An analysis of verbal instructional behavior of trained and untrained primary science teachers

Abstract

This study derives its significance from the desire to have objective knowledge (as opposed to individuaI opinions) about competence of the Large numbers of untrained teachers (UTs) in Kenyan Primary Schools. The objective was to compare trained teachers (TTs) and untrained teachers (UTs) in their instructional behaviour and how this behaviour may facilitate learning in science classrooms. Teachers were held responsible for their "verhal exchange and it was believed that pupils' learning and effective teaching are measurable through change-revealing observations. The sample comprised of 40 TTs and 40 UTs selected from 34 primary schools, teaching science in standards 6 and 7. Flanders' Interaction Analysis Category System (FIAC) was used to observe each teacher three times spread over a period of one school term. Data were analysed descriptively, by statistical t-test and regression analysis. In terms of facilitation of learning, it was found that TTs and UTs differ in their verbal instructional behaviour with TTs displaying slightly superior behaviour but the standard was generally low. Age and past experience of teachers were found to be significant factors but professional grade was not. Science was found to be more taught by drill than by inquiry. It emerged that TTs and UTs need in-service course but UTs need them more. Other recownendations were made to solve the untrained teachers' problem. It is hoped that the section of the Ministry of Basic Education concerned with Teacher Training will find this study useful and recommendations implementable.