The Effects of Set Induction upon the Achievement of Ninth-Grade Pupils and Their Perception of Teacher Effectiveness

Abstract

This study examined the influence of the incorporation of set induction into teacher’s instructional strategies upon pupil achievement and pupil perception of teacher effectiveness. One hundred and eighty ninth-grade pupils were randomly divided into eighteen groups of ten each. Eighteen pre-service teachers were assigned to these groups. One half of this teacher population was given instruction in the skill of incorporation of set induction in their instructional strategies and one half served as a control group. Data was gathered by administering pre-post test in achievement and Teacher Demonstration Rating Forms and was analyzed by an analysis of variance. The results supported previous research in the area of teacher effectiveness and indicated that set induction is an important variable in the determination of student achievement.