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Dissertation/Thesis Abstract

A Mixed Methods Study on Faculty Caring and Trust as Perceived by Undergraduate Students in Classrooms at a Mid-Western University
by Grant, Pamela L., Ed.D., Lindenwood University, 2018, 155; 10809719
Abstract (Summary)

This study investigated the relationship between caring and trust within the undergraduate classroom using two valid instruments and an original open-ended survey. The participants were from a mid-western university that included international students. Fifty undergraduate students volunteered to participate in the study. No undergraduate students were excluded from participating in the study, based on diversity. Evidence of a correlation between caring and trust was found using the Caring Professional Scale developed by Swanson (1991) and the Modified Instructional Perspectives Inventory adapted for students (MIPI-S) developed by Henschke (1989). The Cronbach alpha for the CPS was 0.74 to 0.97 and for the MIPI-S, it was 0.81 to 0.85 for factor two 'teacher trust of learners.' Both instruments were scored on a five-point Likert scale. The CPS was originally designed for consumers to rate a variety of healthcare providers on their practice relationship style during a research grant with the National Institute of Health and National Institute of Nursing Research. The MIPI-S was comprised of seven factors that measured engagement between faculty and students. Originally administered at the Chicago City Colleges and the Saint Louis Community Colleges, the MIPI instruments' reliability was established in three other doctoral dissertations as well. A Pearson Product Moment Correlation Coefficient was conducted, resulting in a moderate to strong positive correlation between caring and trust. A comparison of instrument items was also conducted utilizing a z-test (0.95) and t-test (0.24); each test scored below critical value indicating no interchangeability between instruments. This evidence seemed to support measurement of the two separate items of interest: caring and trust. As the benefit of higher education continued to be scrutinized by society, test scores and grades were perhaps a less reliable means of measurement for student satisfaction and retention. Therefore, the learning experience may become the new measurement for student satisfaction and retention.

Indexing (document details)
Advisor: Henschke, John A.
Commitee: McKee, Sue, Wisdom, Sherrie
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/09(E), Dissertation Abstracts International
Subjects: Educational evaluation, Higher education
Keywords: Retention, Student satisfaction
Publication Number: 10809719
ISBN: 978-0-355-87007-7
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