RELATIONSHIP BETWEEN TEACHER IMMEDIACY AND STUDENT ENGAGEMENT AT SECONDARY LEVEL IN ISLAMABAD CAPITAL TERRITORY

Abstract

ABSTRACT Title: Relationship between Teacher Immediacy and Student Engagement at Secondary Level in Islamabad Capital Territory. Pages: 211 Researcher: Muhammad Qamar ud Din Advisor: Dr. Munazza Ambreen University: Allama Iqbal Open University Subject Area: Secondary Teacher Education Year: 2022 Degree: Ph.D (Education) The study was correlational that determined the relationship between teacher immediacy and student engagement at secondary level in Islamabad Capital Territory. The objectives of the study were to: (i) investigate the level of teacher immediacy at secondary school level (ii) compare the difference in teacher immediacy by demographic characteristics of the sample i.e. gender, location, education, and experience (iii) determine the level of student engagement at secondary school level(iv) compare the difference in student engagement by demographic characteristics of the sample i.e. gender, location (v) find out the relationship between teacher immediacy and student engagement (vi) study the relationship between verbal immediacy and behavioural, emotional and cognitive engagement, and (vii) find out the relationship between non- verbal immediacy and behavioural, emotional and cognitive engagement. Five research questions and fourteen research hypotheses were addressed in the study. The data were collected using four research instruments which were developed by the researcher. They were; Teacher Immediacy Scale, an observation sheet for the

measurement of teacher immediacy, Student engagement questionnaire (Student Version) and Student Engagement Questionnaire (Teacher Version). All the research instruments were validated by the experts of the relevant field. The population of the study comprised all male and female teachers and students of Federal Government secondary schools in Islamabad Capital Territory (ICT). Category-wise sample was drawn out of the population using stratified random sampling technique. Overall, 56 schools were selected. 112 teachers (2 from each school) and1680 students (30 from each school) were included in the sample. The collected data were analyzed using SPSS 16. According to the nature of the data and to address the research questions, different statistical techniques i.e. descriptive statistics, t-test, Pearson r, and one-way ANOVA tests were applied. The findings of the study revealed that both the dimensions of teacher immediacy were often observed by the teachers while teaching in the classrooms and all the dimensions of student engagement were often observed by students in their classrooms. The Pearson r of the relationship between teachers’ immediacy behaviours and students’ classroom engagement indicated that there was a large positive relationship between teacher immediacy and student engagement. A significant difference was found between the immediacy behaviours of teachers on gender basis. It was determined that teachers’ gender do affect their immediacy behaviours. Male teachers exhibited more immediacy behaviours on both the dimensions of teacher immediacy than the female teachers. There was no significant difference between immediacy behaviours teachers on locale basis. It was established that teachers’ professional qualification does not affect their immediacy behaviours. It was concluded that teachers’ different levels of length of service have no impact on their immediacy behaviours. There was a significant difference between student engagement on gender basis. The engagement

of female students in classroom was greater than the engagement of male students. It was settled that students’ locale (Urban / Rural) does not affect their engagement in the classroom