Student performance is linked to connecting effectively with teachers

Abstract

Purpose The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations. Design/methodology/approach The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments. Findings The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9. Research limitations/implications The study was conducted at one site. Practical implications Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training. Originality/value If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.

Learners' experience and needs in online environments: adopting agility in teaching

“…Relatedly, Fedock et al (2019) postulates faculty members should be trained in the use of social media as a means of online communication. Faculty agility and adaptability are also skills needed in online content design (Buabeng-Andoh, 2018; Gilbert, 2019). For example, when delivering online lectures, instructors must be mindful of the instructional pace because they are no longer able to ascertain facial expressions as a means of determining learner comprehension (Bao, 2020).…”

Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

“…The online homework for the WB was hosted in the new LMS, and the actual course was located in the old LMS, which might have made it difficult for students to locate. Another potential explanation could be related to the teacher's effort to create the same learning environment for both classes and adapt his teaching style by connecting to those preferred by his students (Gilbert, 2019), which in turn can lead to similar positive outcomes.…”

Faktor-Faktor yang Memperngaruhi Kinerja Akademik Mahasiswa : Analisis Structural Equation Model

“…Kedua kelompok ini merupakan aset terpenting bagi lembaga akademis mana pun. Kaitan dosen/guru dengan siswa dengan institusi akademik adalah kinerja akademik, dimana tanpa kinerja siswa tidak akan ada kemajuan atau prestasi yang dicatat baik dosen/guru maupun lembaga akademik (Gilbert, 2018). Oleh karena itu, kinerja siswa merupakan faktor penting dalam setiap institusi akademik.…”