Effectiveness of Interaction Analysis Feedback on the Verbal Behaviour of Primary School Mathematics Teachers

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.

Kajian ini cuba menyiasat tentang keberkesanan maklum balas analisis interaksi terhadap kelakuan verbal guru guru yang mengajar matematik Darjah 5 dalam empat buah sekolah rendah dalam kawasan bandar di daerah Brunei-Muara. Kajian ini juga menyiasat tentang kesan sistem maklum balas ini terhadap kelakuan dan pencapaian
murid-murid dalam subjek matematik. Sampel yang digunakan terdiri daripada lapan orang guru yang mengajar matematik. Mereka dibahagikan kepada empat orang dalam kumpulan kawalan (yang tidak menerima maklum balas) dan empat orang dalam kumpulan eksperimen (yang menerima maklum balas). Seramai 152 orang murid dalam tahap kebolehan sederhana dipilih untuk kajian ini. Instrumen Flanders Interaction Analysis Categories System (FIACS) yang telah diubahsuaikan dan diguna untuk mencatat komunikasi di dalam bilik darjah. Catatan ini digunakan sebagai maklum balas kepada kumpulan eksperimen. Hasil kajian ini menunjukkan bahawa guru-guru dalam kumpulan eksperimen menerima perasaan murid, memuji, menggunakan idea-idea murid dan memulakan komunikasi murid. Murid-murid dalam kumpulan eksperimen juga mencapai keputusan dan kelakuan yang lebih baik daripada kumpulan kawalan.