Masters Theses

Date of Award

12-1982

Degree Type

Thesis

Degree Name

Specialist in Education

Major Professor

Charles A. Chance

Committee Members

Russell French, Charles Faires

Abstract

The purpose of this study was to observe and analyze the verbal and nonverbal behavior of teachers toward girl and boy students in elementary school classrooms. The study also attempted to determine if there were any systematic positive or negative verbal and/or nonverbal discrimination toward girl and boy students.

This study involved twelve elementary teachers and 238 students in a North Central North Carolina city school system, who volunteered to participate in a National Educational Equity Demonstration (Project NEED). The study focused on teachers' verbal and nonverbal behavior. Teachers' behaviors were recorded on videotape.

The data consisted of 2,250 teacher behaviors that were classified according to the IDER System. Data analysis included arithmetic computations of ratios and percentages, and chi-square test for significance. The data was analyzed in relation to three null hypotheses, and all three hypotheses were rejected.

The conclusions of the study were:

1. Verbal communication patterns of teachers were observed as being more Direct than Indirect toward students.

2. Verbal and nonverbal communication cues that were given was encouraging the teacher's use of time and space and was encouraging for students to move about freely.

3. Teachers tended to give a more significant amount of instruction to the group rather than to individuals.

4. The most significant type of instruction given to individual students and groups of students were giving directions.

5. Direct verbal and nonverbal communications were significantly directed toward girls.

6. An teacher displayed similiar verbal and nonverbal communication patterns.

The findings of the study indicate that there are sex differences in teacher-student interaction significantly in favor of the girl student. This will likely add to the theoretical controversies concerning verbal and nonverbal communication in the classroom interaction analysis, and sex differences.

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