. Gender Differentiation Reflected In Secondary School Teachers' Behaviour During Classroom Interaction and Its Implications to the Academic Status of Female Students:Wlth Special Reference to Region Three
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Date
1998-05
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Addis Ababa University
Abstract
The purpose of this study was to analyse the gender differentiating verbal teaching
behaviour of teachers reflected during classroom interaction in region three secondary
schools.
To this end, descriptive survey method was employed in the study. Fourteen
teachers and 564 male and 516 female students were taken as samples of the study from
fourteen secondary schools se lected on the basis of criteria. A slightly modified Flanders'
Interaction Analysis Technique was employed in the data collection process so that notes
could be taken for boys and girls separately during pupil-teacher classroom in teractions.
The data obtained using FIAT were analysed by using percentile, ratio, and different
statistical methods like t-test and chi-square.
Results of the data analysis indicated that the teachers accepting of pupil feelings
and using their ideas, response, questioning, giving directions, criticizing and justifing
authority, pupil-talk response, and pupil-talk initiation showed significant difference in
relation to boys and girls in the classroom interaction. The analysis of teachers
application of FIe also indicated significant variations in relation to students sex.
On the basis of the findings, therefore, it was recommended that schools and
concerned people should sensitize teachers and female students about the gender
differentiation reflected in secondary school teachers' verbal teaching behaviour during
classroom interaction. Evaluating and revising pedagogical and psychologycal courses,
in-service training, and further research work were important measures to be given due
consideration in addressing the problem.