The Effect of intervention on student-teachers' task presentation, specific congruent feedback and student appropriate response to task presentation
Date
1994
Authors
Evans, Robert Garfield
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Abstract
The purpose of the study was to . examine the effectiveness of feedback and goal setting intervention on the task presentation behaviors of physical education student teachers.
Two professional year physical . education student teachers volunteered to participate in the study. A total of 18 lessons for Subject A and 20 lessons for Subject B were videotaped over a nine week period and used in the data analysis. The study utilized an ABA'-retention design with the intervention being supervision conferences. Seven task presentation behaviors were the target of conferences: clarity of task presentation, use of demonstrations during task presentations, number of cues used during task presentation, accuracy of cues given during task presentation, qualitative cues given during task presentation, specific congruent feedback provided by teacher following task presentation, and student appropriate response to task presentation. The intervention was implemented by the researcher on six occasions for each subject in an attempt to improve the task presentation behaviors of each subject. Data were analyzed by visually inspecting the graphed data for stability of baselines, changes in mean performance across experimental phases, and changes in level shift across experimental phases (Kazdin, 1982). Results indicated that the intervention was successful in substantially increasing task presentation behaviors across both subjects for three of the seven categories observed. The following task presentation behaviors were shown to have improved for both subjects over the course of the study, the clarity of task presentations, the number of instructional cues used, the instances of specific congruent feedback given to students.