The influence of lecturers' verbal and non-verbal immediacy behaviour on perceived affective and cognitive learning
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Date
2004-01
Authors
Terblanche, Lydie
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The results indicated that the impact of the perceived immediacy operated differently for
the two groups, although they should be interpreted with some degree of caution. There
were significant relationships for the whole test group between learners' perceptions of
lecturers' immediacy behaviour and learning. The verbal total score, the non-verbal
total score, the immediacy total score as well as the majority of individual items showed
significant relationships with learners' cognitive as well as affective learning.
Verbal items, especially item 17 (Praises learners' work, behaviour or comments),
showed a high correlation with the different learning variables (cognitive and affective).
Regarding non-verbal items, item 23 in particular (Speaks in a monotonous or boring
voice when he/she lectures) showed a high correlation with the different learning
variables (cognitive and affective).
The relationships between the verbal total scores and cognitive learning (simple learning
and learning loss) variables were statistically significant for both Germanic and African
learners. The correlations between the non-verbal total scores and the cognitive
learning (simple learning and learning loss) variables were statistically significant for
Germanic learners, but were not statistically significant in the African learners' group.
Furthermore, the relationships between the immediacy total scores and the cognitive
learning (simple learning and learning loss) variables were statistically significant for
Germanic as well as African learners.
Regarding the correlation between the verbal items and cognitive learning (learning and
learning loss), numerous items were statistically significant for Germanic learners, while
only some items showed such a relationship for African learners.
In terms of the relationships between non-verbal items and cognitive learning (learning
and learning loss), various items also showed a statistically significant relationship for
Germanic learners, while only one item (item 32 - in simple learning) showed a
significant relationship for African learners.
The relationship between the non-verbal total scores and simple learning differed
significantly between the two groups. The relationship between the non-verbal total
score and learning loss also differed significantly between the two groups. The
Germanic learners repeatedly showed a significantly higher relationship than that of the
African learners.
It was obvious that the relationship between the verbal item 4 (Uses humour in class)
and simple learning differed significantly for the two groups and that the relationship
between the same item and learning loss also differed significantly for the two groups.
The Germanic learners showed a significantly higher relationship in comparison with
African learners.
The relationship between the non-verbal item 34 (Uses a variety of vocal expressions
when he/she talks to the class) and simple learning differed significantly for the two
groups. The relationship between the same item and learning loss also differed
significantly between the two groups. The Germanic learners once again showed a
significantly higher relationship in comparison with the African learners.
The relationships between the verbal total scores and affective learning (attitude,
behavioural intent and total affect) variables, as well as the relationships between the
non-verbal total scores and affective learning variables, were statistically significant for
Germanic learners, while these relationships were not statistically significant in the
African learners' group.
In contrast to cognitive learning, the relationship between the immediacy total scores in
affective learning (attitude, behavioural intent and total affect) variables were only
significant for Germanic learners.
Concerning the correlation between the verbal items and affective learning (attitude,
behavioural intent and total affect), many of the items showed a statistically significant
relationship for Germanic learners, while only some items showed such a relationship
for African learners. The same tendency occurred in terms of the correlation between
the non-verbal items and affective learning (attitude, behavioural intent and total affect).
The relationship between the verbal total scores and all three affective learning variables
(attitude, behavioural intent and total affect) differed significantly for the two groups.
The relationship between the immediacy total score and all three of the affective
learning variables also differed significantly for the two groups. Again it was the
Germanic learners who repeatedly showed a significantly higher relationship than that
of the African learners.
The relationships between numerous verbal items and all three affective learning
variables differed significantly in the two groups. The verbal items in question were:
item 4 (Uses humour in class)
item 5 (Addresses learners by their names)
item 6 (Addresses me by my name)
item 11 (Gives feedback on my individual work by means of commenting on
question papers, oral discussion, etc.)
item 20 (Is addressed by his/her first name by the class)
Germanic learners showed a significantly higher relationship in all these items when
compared with African learners. The relationship between the non-verbal item 34 (Uses
a variety of vocal expressions when he/she talks to the class) and all three affective
learning variables differed significantly for the two groups. The Germanic learners
once again showed a significantly higher relationship in comparison with the African
learners.
The most important differences between the two population groups exist mainly
between the verbal items and the three affective learning variables.
The significant relationships between lecturers' immediacy behaviour and learning
(cognitive and affective) were present mainly for the Germanic learners, and only some
of the immediacy items showed significant relationships with learning (cognitive and
affective) variables for African learners.
Pertaining to the size of effects, it can be observed that all the statistically significant
coefficients showed a medium to large effect, which indicates that the findings have an
average to large practical value.
Differences occurred in means on two variables (item 6 and item 32) between African
and Germanic learners. Noteworthy differences in terms of total scores on the
immediacy of learning variables did not occur. Regarding item 6 (Addresses me by my
name), the Germanic learners showed a higher mean in comparison with African
learners. Both averages, however, showed that this form of lecturer behaviour occurs
seldom or occasionally. Relating to item 32 (Has a very relaxed body posture when
he/she is lecturing), the African learners showed a higher mean compared with
Germanic learners. Both averages showed that this form of lecturer behaviour occurs
fairly regularly.
Even though the results indicated that the impact of perceived immediacy operated
differently for the two groups (possibly due to the fact that cultures differ in terms of
what they expect regarding other individuals' behaviour), this study indicates a
significantly positive correlation between immediacy behaviour and cognitive, affective
and behavioural learning.
The research findings further prove that, in connection with the effect of immediacy
behaviour on learning, both verbal and non-verbal immediacy behaviour are vital
dimensions of effective instructional strategies for the promotion of affective and
cognitive learning.
In conclusion, the verbal and non-verbal immediacy behaviour of lecturers whose home
language is Afrikaans or English contributes positively to the affective and cognitive
learning of learners whose home language is Afrikaans, English, or one of the African
languages. Ultimately, the immediacy behaviour displayed by English or Afrikaans
lecturers functions differently for learners whose home language is one of the African
languages, than for those whose home language is Afrikaans or English.
The results of this study, in conjunction with the results of previous work on immediacy,
indicate that teacher/instructor/lecturer immediacy has a significant influence on the
learner-instructor/lecturer relationship. Moreover, the results of this study, combined
with those of Fayer, Gorham and McCroskey (1988), Collier (1988) and Sanders and
Wiseman (1990), indicate that the specific role of lecturer immediacy on learner
outcomes was mediated, to some degree, by culture. As South African classrooms grow
more culturally diverse, communication scientists should redouble their efforts in this
promising area of research.
Description
Keywords
Communication in education, Interaction anaylsis in education, Teacher-student relationships, Dissertation (M.A. (Communication and Information Studies))--University of the Free State, 2004