An Investigation of the Relationship between First Year Secondary Stage Students’ Oral Performance and their Productive Classroom Behavior

Abstract

This study investigates the relationship between first year secondary stage students' oral performance and their productive classroom behavior. The study sample were 'sixty' first year secondary stage students at Azza Zidan Official Language School, Fayoum Governorate, Egypt. The study sample's oral performance was measured by an oral performance test; their productive classroom behavior was measured by using a productive classroom behavior scale. Both instruments were prepared by the researcher. Findings showed a statistically significant correlation between the scores obtained from the oral performance of all participants and the productive classroom behavior scale as a whole and with regard to its four dimensions. There was a direct correlation between the study sample's oral-performance (who obtained the highest scores) and the productive classroom behavior regarding the attention, discipline, and participation dimensions except for the turn-management dimension. Also, there was no significant correlation between the scores obtained from the administration of the study sample's oral performance (who obtained the lowest scores) and the productive classroom behavior scale regarding its four dimensions.