Expository Teaching Styles of Nigerian Science Teachers, Part II The Explanation Appraisal Schedule

Abstract

This paper is primarily concerned with the development of an instrument for the analysis of teaching effectiveness in the expository mode adopted by most Nigerian science teachers. Building upon the Observation Schedule for Explaining devised by Brown & Hatton (1982) an 18‐category Explanation Appraisal Schedule was developed for analysing lesson transcripts, using a one‐minute time interval. Twelve fully transcribed lessons are analysed resulting in two clusters: the Fast‐Pedallers (N=5) and the Slow‐Pedallers (N=7). The Fast‐Pedallers' lessons display high incidences of negative characteristics such as Discontinuities and Vagueness, and are considered to be less coherent and less effective as exposition. The lessons analysed had previously been shown, using the Science Teaching Observation Schedule, to reflect a homogeneous style. This suggests that the EAS provides a discriminating instrument for use in analysing teaching effectiveness. All lessons are held to be low on explanation and high on assertion. Pupils are found to ask questions only in the face of total confusion and incomprehension.