An Analysis of the Activities and Verbal Behavior in Selected Fifth-Grade Social Studies Classes

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Abstract
Above average, average and below average fifth-grade groups were randomly selected and observed for a total of 65 hours during five balanced periods of a common unit. The instruments used were OSCAR and the Minnesota Categories. As the intelligence level of the group increased, the teachers' verbal patterns became more democratic, and more student-centered and less teacher-centered activities were used. The teachers of all groups made little provision for instructional grouping to meet individual differences, or for the social and physical needs of children. An analysis of variance model showed a significant difference between the Keys for activities (p>.001), between the Groups and Keys (p<.05), and between the Keys and Periods of the unit (p.>001).

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