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ERIC Number: EJ799516
Record Type: Journal
Publication Date: 2008-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0363-4523
Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science
Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa
Communication Education, v57 n3 p333-355 Jul 2008
The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their math and science teachers' use of clarity and content relevance behaviors, rather than their teachers' use of nonverbal immediacy and disconfirmation behaviors, predicted students' desire to pursue additional study in math and science as well as consider careers in the fields of math and science; (2) students did not perceive meaningful differences in their affective learning between math/science and nonmath/science courses; and (3) students perceived minimal differences between their math/science and nonmath/science teachers' use of instructional communication behaviors. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A