The effects of student awareness of classroom climate and classroom verbal interactions on student achievement

Abstract

This research examined the effects of training college mathematics instructors in Flanders Interaction Analysis Categories (FIAC) and acquainting students with basic ideas regarding classroom climate and classroom verbal interactions. Data collection occurred during a nine week period in the 1975 Fall semester at Texas A&M University. The study was limited to 412 students o ffic ia lly registered in the eight smallest sections of college algebra at Texas A&M University. The students had been pseudo-randomly assigned to their respective sections of college algebra due to computerized registration procedures at Texas A&M University. The sample was divided into four groups. One group of students learned of classroom climate and classroom verbal interactions and had an instructor trained in FIAC. Another group consisted of students who learned of classroom climate and classroom verbal interactions and who had a FIAC-trained instructor. A third group of students were unacquainted with classroom climate and classroom verbal interactions but had a FIAC-trained instructor. The fourth group consisted of students unacquainted with ideas of classroom climate and classroom verbal interactions and having an instructor not trained in FIAC.