Effects of Teacher Behavior on the Learning Results (Attitude Score toward the Physical Education Class) in Elementary School

Abstract

The purpose of this study was to examine the effects of the teacher behavior on the attitudes toward the physical education classes among the elementary school children.
Using Kobayashi's Physical Education Inventory, the attitudes were measured for 5th and 6th grade children who constituted 17 classes in elementary school, twice at the beginning of September and December in 1992.
Consequently, we classified the 17 classes into two groupes which separated from the mean value of the attitudes score on the above classes. The upper group could be named “high score classes” consisted of 8 classes, the lower group could be named “low score classes” consisted of 9 classes.
The teacher behavior were observed by the systematic observation instrumentation modified with ALT-PE-TB and ORRPETB observation on 4 consecutive lessons in the above each 17 classes during the period of attitude measurement.
1) The ratio of “interaction” was significantly higher in “high score classes” than “low score classes”.
2) In the multiple correlations between the attitude score and the ratio of teacher behavior by analyzing the 17 classes, it was shown that “interaction” exerts a striking influence upon the attitude score. In particular, it was found that “praise or encouragement” and “positive and corrective feedback” for skill learning belong to the category of “interaction” contribute to the increase of attitude score.
3) In the multiple correlations between the attitude score and the ratio of teacher behavior in “high score classes”, it was suggested that the attitude score of these classes will increase more than ever, when the frequency of “management” and “lecture” decrease. In “low score classes”, it was considered that if the ratio of “monitoring behavior” had increased in teacher behavior of “low score classes”, the attitude score of this class would have been increased.
4) It was clear that the quality of monitoring behavior gave rise to the effective interactions, by the analysis of verbal behavior of teaching and learning between “high score” and “low score” classes.
From these results we are concluded that the effect of the teacher behavior in which the frequent positive interactions lead to increase the attitude score.