| Abstract |
- The Purpose of the Study
The purpose of the study was to gain a better understanding of
the classroom environment by determining if student attitudes are
significantly related to the quantity and characteristics of verbal
interaction. A second concern was to determine if such verbal
interaction could be effectively examined through a student-perception,
self-report questionnaire. If student attitudes were found to be
related to verbal interaction, and if verbal interaction could be
accurately assessed with a self-report questionnaire, then a third
purpose of the study would identify the means for an educator to
evaluate one aspect of the classroom climate, verbal interaction,
that has been shown to effect students.
Procedures
A self-report questionnaire was designed to accurately reflect
sixth grade students' perceptions of classroom verbal interaction and
their expressed attitudes toward school, teachers, classmates, and
themselves. Students in self-contained classrooms from schools within
the Central Oregon Willamette Valley comprised the population from
which a random sample was drawn for inclusion in this study. A
questionnaire was administered to 33 classrooms and the resulting
data were analyzed based on classroom mean scores. The correlational
research method was used to determine the strength of 12 hypothesized
relationships.
Findings
For the purpose of this study, 12 hypotheses were tested to
determine if there exists a significant correlation between students'
perceptions of the verbal interaction found in sixth grade classrooms
and their expressed attitudes toward school, their teachers, their
classmates, and themselves. Each of the three verbal interaction
scales (quantity, receptiveness, and openness) was correlated with
each of the four student attitudinal scales (teacher, school, classmates,
and self). These 12 hypotheses were statistically tested
using the correlational method to determine if significant coefficients
existed. The level of confidence was set at .05.
Seven hypotheses were found to have from moderate to very close
relationships that were statistically significant at the .05 level of
confidence. The results of this study indicate that classrooms where
teachers encourage student verbal interaction and are receptive of
student ideas and feelings, and where students feel safe when disclosing
their personal ideas and feelings, are also classrooms where their expressed attitudes toward school, teachers, classmates, and
themselves. Students in self-contained classrooms from schools within
the Central Oregon Willamette Valley comprised the population from
which a random sample was drawn for inclusion in this study. A
questionnaire was administered to 33 classrooms and the resulting
data were analyzed based on classroom mean scores. The correlational
research method was used to determine the strength of 12 hypothesized
relationships.
Findings
For the purpose of this study, 12 hypotheses were tested to
determine if there exists a significant correlation between students'
perceptions of the verbal interaction found in sixth grade classrooms
and their expressed attitudes toward school, their teachers, their
classmates, and themselves. Each of the three verbal interaction
scales (quantity, receptiveness, and openness) was correlated with
each of the four student attitudinal scales (teacher, school, classmates,
and self). These 12 hypotheses were statistically tested
using the correlational method to determine if significant coefficients
existed. The level of confidence was set at .05.
Seven hypotheses were found to have from moderate to very close
relationships that were statistically significant at the .05 level of
confidence. The results of this study indicate that classrooms where
teachers encourage student verbal interaction and are receptive of
student ideas and feelings, and where students feel safe when disclosing
their personal ideas and feelings, are also classrooms where
students express strong positive attitudes toward school, their teacher,
and themselves. The five remaining hypotheses tested were found to
have slight relationships that were not statistically significant at
the .05 level of confidence.
Recommendations
In view of the findings, it is recommended that teacher-education
programs and educators concerned with teacher effectiveness consider
competencies in the areas of personal communication, active listening,
values clarification, questioning techniques, and increased group discussion
in open, relaxed, trusted environments. It is also recommended
that teachers create classroom environments where students feel safe
to disclose their personal feelings and ideas, and where ample
opportunities are available for discussion and the sharing of ideas.
Educators seeking to improve student attitudes should include in
their efforts activities and skill building techniques that promote
teacher receptiveness and safe, open classroom environments.
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