Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science

Abstract

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.

Keywords:

• Math and Science Education
• Teacher Communication Behaviors
• Affective Learning
• Ninth-Grade Students

Acknowledgements

With the exception of Mottet, all authors are affiliated with Texas State University-San Marcos. The research team would like to extend a very special thanks to Principals Albert Hernandez and Laurelyn Arterbury for their educational leadership and willingness to partner with university researchers. This research study was partially funded by a faculty research grant from the College of Arts and Humanities at The University of Texas-Pan American.

Additional information

Notes on contributors

Timothy P. Mottet

Timothy P. Mottet (Ed.D., West Virginia University, 1998) is Professor and the Henry W. and Margaret Hauser Chair in Communication at the University of Texas-Pan American

Rubén Garza

Rube′n Garza (Ph.D., University of Texas, 2001) is an Assistant Professor in Curriculum and Instruction

Steven A. Beebe

Steven A. Beebe (Ph.D., University of Missouri, 1976) is Regents’ Professor and Chair of Communication Studies

Marian L. Houser

Marian L. Houser (Ph.D., University of Tennessee, 2002) is an Assistant Professor in Communication Studies

Summer Jurrells

Summer Jurrells (M.A., Texas State University-San Marcos, 2006) is a Communication Consultant

Lisa Furler

Lisa Furler (M.A., Texas State University-San Marcos, 2006) is Coordinator of Leadership and New Student Programs