Date of Graduation
2005
Document Type
Thesis
Degree Type
MA
Committee Chair
James C. McCroskey
Abstract
This investigation explored the relationship of trait learning relevance to teacher communication behaviors and student outcomes. The operationalized student outcomes were student affect for teacher, student affect for course content, and student motivation. The operationalized teacher communication behaviors were teacher clarity, teacher immediacy, and teacher socio-communicative style (assertiveness and responsiveness). Learning relevance was operationalized through use of questions based on Herzberg’s Motivator-Hygiene Theory, five educational relevance questions scaled using the generalized belief scale, and a modified organizational orientation scale. Previous research has yielded inconsistent results in relation to the nature of students’ perceptions of state learning relevance and learning outcomes. This study sought to clarify the concept of student perceptions of trait learning relevance and its position as a moderating variable on student outcomes. Analyses revealed a strong correlation between teacher behaviors and student outcomes. A post hoc analysis revealed a moderate to strong correlations among the college learning relevance instrument, the educational relevance questions, and the modified organizational orientation scale. The results of the present research did not support any link between trait learning relevance and either student outcomes or teacher behaviors.
Recommended Citation
Bennett, Vicki E., "The relationships of trait learning relevance with teacher communication behaviors and learning outcomes." (2005). Graduate Theses, Dissertations, and Problem Reports (ETD). 10912.
https://researchrepository.wvu.edu/etd/10912