College geology faculty training in Flanders interaction analysis and effects upon student achievement, attitudes, and ratings of instructor characteristics

Abstract

This investigation was an examination of the effects upon classroom interaction resulting from training designs for Flanders Interaction Analysis. Three professional level geology faculty members participated. Student data were collected from students enrolled in three lower level courses in general geology. The objectives of this study were achieved through a three phase investigation. The first phase was an analysis of two training designs for Flanders Interaction Analysis (FIA) and their effects upon classroom interaction. Both designs incorporated ten hours of skill training in FIA, with one design providing regular feedback to the instructor using FIA. Both training designs resulted in a significant difference in classroom interaction when compared to a control that received no FIA training. There was no significant difference between posttraining classroom interaction resulting from the two FIA training designs. Phase two of this investigation was an examination of student cognitive achievement, attitudes toward the subject, and ratings of instructor characteristics. There was not a significant difference in cognitive achievement when classes were analyzed as a whole. It is believed that this is due in part to the fact that achievement was not measured immediately after the lesson; but rather, it was measured at a later date giving the student an opportunity to study on his own. Therefore, less direct teaching was reduced to a motivational variable. Attitudes toward geology were shown to be significantly different between classes taught by different levels of direct teaching as identified by Flanders Interaction Analysis..