The Effects on Achievement in the Social Scienes and Mathematics of Equalizing Teacher-Student Interaction Frequency in Primary Schools

Abstract

The purpose of this study is to determine the effects on achievement in the social sciences and mathematics of equalizing teacher-student interaction frequency for all students in fourth year elementary school pupils. The research was carried out on two groups: the experimental group, where teacher-student interaction was equalized for all students, and the control group where traditional teaching was performed. The data were obtained by administering a General Ability Test, a Cognitive Entry Behavior Test, a Formative Test and by using observation forms. The findings can be summarised as follows. In the experimental group the students in the second unit of equalized teacher-student interaction showed higher achievement levels than the students in the first unit of traditional teaching for both the social sciences and mathematics, whereas the control group showed no significant difference in achievement levels between students in the first and second units of social studies. The second unit’s achievement levels for mathematics, however, were higher than those of the first unit. In both the experimental and control groups no significant difference between social studies and mathematics achievement levels were found among upper, middle and lower group students.