Please use this identifier to cite or link to this item:

Teacher friendliness and student learning

File Description Size Format  
Hamada Michele r.pdf Version for non-UH users. Copying/Printing is not permitted 178.15 kB Adobe PDF View/Open
Hamada Michele uh.pdf Version for UH users 190.31 kB Adobe PDF View/Open

Item Summary

Title:Teacher friendliness and student learning
Authors:Hamada, Michele M.
Keywords:Instructor friendliness
communicative responsibility
student learning
Date Issued:May 2011
Publisher:[Honolulu] : [University of Hawaii at Manoa], [May 2011]
Abstract:The purpose of this study was to investigate the relationship between instructor friendliness and student learning. Although students tend to rate friendly instructors as more effective than less friendly instructors, whether teacher friendliness impacts student learning remains unclear. The theory of communicative responsibility was used to further explain the relationship between teacher friendliness and student learning as well as help to reconcile the previous findings. Instructor friendliness was predicted to increase perceptions of common ground and influence judgments of communicative responsibility. And as students increase their perception of personal communicative responsibility, they should engage in behaviors that promote student learning. As predicted, as perceptions of instructor friendliness increased, perceptions of homophily, communicative responsibility, and affective learning increased. In addition, the more students felt responsible for their learning in the classroom, the more students reported experiencing cognitive learning. This study provides support for the notion that instructor friendliness is related to student perceptions of learning and might help contribute to theory building about learning.
Description:M.A. University of Hawaii at Manoa 2011.
Includes bibliographical references.
Appears in Collections: M.A. - Speech

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.