Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

Luke LeFebvre, Mike Allen


This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes.  Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning.  No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors.  But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning.  Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement. 


teacher immediacy; teaching format; student learning; affective learning; cognitive learning; graduate teaching assistants

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DOI: https://doi.org/10.14434/josotl.v14i2.4002

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ISSN 1527-9316