Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
A COMPARISON OF TEACHER TEACHING STYLE WITH STUDENT LEARNING STYLE THROUGH THE USE OF TRANSACTIONAL ANALYSIS
Abstract
Purpose of the Study. The purpose of this study was to determine if academic achievement is a function of a relationship between teacher instructional style (communication style) and pupil learning style (communication style) as measured by egograms. Three assumptions were made: (1) Communication is the main determiner of a teacher's teaching style and a pupil's learning style since the teacher-student relationship in the classroom is based on the development of the appropriate avenues of communication. (2) Communication style can be measured by egograms. (3) Matching teacher and pupil communication styles could be a useful method of improving academic achievement. Two forms of the same instrument were used. The adult form of The Transactional Analysis Scale is a published and copyrighted instrument. The student form is the same instrument with the language simplified enough for fifth grade students to understand. Delimitations. This study was delimited to identifying student learning style and teacher instructional style through the use of egograms at the fifth grade level in the Brownsville Independent School District, Brownsville, Texas. Focus was placed on the students' class standing as determined by teacher prepared tests. Conclusions. The writer generally concluded that regardless of teacher differences in communication style there was no significant difference between students' communication styles on the basis of sex and ethnic background. The writer also concluded that there were highly significant differences in communication style between the students who did well (first two quartiles) on teacher prepared tests and the students who did not do well (bottom two quartiles) on teacher prepared tests.
Subject Area
Curricula|Teaching
Recommended Citation
RODRIGUEZ, ROBERTO FRANCISCO, "A COMPARISON OF TEACHER TEACHING STYLE WITH STUDENT LEARNING STYLE THROUGH THE USE OF TRANSACTIONAL ANALYSIS" (1982). ETD collection for University of Nebraska-Lincoln. AAI8306503.
https://digitalcommons.unl.edu/dissertations/AAI8306503