Analysis of Geography Instruction on the Basis of Flanders Interaction Analysis Categories (FIAC) in Senior Secondary Schools of Sidama Zone
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Date
1997-06
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Addis Ababa University
Abstract
The purpose of this study was to make an investiqation into the nature
of classroom verbal interaction in ninth qrade qeoqraphy classes. On the
basis of Flanders' model, attempts were made to identify the prevailinq
behaviors in the teachinq-1earninq process. Whether or not the teachinq
behaviors of teachers were related to teachers eXPerience and qualification
was also one of the maior purposes of this study.
Data reqardinq classroom verbal interactions were obtained from six
Sidama Zone senior secondary schools that were selected usinq purposive
samp1inq technique. The study included all ninth qrade qeoqraphy teachers in
these schools systematic observation was the instrument of data collection.
The data qathered throuqh consecutive observations were analysed usinq
percentaqe, t-test, Spearman's rank order and point biserial correlation
coeffi cients.
The findinqs have indicated that,on averaqe teachers consumed about
85. 42% of the class time for talkinq (mainly for lecturinqj, while students
used only about 5.40% . All qeoqraphy teachers were fOWld usinq direct
influences in teachinq. Geoqraphy classes were characterized by low teachers
use of questions, hiqh teachers' initiation, teachers hiqh emphasis on the
presentation of the subiect matter and low students self introduced ideas.
The findinqs have also shown that total years of teachinq have sianificant
direct relationship with the proportion of teachers' talk and teachers' use
of lectures. But experience was fOWld to have no sicmificant relationship
with the type of influence teachers used in teachinq. Moreover, qualification
too was fOWld to have no sianificant relationship with the above variable.
Thus , it was concluded that qeoqraphy classes were teacher dominated and
students were mainly left to the position of passive audience.
Based on the findinqs and conclusions, it was recommended that measures
reqardinq upqradinq the previous traininq of teachers and re-examination of
the methodoloqy courses be taken to improve classroom interaction. It was
al so recommended that teachers should vary their talk so as to include such
cat eqori es as acceptinq s tudents' fee1inqs, praisinq them, usinq students
ideas, etc instead of de1iverinq lect ures for a very l onq period of time.
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Keywords
Flanders Interaction Analysis