Abstract:
This study attempted to investigate the relative effectiveness of interaction analysis feedback on the verbal behaviour of teachers teaching mathematics and science in primary five classes of six 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 science and their academic achievement in mathematics and science.
The sample used for the study consisted of 12 primary school teachers teaching mathematics and science subjects. These twelve teachers were pre-selected and were divided into feedback (experimental) and non-feedback (control) groups. Six teachers from the three schools were selected as the experimental group and the other six teachers from the other three schools were picked as the control group. One hundred and fifty-two pupils of average ability from the six schools were involved.
To examine the extent to which the feedback analysis system was effective, a modified Flanders Interaction Analysis Categories System (FIACS) was used to record classroom communications and the results provided as the feedback to the experimental group. Results showed that the feedback groups accepted pupils' feelings more, praised pupils more, used student ideas and initiated more pupils talk in the classroom. Effects of the feedback were encouraging with higher academic achievement and more favourable attitudes after teachers were given feedback.
The sample used for the study consisted of 12 primary school teachers teaching mathematics and science subjects. These twelve teachers were pre-selected and were divided into feedback (experimental) and non-feedback (control) groups. Six teachers from the three schools were selected as the experimental group and the other six teachers from the other three schools were picked as the control group. One hundred and fifty-two pupils of average ability from the six schools were involved.
To examine the extent to which the feedback analysis system was effective, a modified Flanders Interaction Analysis Categories System (FIACS) was used to record classroom communications and the results provided as the feedback to the experimental group. Results showed that the feedback groups accepted pupils' feelings more, praised pupils more, used student ideas and initiated more pupils talk in the classroom. Effects of the feedback were encouraging with higher academic achievement and more favourable attitudes after teachers were given feedback.