Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics.

Kalu, Iroha; Ali, A. N.

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Record Details - EJ688045

Title: Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics

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Title:	Classroom Interaction Patterns, Teacher and Student Characteristics and Students' Learning Outcomes in Physics
Authors:	Kalu, Iroha; Ali, A. N.
Descriptors:	Foreign Countries; Student Characteristics; Teacher Characteristics; Teacher Student Relationship; Physics; Academic Achievement; Student Attitudes; Measurement Techniques
Source:	Journal of Classroom Interaction, v39 n2 p24?31 Win 2004
More Info: Help Peer Reviewed:	Yes
Publisher:	Journal of Classroom Interaction, University of Houston College of Education, 442 Farish Hall Houston, Texas 77204-5026.
Publication Date:	2004-00-00
Pages:	8
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	The purpose of the study was to determine the patterns of interdependency among classroom interaction patterns, teacher and student variables and students' learning outcomes in physics, comprising their post-instructional attitude and achievement in "low" and "high" academic tasks. Seven instruments were used in collecting data from 516 Senior Secondary One (SSI) physics students (239 boys and 277 girls) and 15 physics teachers drawn from 15 selected secondary schools in Calabar Education Zone of Cross River State, Nigeria. The schools were constituted by the purposive sampling technique. The data generated with the instruments were analyzed using canonical analysis technique. The results indicate (1) that the sets of independent and dependent variables are strongly related in three independent ways (Rc = .98, .93 and .92), corresponding to three named canonical factors/variates, and (2) about 89% of the variance in students? learning outcomes is redundant to the variance of interaction pattern and teacher and student variables. The three identified factors respectively contributed 33%, 29% and 27% of the redundant or common variance of the two sets of variables.
Abstractor:	Author
Reference Count:	35

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Record Type:	Journal
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0749-4025
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education
Direct Link:	http://cmcd.coe.uh.edu/coejci/index.html

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