چکیده:
Aim: This study examines the effect of teacher talk and interaction on students’ achievement in Tabriz
high schools. Methods: This research was a descriptive and correlation study. Sixty teachers and
800 students by multistage random sampling are selected for study. For gathering data, the observation
method based on Flanders interaction analysis categories was used. The validity of the instrument
was approved by Flanders and other researchers. The reliability of the Flanders interaction analysis
was measured by inter‑observer agreement ranged from 0.85 to 1.00. Result: The results showed
an independent t‑test revealed no significant difference between male and female talk and teaching
style. A one‑way ANOVA revealed a significant difference in praises or encouragements in teaching
mathematics, empirical sciences, and humanities. Conclusion: Humanities teachers encouraged
students more than those of mathematics and empirical sciences. In addition, the direct teaching is
negatively correlated with students’ achievement.
خلاصه ماشینی:
ir ABSTRACT Aim: This study examines the effect of teacher talk and interaction on students’ achievement in Tabriz high schools.
Key words: Flanders interaction analysis categories, student achievement, student talk, teacher talk, teacher/student interaction Introduction The student’s achievement and examination of effective factors in student learning are themes on which many educational researches are based.
"[8] In order to substantially improve the quality of education which students receive, we must study what happens in classroom, how teacher communicates with students, how we should attempt to engage students in teaching– learning process, how we should explain a difficult concept to students, and how we should use direct and indirect teaching styles.
[26] The purposes of this study were to investigate the use of direct and indirect teaching, and the amounts of teacher and student talk in mathematics, empirical sciences, and humanities in Tabriz secondary schools.
The study aimed to examine below research questions: • Are there differences in teaching style between mathematics, empirical sciences, and humanities in Flanders interaction analysis categories (FIAC)?
Methods The participants in the present study were 60 classrooms (60 teachers) and 800 students in Tabriz high schools, who were selected by multistage random sampling.
Discussion and Conclusion This study intended to provide answers whether the teacher indirect talk enhanced student achievement or whether sex and field of teachers had any effects on teaching styles.