Abstract
The purpose of this study was to investigate the effects of teacher training in Flanders Interaction Analysis and a token economy on the achievement and behavior of students enrolled in a basic college physics course. It also investigated the effects on teacher behavior. This study was conducted at Texas A&M University during the fall semester of 1973. Four sections of Physics 201, a basic college physics course, were randomly selected from 34 available sections. The selected sections were randomly assigned to treatment and control groups. Two instructors were randomly assigned to the four groups. One instructor was randomly selected to undergo training in Flanders Interaction Analysis. An achievement test was designed, field tested, validated, and reliability was established. A computer program was developed to serve as the token economy of an incremental point system. The token economy was constructed to encourage student talk in the classroom. Flanders Interaction Analysis was taken on pre- and post-treatment behavior of all four groups. A single classification of analysis of covariance was used to analyze results gathered from the achievement test and Flanders Interaction Analysis data for the treatment and control groups. Orthogonal comparisons were made using a t-test. F ratios for the null hypotheses were analyzed relative to the 0.05 table values for significance by the Statistical Analysis System (SAS). ...
Self, Samuel Lee (1973). Flanders interaction analysis and a token economy in college physics instruction. Doctoral dissertation, Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -157806.