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F‘ “‘““‘ ‘ ‘ M
THESL‘ LIBRARY t
Michigan State
‘ University ,
x _ r
This is to certify that the
dissertation entitled

LOMMUNICATIVE DIMENSIONS
OF TEACHING EFFECTIVENESS

presented by
S. SCOTT GARRISON

has been accepted towards fulfillment
of the requirements for

Ph. D. degree in Education

 

 

3571321 pry/(2241” 9L.

Major professor

Date fl‘l" 82

 

MS U i: an Affirmative Action/Equal Opportunity Institution 0-12771

 

 

 

 

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3 1293 01098 5541

 

 

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COMMUNICATIVE DIMENSIONS
OF TEACHING EFFECTIVENESS

BY

S. Scott Garrison

A DISSERTATION

Submitted to
Michigan State University
in partia1 fuifiilment of the requirements

for the degree of

DOCTOR OF PHILOSOPHY
College of Education

1982

ABSTRACT

COMMUNICATIVE DIMENSIONS
OF TEACHING EFFECTIVENESS

By

5. Scott Garrison

The purpose of this study was to explore three communication
variables -- perceived communication competence, style and immediacy --
in an effort to begin clarifying the behavioral (i.e. communicative)
dimensions of teaching effectiveness. Each of these three communication
variables was measured with respect to its impact upon the following
indices of teaching effectiveness: student affect (toward course content,
toward the instructor, and toward advocated communication practices);
behavioral commitment (adopting suggestions and enrolling in another course
of related content); and cognitive achievement (test scores).

Based on a review of the literature, three behavioral independent
variables (student perception of their teachers' communicative competence,
style and immediacy) were evaluated with respect to their impact on one
dependent variable, teaching effectiveness.

Eight hundred sixty-seven undergraduate students enrolled in one
basic communication course at Michigan State University participated in
the investigation.

Results indicated that communication practices in the classroom
have a profound influence on education outcomes. Specifically, Perceived
Communication Competence, Teacher Style, and Communicative Immediacy
consistently predicted teaching effectiveness variables such as student
affect, behavioral commitment, and cognitive achievement. Also, results

indicated that (l) the most important predictors of student affect toward