Rapport, Perceptions of Effectiveness, and Course Grade Expectations, ACorrelational Analysis

Volume 11 Issue 1 May - July 2017

Research Paper

Rapport, Perceptions of Effectiveness, and Course Grade Expectations, ACorrelational Analysis

Erin Yezbick* , Jeremy I. Tutty**

* Communications Instructor, Baker College of Flint, USA.

** Dissertation Chair, University of Phoenix, and Senior Instructional Design Analyst, Rio Salado College, Tempe, USA.

Yezbick ,E., and Tutty,J.I. (2017). Rapport, Perceptions of Effectiveness, and Course Grade Expectations, A Correlational Analysis. i-manager’s Journal on Educational Psychology, 11(1), 14-25. https://doi.org/10.26634/jpsy.11.1.13645

Abstract

The purpose of this study was to determine whether a relationship exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations. Previous studies have determined that rapport affects motivation (Bergström, 2010; Frisby, Berger, Burchett, Herovic, & Strawser, 2014; Legg & Wilson, 2009), perceptions of teacher effectiveness (Giles, 2011; Kozub, 2010), and evaluation scores (Barth, 2008; Kowai-Bell, Guadango, Little, & Ballew, 2012). Student ratings of instruction are the most widely used measure of college teaching effectiveness. Determining what causes one subject to boost a student's rapport with the instructor might help educators apply that knowledge to other subjects. The study was conducted as quantitative research using a non-experimental correlational research design. Data were collected using two instruments, the Professor-Student Rapport Scale and the IDEA Student Ratings of Instruction Short Form. The data were analyzed using Pearson product-moment correlation coefficient (Pearson's r) and Spearman's rank-order correlation coefficient (Spearman's rs ). The study found statistically significant positive correlations between Professor-Student Rapport and Instructor Evaluation and between Professor-Student Rapport and Student Expected Course Grade.