Classroom interaction patterns of high and low achievers at an undergraduate private university in Dubai

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    This research emphasizes a study which was conducted to observe the patterns of classroom interactions of both high and low achieving students at a private university in Dubai. The main aspects of the research were: (1) Frequency of interactions; (2) Nature of interactions; and (3) Reasons for avoided interactions initiation. It was determined that more interactions were initiated by high achieving students than by low achieving students, although low achieving students attained a similar level of interaction as high achievers when discussion was initiated by the teacher. It was also observed that low achieving students prefer privacy when asking a question or checking for correctness of answers, whereas high achievers exhibited more confidence towards asking questions and providing comments on discussion. Surveying students regarding the reasons they avoid initiating interactions revealed that high achieving students lack motivation as they are probably under-challenged, while low achieving students lack confidence as well as motivation.

     

     

     



  • Keywords


    Classroom Interaction Patterns; Frequency of Interaction; Reasons of Avoiding Interactions. Nature of Interactions.

  • References


      [1] Dukmak, S. (2009). ‘Ability Grouping and Teacher-Students Interaction among High and Low Achieving Students in Middle Primary Schools in the United Arab Emirates,’ in UAEU Journal of Faculty of Education, 26.

      [2] Robinson, H. A. (1994): ‘The Ethnography of Empowerment – The Transformative Power of Classroom Interaction’. The Falmer Press. London.

      [3] Tomlinson, C. (2000). ‘Reconcilable differences? Standards-based teaching and differentiation’. Educational Leadership, 58 (1), 1-7.

      [4] Willson, J. (1999). ‘High and Low Achievers’ Classroom Interaction Patterns in an Upper Primary Classroom,’ AARE Conference.

      [5] Wolfe, P. (2001). ‘Brain Matters: Translating Research into Classroom Practice’. VA: Association for Supervision and Curriculum Development. Alexandria.

      [6] Beyazkurk & Kesner, 2005. “: Classroom interaction in regular and special education middle primary classrooms in the United Arab Emirates.

      [7] Mustapha, S.M. (2010). Understanding Classroom Interaction: A case study of International students’ classroom participation at one of the colleges in Malaysia. International journal for the advancement of science and arts,2(1), 91-99. Malaysia: Kuala Lumpur Infrastructure University College.

      [8] Brophy, J., & Good. (1998). Class management as socializing students into clearly articulated roles: Journal of classroom interaction.33 (1).

      [9] Bishop, E.P. (2003). Journal of classroom interaction. Retrieved on 5 October from valenciacc.edu/pbishop/lcrb/clssrm-interact.pdf.

      [10] Dukmak, S. (2009). Interaction in regular and special education in middle primary classrooms in the United Arab Emirates: British journal of special education classroom. (37). https://doi.org/10.1111/j.1467-8578.2009.00448.x.

      [11] Willson, J. (1999). High and low achiever’s classroom interaction patterns in an upper primary classroom. Retrieved on October 8, 2010 from http://www.aare.edu.au/99pap/wil99741.htm.

      [12] Editor, E.D. (2006). Increasing student interaction.Onlinejournal. Retrieved on 7 October 2010fromhttp://www.thefreelibrary.com/Teacherstudent+classroom+interactions%3A+the +influence+of+gender, -a021072030.





  • The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

    If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

    Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

 

View

Download

Article ID: 29789
 
DOI: 10.14419/je.v2i1.29789




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.