All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning
Unformatted Document Text:  Immediacy and Learning Meta-Analysis 15 student learning (perceived, cognitive, and affective). The results of these analyses (see Table 2) revealed fairly consistent patterns of relationships for nonverbal and verbal immediacy and perceived and affective learning (range of average r’s = .490 to .510), but markedly lower correlations for all types of teacher immediacy with cognitive learning (range of average r’s = .057 to .166). Results among the studies of combined-only immediacy were generally consistent with these same patterns although, as mentioned above, slightly greater effect sizes were obtained among these studies. Despite the detailed examination of these sub-groupings, significant chi-squares indicated continued heterogeneous variances among these samples. ______________________ Table 2 about here ______________________ Discussion Overall Immediacy and Overall Learning The synthesized result of the meta-analysis of the entire body of quantitative findings indicated a meaningful relationship between overall teacher immediacy and overall learning (average r = .500, k = 81, N = 24,474). Combined affective, cognitive, and perceived learning assessments had 25% shared variance with teachers’ immediacy. Studies reporting on the nonverbal immediacy of teachers were found to account for 23% shared variance with overall learning (average r = .481, k = 68, N = 21,171), and studies reporting on verbal immediacy, 22% (average r = .472, k = 29, N = 8,468). For the group of studies reporting a combined-only assessment of teacher immediacy, 30% shared variance with overall learning was obtained (average r = .545, k = 12, N = 3,158). Although no significant differences were obtained between the combined-only group of studies and the verbal or nonverbal groups of studies, the 7% to 8%

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
first   previous   Page 15 of 41   next   last



background image
Immediacy and Learning Meta-Analysis 15
student learning (perceived, cognitive, and affective). The results of these analyses (see Table 2)
revealed fairly consistent patterns of relationships for nonverbal and verbal immediacy and
perceived and affective learning (range of average r’s = .490 to .510), but markedly lower
correlations for all types of teacher immediacy with cognitive learning (range of average r’s =
.057 to .166). Results among the studies of combined-only immediacy were generally consistent
with these same patterns although, as mentioned above, slightly greater effect sizes were
obtained among these studies. Despite the detailed examination of these sub-groupings,
significant chi-squares indicated continued heterogeneous variances among these samples.
______________________
Table 2 about here
______________________
Discussion
Overall Immediacy and Overall Learning
The synthesized result of the meta-analysis of the entire body of quantitative findings
indicated a meaningful relationship between overall teacher immediacy and overall learning
(average r = .500, k = 81, N = 24,474). Combined affective, cognitive, and perceived learning
assessments had 25% shared variance with teachers’ immediacy. Studies reporting on the
nonverbal immediacy of teachers were found to account for 23% shared variance with overall
learning (average r = .481, k = 68, N = 21,171), and studies reporting on verbal immediacy, 22%
(average r = .472, k = 29, N = 8,468). For the group of studies reporting a combined-only
assessment of teacher immediacy, 30% shared variance with overall learning was obtained
(average r = .545, k = 12, N = 3,158). Although no significant differences were obtained between
the combined-only group of studies and the verbal or nonverbal groups of studies, the 7% to 8%


Convention
All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 15 of 41   next   last

©2012 All Academic, Inc.