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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/1776

Title: Investigation of the relationships among teachers immediacy and creativity, and students perceived cognitive learning
Authors: Tabasco, Denise
Keywords: Education;Education, Secondary;Cognitive learning
Issue Date: 5-Sep-2007
Abstract: In this study the researcher studied the relationships between teachers immediacy, creativity, and students perceived learning at the secondary level, thus merging teacher immediacy and teacher creativity for the first time. This study has several purposes: (a) to analyze the relationship between a teachers immediacy and creativity as scored by the Teacher Immediacy Inventory and the Torrance Tests of Creativity Thinking (TTCT) respectively (b) to determine if teachers immediacy and creativity impacted their respective 9-12 students perceived mathematics learning, and (c) to analyzing the relationship between teachers self-scored immediacy with their student-scored immediacy. In this quantitative study, the researcher did not manipulate the variables or arrange for events to happen. The research was completed under natural conditions with existing instruments already proven valid and reliable. Data was collected from a suburban high school in the Mid-Atlantic area with 304 students and 16 teachers participating. The results of this study showed that the more flexible a teacher, the more nonverbal immediacy the students felt from that teacher. The same occurred with the fluency of a teacher, the more fluent the teacher, the higher their nonverbal immediacy score. With the creativity traits of originality, elaboration, and resisting premature closure the significant findings were very interesting to analyze as the immediacy scores did not rise as the creativity scores increased. With these three creativity traits there was a specific point in which too much creativity produced lower immediacy scores. Interestingly, the point in which this happened was very similar with each specific pairing. Student s perceived learning scores were significant when analyzed with creativity and with nonverbal immediacy. Teachers self-scored immediacy was also significant when analyzed with the scores given by their perspective high school students. While research independently supports teacher immediacy and creativity impacting various levels of learning, numerous gaps were addressed in this dissertation: (1) immediacy studied at the pre-college level, (2) merging teacher immediacy and creativity and (3) analyzing the perceived learning of secondary students.
URI: http://hdl.handle.net/1860/1776
Appears in Collections:Drexel Theses and Dissertations

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