Comparative Effectiveness of Indirect and Direct Teacher-Student Interaction Patterns in Science Instruction

Using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in acquisition science concepts process skills two matched groups first year Bachelor Elementary Education (BEEd) students Mariano Marcos State University College Teacher Education. Both were pre- post-tested using tests. Mean was used describe performance both The t-test significant difference between pretest posttest mean scores groups. Results showed no tests while posttest, group performed satisfactorily as compared where there who fairly Thus, t-score significantly higher than that group. Indirect teaching is therefore more effective students’ skills. it should be given emphasis for