The effect of teacher control upon student perception in elementary science classes
This study, which was a part of a larger research project, attempted to ascertain whether variables such as classroom control and teacher or pupil characteristics had any affect upon student perceptions in grade six science classes. -- Classroom control was divided into two categories: high teacher...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
1980
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| Online Access: | https://research.library.mun.ca/4400/ https://research.library.mun.ca/4400/1/Rumbolt_GaryLouis.pdf https://research.library.mun.ca/4400/3/Rumbolt_GaryLouis.pdf |
| Summary: | This study, which was a part of a larger research project, attempted to ascertain whether variables such as classroom control and teacher or pupil characteristics had any affect upon student perceptions in grade six science classes. -- Classroom control was divided into two categories: high teacher control and low teacher control. Six substitute teachers underwent a training program on lesson materials and treatment differences for a period of one week. After completion of training these teachers replaced regular classroom teachers during science classes for a period of eighteen weeks. The teachers adherence to treatment was monitored using video tape recorders and a modified version of the Bellack system (Bellack et al., 1975). -- The sample consisted of eleven grade six classes chosen from both urban and rural areas within the Avalon School District in St. John's, Newfoundland. All classes were exposed to both the high and low control treatments. -- Students' perceptions were measured using a pupil interview form consisting of twenty-five questions devised for this study. Eight students from each class were chosen at random, without replacement, and Interviewed at four different times. -- Information on pupil characteristics such as IQ, extraversion, dominance, and self-concept was obtained throughout the course of the study. -- Results showed that teachers adhered to the treatments, although not to the extent that had been planned. A chi-square analysis of results yielded no significant interactions between student perceptions and variables such as a self-concept, extraversion, dominance and IQ. Scattered incidents of significance indicated that there was some general interaction between teachers, treatments and student perceptions. However, it was impossible to distinguish any particular pattern. -- Generally, student perceptions were similar to those expected of students in a high teacher controlled classroom 'environment, although there was a slight indication that this was beginning to change by the end ... |
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