Teacher Student Interaction in Art Education Classes: A Study of Classroom Practice in Selected Second Cycle Primary Schools of Addis Ababa

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Addis Ababa University


The main purpose 0 f this study was to analyze t he verbal and non-verbal student-teacher interaction of art education classes in six second cycle primary schools in Addis Ababa. Two non-govemmental and four govenunental second cycle primary schools were selected for the study using random sampling teclmiques. Multiple data collecting instruments were used for the study. Flanders interaction analysis technique was used to collect a nd analyze t he verbal behaviours of students and teachers recorded in the VTR and Questionnaires were also used to explore the classroom interaction in depth. The non-verbal data from the VTR was interpreted and analyzed using modified attask technique. The findings indicate that, on average teachers consumed about 65% of the class time for talk, while students used only about 18%. Art teachers were found using direct influences in teaching. Art classes were characterized by low teacher use of questions i.e. about 16% while the norm is 26%. The teachers' tendency to react to the ideas and feelings of pupils and students self introduced ideas were low. Percentage of si lence or confusion in most classrooms was found to be in agreement with Flanders n0l111ative expectations. Based on the findings and conclusions, to reduce the existing low student-teacher interaction of art education classes, the following solutions are recommended. Student-teacher interaction Should be given due emphasis in the pre-service and in-service programmes. Activities like exhibiting pupils' art works within classroom and in the school should be practiced. Moreover, students should often be given the opportunity to go on excursions to museums and at1 galleries



Interaction , Art Education