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Educational Technology

Silent/Confusion 10 Frequency of the class
×

Notes 6. ______________ ____________________ 100

=

Total Frequency
Silent/Confusion
9
___________________

7. Student Initiation order = _____________ 100

×

Pupil Initiation Ratio 8 + 9 Frequency
PIR
1 + 2 + 3
Actions teacher ratio

8. ___________________ = ______________________ ×

100

Teacher Response Ratio 1 + 2 + 3 + 6 + 9 Frequency
TTR
Teacher Question Ratio _____________
4
___________________
×
9. 100

=

Teacher Question Ratio 4 + 5 Frequency
Text-Object Interpellation Ratio 2(4 + 5) – [(4 – 4) + (5 + 5) + (5 – 5) + (4 – 5)]
___________________________________
×

10. _________________________ 100

=

Content Cross Ratio Total Frequencies
CCR
Steady State Ratio The Sum of Ten Stable Orbits

×
11. _______________ ________________________ 100
=

Study State Ratio Total Frequencies
SSR
Students Steady State Ratio (8 – 8) + (9 – 9) Classes

×

=

12. ______________________ ________________ 100

Pupil Steady State Ratio (8 + 9) Avdytti
PSSR
Former Teacher Response Ratio
TTR89
×

13. ______________________________ = ________________ 100

Instantaneus Teacher Response Ratio Total Frequencies
ITRR
(8 – 4) + (9 – 4) Avdytti
Questions Teacher Ratio

14. _____________________________ = __________________________ ×
100

Instantaneus Teacher Question Ratio (8 – 4) + (8 – 5) + (9 – 4) + (9 – 5)
Odd cycle
(6 – 6) + (6 – 9) + (9 – 6) + (9 – 9)
×

15. ____________ __________________________ 100
=

Vicious Circle Total Frequencies
VC
The calculated results are interpreted with the aid of formulas.
What is the process of Encoding?
2. Qualitative Interpretation—Interpretation of classroom behavior analysis is expressed qualitatively.
Charts and diagrams are interpreted through the medium of this type. It is qualitatively interpreted
in three ways.
(i) Flow Chart—Interpret quantitative data from the analog clock is recorded in the fl ow chart.
The total range of frequencies is determined. Commonly (5-5) was observed in the range most
instances, but there are prospects of frequencies in other categories. All categories are not included

in the flow chart. Only the lowest frequencies are fi xed.
(ii) Box Flow Diagram—Watch analog flow chart is difficult to understand the behavior of the

teacher. So Casket insulated flow chart is marked by the teaching behavior. It indicated class and
small big, fat thin are made clear is that all behavior. It is recorded to determine the frequencies.
(iii) Interaction Model—Frlander qualitative interpretation of the teaching practices developed
for the interaction paradigm. The conclusion in the context of teaching behavior is explained.
Saddhant flow responses in the order determined in accordance with the teaching, the matrix

is expressed with the help of external verbal behavior.
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