This document describes the process of constructing and interpreting an interaction matrix to analyze classroom communication events. An observer codes behaviors into categories every 3 seconds, recording serial numbers. These numbers are tabulated into a 10x10 matrix with each number entered as a row-column pair. The matrix cells are then interpreted to calculate ratios like teacher talk percentage and pupil talk percentage. Advantages include providing feedback and being an objective measurement tool, while limitations include taking much time and focusing mainly on teacher behaviors.

1. METRIC CONSTRUCTION
AND INTERPRETATION

2. PROCEDURE OF OBSERVATION
• The observer sites in the classroom in the best position
to hear and see the participants.
• At the end of every three seconds he decides which
category best represents the communication events just
completed .Thus the time involves in coding one tally for
every 3 seconds ,is 20 tallies in one minute,100 tallies in
5 minutes and 1200 tallies in one hour.
• In this process only the serial numbers of the categories
are recorded.

3. CONSTRUCTING INTERACTION MATRIX
• After observation procedure of interaction ,the coded
behaviours are written in 10x10 table . This
10(rows)x10(columns)table is known as matrix.
• The category numbers of the record sheet the tabulated
in the matrix table . Each number is entered in the form
of sequence pairs , being used twice , first as the first
numbers and second as the second number.
• Hence the beginning and end of the coding should have
the same number of the categories.

4. • It is the tradition of adding number 10 in the
beginning and at the end .Hence the above number
will be written in this way 10,6,10,7,5,1,4,8,4,10
10 -6(1st pair) 6-10(2nd pair)
10-7(3rd pair) 7-5(4th pair)
5-1(5th pair) 1-4(6th pair
4-8(7th pair) 8-4(8th pair)
4-10(9th pair)
• Sequence of the pair
:(10,6),(6,10),(10,7),(7,5),(5,1),(1,4),(4,8),(8,4),(4,10)

5. • While preparing matrices ,one pair is marked
at a time.
• In the first pair (10,6)the number 10
represents row and the number 6 represents
column.
• Every pair overlaps the other pair .Total tallies
of the matrix(N)
• Each matrix has 100 cells.

6. INTERACTION MATRIX TABLE
1 2 3 4 5 6 7 8 9 10 Total
1 / 1
2 0
3 0
4 / / 2
5 / / 1
6 1
7 / 1
8 / 1
9 0
10 / / 2
Total 1 0 0 2 1 1 1 1 0 2 9(N)

7. INTERPRETATION OF INTERACTION
MATRIX
1. Teacher talk ratio/percentage of teacher talk(TT)
The tallies of first seven categories are added
and divided by the total tallies of the matrices (N)and
hence the percentage can be calculated.
TT=C1+C2+C3+C4+C5+C6+C7/N X100

8. 2.Indirect teacher talk ratio(ITT)
It indicates teacher action in encouraging and
supporting pupil’s participation . Its percentage can be
calculated by adding the tallies of the first four
categories and dividing by the total tallies of the
matrix(N)
ITT= C1+C2+C3+C4 X 100
N

9. 3.Direct teacher talk ratio(DTT)
It indicates the teacher actions
restricting student participation .In this
ratio,the tallies of 5th ,6th and 7th categories are
added and divided by N to calculate percentage
DTT= C 5+C6+C7 X 100
N

10. 4.Pupil’s talk ratio/percentage of pupil talk(PT)
It indicates verbal activities of pupils in
response to the teacher . In this ratio ,the tallies of 8th
and 9th categories are added and divided by N to
calculate the percentage
PT=C8+C9 X100
N

11. 5.Silence or confusion ratio(SC)
SC=C10 X 100
N
6.Indirect and direct ratio(1/D)
1/D=C1+C2+C3+C4 X 100
C5+C6+C7

12. ADVENTAGES
1.It provide feedback to the pupil-teacher.
2.It is an objective and reliable method for observation of
classroom teaching.
3.It is mostly teacher talk oriented.
4.It is used to compare the behaviour of teachers at
different age levels ,gender , subject etc
5.It is much useful in team teaching and microteaching
6.Scientific technique.
7.Measuring instrument for classroom teaching.

13. LIMITATIONS
1.It consumes much time in preparing 10 x10 matrix
without which interpretation is not possible.
2.Less attention has been paid towards pupil talk.
3.The observers have to be trained in order to code
correctly.
4.Classroom interaction of pupil –pupil type is not
considered here.
5.Not economical
6.Narro structure of teaching behaviour.