Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 6-1-1977

Abstract

Purpose

The study was undertaken to determine the effect of immediate student initiated visual feedback on the perceived instructional effectiveness of secondary student teachers with reference to nine process variables. The primary purpose of the research was to measure the change of student teacher instructional effectiveness as perceived by secondary students. A second purpose of the study was to measure the effect of immediate student initiated visual feedback on nine selected process variables. The nine variables were: ( 1) Clarity of Instruction; (2) Explanation During Instruction; (3) Enthusiasm During Instruction; (4) Task Orientation; (5) Learning Opportunities Other Than Listening; (6) Multiple Levels of Discourse; (7) Use of Student Ideas; (8) Use of Noncritical Remarks; and (9) Use of Interest­ing Questions.

The sample population consisted of thirty-six secondary student teachers at the University of Texas at Arlington who were selected and assigned at random to the control group or the experimental group.

Procedures

The student teachers in the experimental and control groups taught for two weeks. After two weeks, students in the experimental and control classes were pre­tested with the Teacher Behavior Survey. Following the three week treatment period, students in the experimental and control classes were posttested with the Teacher Behavior Survey.

Results

The general null hypothesis and the nine operational hypotheses were rejected at the .05 level of significance using the statistical procedures of discrim­inant analysis and the analysis of covariance. The general nulI hypothesis stated that the perceived instructional effectiveness of secondary student teachers who experienced the immediate student initiated visual feedback would not differ sig­nificantly from the perceived instructional effectiveness of student teachers in the control group who did not experience the _immediate student initiated visual feed­back. Significant differences at the .025 level were found between the experimental group and the control group on the nine selected variables when the posttest scores were adjusted.

Conclusions and Recommendations

The results from the research suggest an inexpensive, efficient, and effective methodology for improving the instructional effectiveness of student teachers. Im­mediate ·student initiated visual· feedback appeared to be a reliable methodology through which student teachers elicit student feedback during instruction. Some specific behavior changes made by student teachers to increase their instructional effectiveness included rewording questions, introducing examples, changing the speed of delivery ,and quantity of material presented, altering the volume of their voices, and varying the complexity of the questions. Immediate student initiated visual feed­back during teacher training appears to be an area of research which warrants further investigation.

Document Type

Dissertation

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Paul William Tweeten

Second Committee Member

William Barton Runge

Third Committee Member

Sara Dawn Smith

Fourth Committee Member

Roderic L. Wagoner

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