232
score 13.211869

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