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A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning

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Abstract:

This meta-analysis reviews the findings of 81 studies (N = 24,474) examining the relationship between teachers' verbal and/or nonverbal immediacy and students' learning outcomes. The cumulative evidence indicates a meaningful correlation (r = .50) between overall teacher immediacy and overall student learning. Average correlations were obtained for teachers' verbal immediacy (r = .47), nonverbal immediacy (r = .48), and combined-only immediacy (r = .55) in relation to overall student learning. Teachers' verbal immediacy was found to correlate with students' perceived learning (r = .49), affective learning (r = .49), and cognitive learning (r = .06). Teachers' nonverbal immediacy was found to correlate with students' perceived learning (r = .51), affective learning (r = .49), and cognitive learning (r = .17). Average effect sizes were generally smaller in experimental research designs than in survey-type research. The cumulative results of this meta-analysis confirm that teacher immediacy has a substantial relationship with certain attitudes and perceptions of students in relation to their learning, but an almost negligible relationship with cognitive learning performance.

Most Common Document Word Stems:

immediaci (255), learn (255), teacher (137), al (108), student (107), communic (104), studi (97), analysi (87), measur (80), r (79), nonverb (78), meta (76), cognit (72), affect (72), research (68), meta-analysi (67), j (62), verbal (62), behavior (60), averag (58), 1990 (58),

Author's Keywords:

learning, cognitive, affective, perceived, immediacy, verbal, nonverbal, meta-analysis
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Name: International Communication Association
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MLA Citation:

Witt, Paul., Wheeless, Lawrence. and Allen, Mike. "A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p112238_index.html>

APA Citation:

Witt, P. L., Wheeless, L. R. and Allen, M. , 2003-05-27 "A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p112238_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This meta-analysis reviews the findings of 81 studies (N = 24,474) examining the relationship between teachers' verbal and/or nonverbal immediacy and students' learning outcomes. The cumulative evidence indicates a meaningful correlation (r = .50) between overall teacher immediacy and overall student learning. Average correlations were obtained for teachers' verbal immediacy (r = .47), nonverbal immediacy (r = .48), and combined-only immediacy (r = .55) in relation to overall student learning. Teachers' verbal immediacy was found to correlate with students' perceived learning (r = .49), affective learning (r = .49), and cognitive learning (r = .06). Teachers' nonverbal immediacy was found to correlate with students' perceived learning (r = .51), affective learning (r = .49), and cognitive learning (r = .17). Average effect sizes were generally smaller in experimental research designs than in survey-type research. The cumulative results of this meta-analysis confirm that teacher immediacy has a substantial relationship with certain attitudes and perceptions of students in relation to their learning, but an almost negligible relationship with cognitive learning performance.

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Document Type: .PDF
Page count: 41
Word count: 11028
Text sample:
ICA-18-10234 A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning Abstract This meta-analysis reviews the findings of 81 studies (N = 24 474) examining the relationship between teachers’ verbal and/or nonverbal immediacy and students’ learning outcomes. The cumulative evidence indicates a meaningful correlation (r = .50) between overall teacher immediacy and overall student learning. Average correlations were obtained for teachers’ verbal immediacy (r = .47) nonverbal immediacy (r = .48) and combined-only immediacy (r = .55)
81.5 18.5 Cognitive Learning (average r = .12) Probability that student score is Below Median Above Median % Increase Teacher’s combined immediacy is: Above average 44 56 27% Below Average 56 44 Affective Learning (average r = .55) Probability that Student score is Below Median Above Median % Increase Teacher’s combined immediacy is: Above average 22.5 77.5 344% Below Average 77.5 22.5


Similar Titles:
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Student to Student Communication, Affective Learning and Instructor Nonverbal Immediacy

The Influence of Teacher Nonverbal Immediacy and Teacher Credibility on Student Motivation and Affective Learning.


 
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