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Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking

Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking
Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking
One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t‑test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1 min 20 s. The results are discussed with respect to their relevance for future video studies on classroom instruction.
49-74
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Praetorius, Anna-Katharina
c80528d5-951b-4c5c-b6b0-113d93f5a068
Klassen, Robert M.
78b61315-3db3-4045-a73d-847d49db28a9
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Praetorius, Anna-Katharina
c80528d5-951b-4c5c-b6b0-113d93f5a068
Klassen, Robert M.
78b61315-3db3-4045-a73d-847d49db28a9

McIntyre, Nora, Praetorius, Anna-Katharina and Klassen, Robert M. (2017) Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking. Zeitschrift für Erziehungswissenschaft, 49-74. (doi:10.1007/s11618-017-0729-3).

Record type: Article

Abstract

One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t‑test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1 min 20 s. The results are discussed with respect to their relevance for future video studies on classroom instruction.

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Reactivity manuscript 2. revision final
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Published date: 2017

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Local EPrints ID: 450871
URI: http://eprints.soton.ac.uk/id/eprint/450871
PURE UUID: 40814dc4-d77e-4708-821a-c40bce99a75f
ORCID for Nora McIntyre: ORCID iD orcid.org/0000-0003-4626-3298

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Date deposited: 17 Aug 2021 16:32
Last modified: 17 Mar 2024 04:07

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Author: Nora McIntyre ORCID iD
Author: Anna-Katharina Praetorius
Author: Robert M. Klassen

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