Changes in Mean Levels of Thinking in Grades 1-8 Through Use of an Interaction Analysis System Based on Bloom’s Taxonomy

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Abstract
This study sought to assess the relationship between levels of thinking used by a teacher and pupils to determine if the teacher’s level of thinking will be raised significantly with a corresponding raise in the pupils’ levels, if awareness is developed through use of an interaction analysis feedback system. A system of recording observations was devised based on the hierarchy presented by Bloom (3). Observations of teacher and pupil verbalizations during discussion lessons were made and recorded. Two weeks after the first observation, teachers in the experimental group were given 2 hours of training in the interaction analysis technique and asked to make an interaction analysis study of their own class discussion. Student t-tests were used to measure the significance of the differences between sets of mean scores. Mean levels of teachers’ and pupils’ verbalizations were used to make the comparisons. Results showed the change in mean levels of thinking of experimental group teachers and pupils to be significantly higher than those for the control group. Results further showed that there is a direct relationship between the mean levels of thinking of the teachers in both groups and the levels of thinking for the corresponding pupils.

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