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Measuring teacher immediacy and communication competence on student achievement in calculus: a sequential explanatory mixed method design

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dc.contributor.authorBarclay, Allen C., author
dc.contributor.authorGloeckner, Gene W., advisor
dc.contributor.authorWaite, Alina M., committee member
dc.contributor.authorTimpson, William M., committee member
dc.contributor.authorMcGrew, John C., committee member
dc.date.accessioned2007-01-03T08:26:16Z
dc.date.available2007-01-03T08:26:16Z
dc.date.issued2012
dc.description.abstractOn 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, reform can come from revisions of the delivery method or instructor behaviors to improve student achievement. Previous studies focused on instructor behaviors and the motivation of teachers and efficacy (Gorrell, 1990; Schaller, 1993) from the instructor perspective. These studies lack student perspective. Calculus for Physical Scientists I at Colorado State University is currently in the process of reform (Klopfenstein, 2008). Past research (House, 1995; Reinholz, 2009; Pilgrim, 2010) has identified the need for reform. Research conducted to help students prepare, perform better, or understand concepts at a higher level, could be beneficial to the fields of Mathematics, Engineering, and Education. Overall, any research conducted to improve failure rates in calculus would be beneficial. Although, findings from this study did not show a statistically significant relationship between student achievement, teacher immediacy, and communication competence, the qualitative findings did show that students who were interviewed enjoyed learning tough concepts, such as calculus, from instructors who used these skills. By using a sequential explanatory design mixed methods study, student opinions expressed in the interviews and focus groups showed a desire for instructors to employ teacher immediacy and communication competence skills. Ruling out instructor behavior as a factor in explaining student achievement, including teacher immediacy and communication competence, may help direct future research to focus on competing theories.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierBarclay_colostate_0053A_11360.pdf
dc.identifierETDF2012500284EDUC
dc.identifier.urihttp://hdl.handle.net/10217/71544
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcalculus
dc.subjectdevelopment
dc.subjectinstructor
dc.subjectteacher
dc.titleMeasuring teacher immediacy and communication competence on student achievement in calculus: a sequential explanatory mixed method design
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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