INTERACTION ANALYSIS

PRESENTED BY: SYAMA SM Ed, School of Education, Pondicherry University

Interaction

Dimensions of interaction

Interaction Analysis

Theoretical assumptions of interaction analysis

Flanders’ category systems

Content

Advantages of FIACS

Limitations of FIACS

Uses of interaction analysis in classroom

Contd…

Interaction is defined as the learner’s engagement with the course content, other learners, the instructor and the technological medium use in the course. True interactions with other learners, the instructor and the technology results in a reciprocal exchange of information. The exchange of information is intended to enhance knowledge development in the learning environment. Depending on the nature of the course content, the reciprocal exchange may be absent- such as in the case of paper printed content. The ultimate goal of interaction is to increase understanding of the course content or mastery of the defined goals. (Thurmond,2003)

Interaction

Teaching as an interactive process. Interaction means participation of teacher and students in the process of teaching. In this process, teacher influences the students; students also interact with the teacher. Interaction takes place among the students themselves also. It means, in the process of teaching, every body interacts with every other person involved in the process.

According to Ned A Flanders:

Dimensions of interaction

communication

Co-ordination

Integration

It refers to a technique consisting of objective and systematic observation of the classroom events for the study of the teacher’s behaviour and the process of interaction going inside the classroom.

It is a process of encoding and decoding the study pattern of teaching and learning.

Interaction Analysis

A typical system of interaction analysis will usually include:

a) A set of categories, each defined clearly. b) A procedure for observation and a set of ground

rules which govern the coding process.

c) Steps for tabulating data inorder to arrange display

d) Suggestions which can be followed in some of the more common applications.

Contd…

In a normal classroom situation, it is verbal communication which is predominant (Flanders, 1965)

We can normally assume that verbal statements of a teacher are consistent with his non verbal gestures and, in fact, his total behaviour. This assumption was sustained in terms of experience in Minnesota studies (Flanders, 1966)

Theoretical assumptions of interaction analysis

The relation between students and teacher is a crucial factor in the teaching process and must be considered an important aspect of methodology (Haggerty,1932)

It has been established that social climate is related t productivity and to the quality of inter personal relations. It has been proved that democratic atmosphere tends to keep work of a relatively high level even in the absence of the teacher (Lewin and others, 1939)

Contd…

The teacher exerts a great deal of influence on the pupils. Pupils behaviour is affected to great extent by this type of teacher behaviour exhibited (Anderson and others, 1946)

Modification of teacher classroom behaviour through feedback is possible (Flanders, 1963), though how much change can occur and more knowledge relating to the permanence of these changes will require further research (Flanders, 1963, 1966)

Contd…

Children tend to be conscious of a warm acceptance to the teacher and to express greatest fondness for the democratic teacher (H.V. Perkins, 1950)

The role of classroom climate is crucial for the learning process (Perkins, 1956)

Contd…

It is a technique of classroom interaction analysis

It consist of ten categories

Teacher talk, Pupil talk, Silence or Confusion are the possible conditions of communication in the classroom

Teacher talk and Pupil talk involves 2 types of behaviours responsive (indirect influence) & initiative (direct influence)

Flanders’ Category Systems

Indirect influence: 1. Accept feelings 2.Praises or encourages 3.Accepts or uses of ideas

of pupils 4.Ask questions

Direct influence: 5.Lecturing 6.Giving directions 7.Criticising or Justifying

authority

Flanders’ interaction analysis categories

a)Teacher talk

Response: 8. Pupil talk responseInitiation:

9. Pupil talk initiation

10. Silence or confusion

Contd…

b) Pupil Talk

c) Silence or confusion

1 • Encoding

2 • Decoding

3 •Interpretation of 10 by 10 matrix

PROCEDURES

Observation procedureObserver should sit in a best position in

the classroom

He should observe and record teacher’s behaviour in every three seconds by using the categories

1. Encoding

Observer should be free from personal biases

When it is difficult to decide which behaviour belongs to which class,

then choose the category which is

numerically

away from category 5

Rules

Rule 1

Rule 2

If more than one category occurs during 3 seconds then all these categories should be recorded. If no changes occurs within 3 seconds duration then that category number is repeated

Rule 3

Decoding Observation are tabulated and converted

into a 10 by 10 matrix

The matrix consists of 10 coloumns and 10 rows making 100 cells

Each number is entered in the form of sequence pairs being used twice

10 is added at the beginning and end of the series

The observed categories are;

10, 2, 2, 4, 4, 5, 6, 6, 1, 7, 8, 5, 9, 9, 10

Example

10 2 7 2 8 4 5

4 95 9

6 10 6 1

Pairing

1 2 3 4 5 6 7 8 9 10 Total

1 1 1

2 1 1 2

3 0

4 1 1 2

5 11 1 1 4

6 1 1 2

7 1 1

8 1 1

9 1 1 2

10 1 1

Total

1 2 0 2 4 2 1 1 2 1

Interpretation of 10 by 10 matrix Teacher talk: T T =

(1+2+3+4+5+6+7) / N * 100

Indirect teacher talk: I T T = (1+2+3+4)/ N * 100

Direct teacher talk: D T T= (5+6+7)/ N * 100

Pupil talk: P T= (8+9)/ N * 100

Silence/ Confusion SC = (10 )/ N * 100

The ratio between Indirect & direct teacher talk (I/D ratio):

ID= (1+2+3+4)/ (5+6+7) * 100

The ratio between positive and negative reinforcement

Positive/ negative ratio = ∑ f(1+2+3) / ∑ f(6+7)

Pupil initiative ratio: PIR = (9*100) / (8+9) * 100

Contd…

Teacher response ratio: TRR = (1+2+3) / (1+2+3+6+7) * 100

Teacher question ratio: TQR = 4* 100 / (4+5) * 100

Content cross cells

Content cross cells ratio CCR= (4-4) + (5-5)+ (4-5)+ (5-4) / N * 100

Contd…

Vicious cells Vicious cells ratio (6-6) + (7-7) + (7-6)+ (7-7) / N * 100

Constructive integration cells

Contd…

1 2 3 4 5 6 7 8 9 10

1

2

3

4

5

6

7

8

9

10

Content cross cells, Constructive integration cells & Vicious cells

Steady state ratio: SSR SSC (steady state cells) * 100 N ssc = (1-1) (2-2) (3-3) …..(10-10)

Contd…

1 2 3 4 5 6 7 8 9 10

1

2

3

4

5

6

7

8

9

10

Staedy state cells

Helps to understand classroom interaction

Observation after every three seconds ensured observer records almost all the behaviour of teacher and students

Helps to determine the classroom climate

Can be used as a mechanism of feedback device for the modification of teacher behaviour

ADVANTAGES OF FIACS

Used as an observation technique in pre service and in service teacher education programmes

system is employed as a researcher tool for analysing and studying teacher’s behaviour.

Contd…

system cannot describe classroom activity in its totality

More emphasis is laid on teacher behaviour as compared to student behaviour

Major focus of the system is on verbal behaviour

Limitations of FIACS

Tabulation of data pairs into 10×10 matrix is a time consuming process

system is content free ie; the technique provides no information about the quality of the content.

Contd…

To improve classroom instructions

To develop and control the teaching behaviour

To investigate the classroom interactions

Uses of interaction analysis to a teacher

Mangal, s.k., Mangal, U. (2011). Essentials of educational technology. New Delhi: PHI learning private limited.

Sampath, K., Paneerselvam, A., Santhanam, S. (2007). Introduction to educational technology. New Delhi: Sterling publishers.

Lal, M. (2005). Essentials of educational technology. New Delhi: Anmol publications.

References

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