THE CORRELATION BETWEEN CLASSROOM INTERACTION AND TEACHING EFFECTIVENESS UNDER TEACHING MONITORING

Abstract

This study explores the relationship between classroom interaction and teaching effectiveness under teaching monitoring, using a private university in Nantong as a case study. The research aims to analyze how teaching monitoring technology influences classroom interaction and enhances teaching effectiveness. Despite the increasing adoption of educational informatization, the systematic transformation of teaching monitoring into a tool for improving teaching quality remains underexplored. Based on behaviorism, social interaction, and constructivism theory, this study develops a theoretical model and hypotheses regarding teaching monitoring, classroom interaction, and teaching effectiveness. A questionnaire survey was conducted with 309 engineering management students from Nantong Institute of Technology to collect data. The findings indicate that teaching monitoring significantly improves teaching effectiveness by enabling teachers to track student progress and adapt their teaching strategies accordingly. Furthermore, teacher-student and student-student interactions positively impact learning motivation and engagement. The study recommends that private universities enhance professional development, diversify classroom interaction strategies, and integrate information technology to optimize teaching evaluation. These insights contribute to academic discussions on teaching monitoring and its application to classroom interaction.