Measuring Student Behavior during Group Instruction

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Abstract
If teacher behaviors and learning conditions have an influence on student achievement, it seems likely that student behavior must mediate this relationship. An instrument designed to assess the physical and mental behaviors and activities of students during group instruction is described. The instrument was employed in a study of five tenth grade mathematics classrooms. The findings indicated that scores from die “Activities Checklist” correlate highly with more general measures of student participation obtained from direct observation and from the stimulated recall procedure. The student behavior measures were shown to be highly predictive of achievement, adding support to the notion that student behavior during instruction is strongly linked to student learning. Both aptitude and affective characteristics were found to be somewhat predictive of the various student participation measures. In contrast to the more general measures, the “Activities Checklist” readily allows for qualitative distinctions among various kinds of student participation.

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