Impact of verbal teacher immediacy on child development students' course motivation and perception of their instructor

Huseyin Kotaman, Ali Kemal Tekin, Mustafa Aslan

نتاج البحث: المساهمة في مجلةمراجعة النظراء

ملخص

The present study aims to examine the impact of a teacher's initial greeting before starting a lecture on students' course motivation and their perception of teacher immediacy. 54 students from the Child Development Department at Harran University, Turkey participated in the study. Investigators randomly assigned students into an experimental and a control group. Participants responded to a pre- and post-test of the Course Motivation Scale (CMS), and a post-test of the Teacher Immediacy Behavior Scale for Higher Education (TIBS). Following the post-tests, qualitative data was gathered by selecting ten random participants from each group for in-depth interviewing. Quantitative results yielded no significant difference for group means. However, qualitative data findings revealed several themes that showed the effect of experimental intervention, such as showing interest in students' personal problems, teachers' effort, and support for students, teachers' expectations of students, and teacher care for students. Implications and suggestions for future studies were also discussed.

اللغة الأصليةEnglish
الصفحات (من إلى)1-13
عدد الصفحات13
دوريةInternational Journal of Early Childhood Learning
مستوى الصوت23
رقم الإصدار1
حالة النشرPublished - 2016

ASJC Scopus subject areas

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