MATRIX CONSTRUCTION
AND
INTERPRETATION
Flanders
classified total verbal behavior into 10 categories. Verbal behavior comprises
teacher talk, student talk & silence or confusion.
The
ten categories are mentioned as under:
1) Teacher
talk - 7 Categories
2) Pupil
talk - 2 Categories
3) Silence
or Confusion - 1 Category
TEACHER'S TALK
A)
Indirect Talk Category B) Direct Talk Category
1. Accepts Feelings 5.
Lectures
2. Praise or Encouragement 6. Giving
Directions
3.
Accepts or Uses ideas of pupils 7.
Criticizing or Justifying Authority
4. Asking Questions
PUPIL TALK
Category
8. Pupil Talk Response Category
9. Pupil Talk Initation
PROCEDURE OF
OBSERVATION / ECODING PROCEDURE
v The
observer sits in the classroom in the best position to hear and see the
participations.
v At
the end of every three seconds he decides which category best represents the
communication events just completed. Thus the time involves in coding one tally
for every 3 seconds, is 20 tallies in one minute, 100 tallies in 5 min
& 1200 tallies in one hour.
v In
this process only the serial number of the categories is recorded.
v The
serial number of that category is recorded on the data sheet by the observer.
v When
the observation is over, the observer shifts to some other room and prepares
the details on the basis of those serial numbers of the categories.
v In
this observation process, the writing of serial numbers of the categories is
known as ENCODING.
v Writing
details of behavior on the basis of these categories.
RULES FOR
OBSERVATION / RULES FOR RECORDING OR DECODING
Flanders
category method has many rules for observation is not possible. The observer
must remember these rules. These rules help in maintain consistency and making
observation uniform. These rules are as follows:
Rule
1: If more than one type of category occurs during a 3 second period, the
observer should choose the category that is numerically further from category 5
(but not in category 10). Suppose the observer is in doubt whether the category
is 2 or 3, he should write 2 categories.
Rule
2: The observer should not involve his personal viewpoint.
Rule
3: If more than one category is active in a span of 3 seconds, and then all the
categories should be recorded. If after 3 seconds, no category changes, then
the same serial number should be repeated in the next 3 seconds.
Rule
4: If the time period of silence exceeds 3 seconds, it should be recorded under
the category no. 10.
Rule
5: When teacher calls a child by name, the observer is supposed to record a 4th
category.
Rule
6: When the teacher repeats the student’s answer and the answer is correct,
that is recorded as a category no. 2. This tells the students that he has the
right answer and therefore functions as praise or encouragement.
Rule
7: When a teacher listens to a pupil and accepts his ideas for a discussion,
then this behavior belongs to category no. 3.
Rule
8: The words “All is OK “, “Yes”, “Yeh”,”Hum”, “Alright” etc belong to the
category no. 2 (Encouragement).
Rule
9: If a teacher jokes without aiming at any pupil, this behavior belongs to the
category no. 2. But if he makes any joke aiming at some particular pupil, then
it belongs to the category no.7.
Rule
10: When all the pupils respond to a very small question collectively, then the
serial number of category 8 is recorded.
CONSTRUCTING
INTERACTION MATRIX
v After
encoding or observation procedure of interaction, the coded behaviors are
written in 10 x 10 table. This 10 (rows) x 10 (columns) table is known as
Matrix.
v The
category numbers of the record sheet the tabulated in the matrix table. Each
number is entered in the form of sequence pairs, being used twice, first as the
first numbers and second as the second numbers.
v The
row of the matrix represents the first number and the columns the second
number.
v For
example an observation recorded is 6, 10, 7, 5, 1, 4, 8, 4.
v Hence
the beginning and end of the coding should have the same number of the
categories.
v It
is the tradition of adding number 10 in the beginning and at the end. Hence the
above number will be written in this way 10, 6, 10, 7, 5, 1, 4, 8, 4, 10.
v Sequence
of the pair (10, 6), (6, 10), (10, 7), (7, 5), (5, 1), (1, 4), (4, 8), (8, 4),
(4, 10).
v While
preparing matrices, one pair is marked at a time.
v The
matrices have rows and columns.
v The
first number of the pair represents row and second no. of pair represents
column.
v Every
pair overlap the other pair. Total tallies of the matrices (n)
v In the matrics (n-1) i.e. one less no. is marked.
In the above eg, n=10 (n-1) i.e. 9 no. will be marked.
v Each matrix has 100 cells.
INTERACTION MATRIX TABLE
INTERPRETATION OF INTRACTION MATRIX
1) Teacher Talk Ratio/ Percentage of
Teacher Talk (TT)
The tallies of first
seven categories are added and divided by the total tallies of the matrics (n)
and hence the percentage can be calculated.
2) Indirect Teacher Talk Ratio (ITT)
v It
indicates teacher actions in encouraging and supporting pupil’s participation.
v Its
Percentage can be calculated by adding the tallies of the first four categories
and dividing by the total tallies of the matrix (n)
3) Direct Teacher Talk Ratio (DTT)
v It
indicates teacher actions restricting student participation
v In
this ratio, the tallies of 5th, 6th and 7th
categories are added and divided by “n” to calculate the percentage
4) Pupil’s
Talk Ratio/ Percentage of Pupil Talk (PT)
v It
indicates verbal activities of pupils in response to the teacher.
v In
this ratio, the tallies of 8th and 9th categories are
added and divided by ‘n’ to calculate the percentage.
5) Silence or confusion Ratio (sc)
6) Indirect and Direct Ratio (I/D)
