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Assessment of students' behavioral interactions during on-task classroom activities
1Early Childhood Education, West Georgia College, Carrollton 30118.
Perceptual and Motor Skills
|April 1, 1990
Summary
Black children and boys, compared to white children and girls, more frequently initiated classroom interactions for learning tasks. Most interactions were positive and on-task, indicating a socially active cognitive style in diverse student groups.
Area of Science:
- Educational Psychology
- Sociology of Education
- Developmental Psychology
Background:
- Student engagement and cognitive styles are influenced by social interactions.
- Understanding racial and gender differences in classroom social dynamics is crucial for equitable education.
Purpose of the Study:
- To investigate the quality and quantity of student interactions during classroom learning.
- To test the hypothesis that Black children exhibit a more socially active cognitive style than White peers.
- To identify differences in interaction patterns based on race and gender.
Main Methods:
- Observation and videotaping of 114 8th-grade students (Black and White, boys and girls) in English classes.
- Tabulation and rating of recorded classroom activities by three trained observers.
- Analysis of interaction initiation, on-task behavior, and interaction positivity.
Main Results:
- Black children initiated more interactions than White children; boys initiated more than girls.
- Students were on-task for 76% of observed classroom time.
- 87% of student interactions with peers and teachers were positive and rarely disruptive.
Conclusions:
- Social interaction plays a significant role in information processing during classroom activities.
- Black students and boys demonstrate a more socially active cognitive style in academic settings.
- Classroom interactions are predominantly positive and contribute to on-task behavior across diverse student groups.