TY  - JOUR
T1  - Study of Teacher-Students Interaction in Teaching Process and its Relation with Students' Achievement in Primary Schools
AU - Kia, M. Moeni AU - Babelan, A. Zahed 
JO  - The Social Sciences
VL  - 5
IS  - 1
SP  - 55
EP  - 59
PY  - 2010
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2010.55.59
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2010.55.59
KW  - students
KW  -teaching
KW  -Classroom interaction
KW  -FIACS
KW  -sample
KW  -classroom observation
AB  - The present research was done to study the interaction among the teachers-primary school students during the Education and its relation with students' achievement of Ardebil. For this purpose, 400 teachers were selected from among 1600 teachers on the basis of Kukran formula using multi stage cluster sampling. Students of classrooms with teachers who were belonged to the statistical sample (10,831 people) were selected as the next sample. Information gathering equipments were documents for recording the achievement marks of the students and Flanders Interaction Analysis categories system. Many researchers have confirmed the validity of content validity of the equipments and have emphasized on the point that the whole relational process of the classroom takes place for itself in one of the decuple codes of Flanders. Reliability of Flanders Interaction Analysis categories system (consistency of recorded data by observers) was also calculated on the basis of Scat formula and the least calculated Scat coefficient for observers was 81% which is a high reliability. Data gathering and research methods were in the form of in presence observation and descriptive-correlation, respectively. Using the regression, obtained data was analyzed after description. Some of the results from the research are as follows: from among the whole relational course in the classroom, the shares of teachers' indirect influence, teaching direct influence and students talk were 16.7, 4104 and 33%, respectively. Regression analysis showed that relational components in the classroom, were significant predictors for students' achievement (p<0.01).
ER  -