Measuring teacher immediacy and communication competence on student achievement in calculus: a sequential explanatory mixed method design
On a national level, data indicate that about 40 percent of students in calculus courses finish with a grade of D or F, drop the course, or withdraw (Reinholz, 2009). This high failure rate has led to research studies investigating the teaching of calculus at the national level (House, 1995). Calculus courses have a history of high failure rates, low exam scores, and multiple course redesigns. This paper explored the relationship between teacher immediacy and communication competence from the student perspective on student achievement in calculus. Instead of focusing on course content, ...
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