INCREASING TEACHER CANDIDATES COGNITIVE LEARNING THROUGH INCREASING INSTRUCTOR’S TEACHING IMMEDIACY

Year 2022, Volume: 6 Issue: 1, 66 - 80, 01.01.2022

Hüseyin Kotaman Derya Evran

Abstract

The purpose of the study is to investigate the impacts of two teacher immediacy methods on students’ immediate and long-term evaluation of teacher immediacy, state of
motivation and cognitive learning. The first method is to memorize students’ names in the first lecture and start calling them by their names at the end of it and the second method
is to welcome students at the entrance of the classroom by their names. Throughout the semester, the teacher met the students at the entrance of the classroom before lectures
and welcomed each student by his or her name. At the end of the semester, the students responded to the scales and sat the test again. The results revealed that the first method
significantly increased teacher immediacy. The posttest results revealed that teacher immediacy directly and state motivation through teacher immediacy significantly affected
cognitive learning.

Keywords

Memorizing students’ names, welcoming students before lectures, teacher immediacy, teacher immediacy, state motivation, cognitive learning

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