Abstract
Research Problem. The purpose of this study was to examine the degree of relationship between effective teaching behaviors and academic achievement of students in Reading and Mathematics. Four elements of the Hunter Clinical Instruction Model were identified as indicators of teacher effectiveness. The four elements were: Anticipatory Set, Instruction, Guided Practice, and Independent Practice. A standardized measure of student achievement in Reading and Mathematics was used as the dependent variable. Research Methodology. Two kinds of instruments were utilized in this study. The Instructional Skills Observation Instrument (ISOI) quantified the degree to which elements of effective teaching existed among the third grade teachers in the study. The Comprehensive Test of Basic Skills (CTBS) was used to measure student achievement in Reading and Mathematics. The Pearson Product Moment Correlation technique was used to measure the relationship between the variables. Stepwise multiple linear regression analyses were performed to determine whether the teaching elements taken simultaneously significantly increased the correlation with the measures of academic performance. Findings. Significant correlations were found between the teacher behaviors of Instruction, Guided Practice, and Independent Practice and student achievement in Reading and Mathematics when examined separately. In combination, Instruction and Independent Practice accounted for a numerically small percentage but functionally important percentage of variance as predictors of student achievement. Conclusions. This study indicated that positive relationships between specific teacher behaviors and academic achievement exist. The study suggests that teachers should consider the behaviors of Instruction, Guided Practice, and Independent Practice in an effort to maximize student learning. Recommendations. It is recommended that future studies give consideration to the following elements: students with identified learning deficits; use of a single concept test; observations of similar teaching situations; use of teachers trained in the Hunter Clinical Instruction Model; and the use of elementary and secondary student populations.