RT - Journal
TY - JOUR
A1 - Mahmoodi, Firooz
T1 - The effect of teacher talk style on student achievement
YR - 2016/10/1
JF - International Journal of Educational and Psychological Researches
JO - Int J Educ Psychol Res
SP - 205
OP - 212
VO - 2
IS - 4
UL - https://www.ijeprjournal.org/article.asp?issn=2395-2296;year=2016;volume=2;issue=4;spage=205;epage=212;aulast=Mahmoodi;t=5
DO - 10.4103/2395-2296.189668
N2 - Aim: This study examines the effect of teacher talk and interaction on students' achievement in Tabriz high schools. Methods: This research was a descriptive and correlation study. Sixty teachers and 800 students by multistage random sampling are selected for study. For gathering data, the observation method based on Flanders interaction analysis categories was used. The validity of the instrument was approved by Flanders and other researchers. The reliability of the Flanders interaction analysis was measured by inter-observer agreement ranged from 0.85 to 1.00. Result: The results showed an independent t-test revealed no significant difference between male and female talk and teaching style. A one-way ANOVA revealed a significant difference in praises or encouragements in teaching mathematics, empirical sciences, and humanities. Conclusion: Humanities teachers encouraged students more than those of mathematics and empirical sciences. In addition, the direct teaching is negatively correlated with students' achievement.
ER -