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    Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement

    146360_Lee2010.pdf (2.128Mb)
    Access Status
    Open access
    Authors
    Lee, Yoke Cheng
    Date
    2010
    Supervisor
    Prof. Darrell Fisher
    Type
    Thesis
    Award
    PhD
    
    Metadata
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    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/2191
    Collection
    • Curtin Theses
    Abstract

    There is a strong tradition in classroom environment research involving investigations of associations between students’ outcomes (achievement and attitude) and the classroom learning environment. This study focuses on how the perception of Primary 5 (11-year-old) Gifted Education Programme (GEP) pupils on their science teacher could affect their cognitive achievement and attitude towards science. A sample of 279 students from 15 GEP classes from six (out of a possible nine) Singapore GEP primary schools participated in this study. The Questionnaire on Teacher Interaction (QTI) was employed to collect quantitative data.Qualitative data were also collected to complement the quantitative data. Research objectives in this study include determining the validity and reliability of the 48-item version QTI in primary science gifted classes and identifying the types of science teachers in the GEP in Singapore based on the Australian QTI-based typologies. The QTI covers eight scales of teacher behaviour. Generally, statistics showed that there is strong association between the Leadership scale and students’ attitude towards science. A teacher perceived highly by student on the Leadership scale would be confident and assertive in class. A strong association between the Strict scale and students’ cognitive achievement is also reported. In this study, no gender differences in the students’ perception of their teachers has been found.

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