Abstract
This study developed from the theory that Flanders' Interaction Analysis System (FIAS) could be used as a teacher training method to increase student achievement through a reduction of teacher classroom dominance. Since teacher dominance is theorized to come about through greater student verbal participation, training in FIAS was coupled with Fluency in Asking Questions. Therefore, recognizing student verbal interaction was strengthened by requesting student verbalization. Two data processing teachers in two different Texas high schools were the population, with one experimental and one control teacher at each location. Data were collected in the form of student achievement gain in posttest scores over pretest scores on a criterion lesson covering Modulus 10 and Modulus 11 check digit features. Teachers' classroom verbal I/D ratios were determined through audio tapes of the classroom interaction during the content lesson. The result of the hypothesis analysis showed that: (a) there was no significant difference in student achievement between the experimental group and the control group; (b) there was no significant difference in student achievement between the locations; (c) there was no significant difference in the I/D ratio of the experimental and control teachers; (d) there was a significant difference in the I/D ratio of School 1 and School 2; (e) there was a significant difference in the I/D ratio between the teachers and their locations; (f) there was a significant difference in the Revised I/D ratio of the experimental and the control teachers; (g) there was a significant difference in the Revised I/D ratio if School 1 and School 2; and (h) there was no significant difference in the Revised I/D ratio between the teachers and their locations. Although training in teacher verbal interaction seemed to generate a significant difference in the classroom teacher Revised I/D ratio, it generated no significant difference in classroom student achievement, analyzed at the .05 level of probability.
Anderson, Durward Lynn (1974). An application of Flanders' Interaction Analysis System and fluency in asking questions to increase student achievement in a data processing program. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -213824.