Teacher-Student Interaction and Gifted Students' Attitudes Toward Chemistry in Laboratory Classrooms in Singapore

Abstract

This study investigated associations between teacherstudent interaction and students’ attitudes towards chemistry among 497 tenth grade students from three independent schools in Singapore. Analyses supported the reliability and validity of a 48-item version of the Questionnaire on Teacher Interaction (QTI). Statistically significant gender differences and stream differences (i.e. gifted vs. non-gifted) were observed for numerous QTI scales, but gender x stream interactions also emerged. Associations were found between the interpersonal behavior of chemistry teachers and students’ enjoyment of their chemistry lessons.