Bil Tajuk/Tahun/ Pernyataan Masalah Persoalan Kajian Teori/ Lokasi dan Instrument Ujian Keputusan

. Penyelidik (IV & DV) Model Sampel (Kualitatif/

Kuantitatif)
1 Chinese  Learning  What actual level of  Model for Lokasi: Kuantitatif:  Multilevel  Chinese students
students' activities in teacher influence interperson  Three  48-item QTI analyses of preferred a more
perceptions of classrooms are and proximity do al teacher schools in (Wubbels & variance positive EFL
teacher-student always students perceive in behavior two Levy, 1991) were classroom
interpersonal accompanied by China? To what (Wubbels minority  Students' conducted environment
behavior and interpersonal degree are student, et al., autonomous achievemen with HLM  Positive association
implications interaction teacher, and class 1991, regions of t was 7.0 between CO
(2015) (Doyle,1979) and characteristics 1993), Southwester measured Proximity and
these correlated with n using the student achievement
 Michael interactions are students' perceptions China final English  DS Influence was not
Wei an important of teacher influence exam scores a significant predictor
 Yalun Zhou element of the and proximity? Sampel: that they of student
 Carolyn perceived  Do students'  823 Grade received. achievement
Barber learning perceptions of 7 to 10  Chinese students
 Perry den environment teacher influence reported higher
Brok (Wubbels & and proximity predict scores for ideal
Brekelmans, students' EFL teacher behavior
2005). achievement? than for actual
 What are the behavior in Proximity
differences between (CO),
students' ideal and
actual perceptions of
their teachers'
interpersonal
behavior?
2 Teacher  Research in  What relationships  Model for Lokasi: Kuantitatif:  simple  Teacher with
interpersonal psychology has exist between Interperso  four  The correlation Uncertain behaviour
behaviour and shown that the Chinese students’ nal Teacher secondary Questionnai analyses was negatively and
student effect that perceptions of their Behaviour school re on  multiple significantly related
achievement in teachers teachers’ (MITB) classes in Teacher correlation to student
English as a have on students interpersonal (Wubbels the Interaction analyses achievement at
Foreign is largely behaviour and their et al.  southwest (QTI;  multiple 0.01 level. All other
Language determined by achievement in EFL? 1985). part of Wubbels regression interpersonal
classrooms in students’  What are the China and Levy analyses behaviours (seven
China (2009) psychological characteristics of a 1991)  paired scales) and student
responses to Chinese ‘ideal’ Sampel:  Eighth sample t- achievement were
 Michael what the teacher compared to  160 Grade 8 Grade tests not significantly
Wei teacher does those of a students English Test correlated
 Perry den (Doyle 1979; Chinese ‘actual’ devised by  Chinese students
Brok Shuell 1996) teacher? the reported higher
  Yalun Zhou  What interpersonal Municipal scores for ideal
profiles can be found Education teacher behaviour
in Chinese students’ and Science than for actual
ideal and actual Research behaviour for
perceptions of their Institute in Leadership,
teachers? the Understanding,
provincial Helpful/Friendly and
capital city. Student Freedom and
lower scores for
Admonishing,
Dissatisfied and
Strict
 For both actual and
ideal perceptions, the
Tolerant-
Authoritative profile
appeared to be the
most common style.
3 Learners’  The quality of  Does learner’s  Interperso Lokasi: Kuantitatif:  linear  Classroom learning
Perception of instruction and perception of nal  Eighty four  Teachers regression environment from
Teachers’ the end products interpersonal Adjective (84) public Interaction the learners’
Interpersonal of education behavior of teachers Checklist secondary within the perception of
Behaviour as a depend to a predict (ICL) Leary schools classroom teachers’
Predictor of large extent on academic (1957). from the (QTI) interpersonal
Academic the job achievements of the eighteen adapted behaviour predicted
Achievement in performance of students in Junior (18) local from the academic
Junior the teacher. The Secondary School government Brekelmans, achievement of the
Secondary quality of Certificate area. Webbels learners in the Junior
School teaching is a key Examination? Sampel: and Brok Secondary
Certificate determinant of  Eight (2002) School Certificate
Examination of learning. hundred  Result of Examination in Edo
Edo State, and fifty 2012/2013 State.
Nigeria (2017) (850) for Junior
students Secondary
 Beatrice School
Omozele Certificate
Examination
and
questionnair
es.
4 Child  Research  What are children’s  Interperso Lokasi: Kuantitatif:  Multilevel  The results showed
perceptions of suggests that perceptions of their nal theory  24 Dutch  National confirmator that the two
teacher high levels of teacher’s (Wubbels,B mainstream tests (the y factor interpersonal
Interpersonal
 behavior and social and interpersonal rekelmns,D primary Arithmeticsa analysis dimensions were
Associations instructional behavior? en Brok, & schools nd  Chi-square moderately and
with support and  What is the level of Van (urban,subu Mathematic difference Positively correlated,
mathematics teachers who children mathematics Tartwijk, rban,and s Test 2006: tests (two- but not so high that
Achievement in adequately achievement? 2006) rural areas AMT) tailed they could not be
Dutch early manage  What are the  Attachmen in the  Dutch testing) interpreted as
Grade children’stime differences in t theory western version of  Multilevel separate dimensions
classrooms and behavior can mathematics  part of the the regression  Both positive
(2013) positively achievement Netherland) Questionnai analyses Experiences of
influence between children Sampel: re on Control and
 Haytske student and classes?  828 first- Teacher Affiliation predicted
Zijlstra engagement and  What is the and second- Interaction children’s
 Theo achievement in association between grade mathematics
Wubbels reading and teacher interpersonal children achievement at the
 Mieke mathematics behavior and  40 teachers end of the school
Brekelman (e.g.,Curby,Rim children’s year after controlling
s m- Kaufman, & mathematics for mid-year
 Helma Ponitz, 2009; achievement? mathematics
M.Y.Koome Hamre & Pianta, Achievement
n 2005;  The results revealed
Ladd, Birch,& a differential
Buhs, 1999). association with
mathematics
achievement for
Affiliation, but not for
Control, across
classes.
5 Kemahiran  Hubungan yang  Apakah tahap  Model for Lokasi: Kuantitatif:  Analisis  Tahap kemahiran
Interpersonal baik antara guru kemahiran Teacher Empat buah  Questionnai deskriptif interpersonal guru
Guru dan dan pelajar akan interpersonal guru- Interperso MRSM di negeri re for  Ujian adalah sederhana.
Hubungan menimbulkan guru? nal Pahang Teacher Kolerasi  Tidak wujud
dengan rasa hormat,  Adakah wujud Behaviour Interaction  Analisis hubungan antara
Pencapaian selesa dan hubungan antara (MTBI) Sampel: (QTI) dari ANOVA kemahiran
Akademik seterusnya kemahiran Wubbels, Seramai 226 Model for interpersonal guru
Pelajar (2015) mewujudkan interpersonal guru Creton dan pelajar Teacher dengan pencapaian
rasa minat dengan pencapaian Hooymayer Interperson akademik pelajar.
 Khalip terhadap subjek akademik pelajar? (1992) al Behavior  Wujud perbezaan
Musa yang membawa  Adakah wujud  Differentiat oleh signifikan kemahiran
 Hariza Abd. kepada perbezaan ed Model Wubbels interpersonal guru-
Halim peningkatan kemahiran of (1993). guru di antara empat
motivasi dan interpersonal guru Giftedness buah MRSM kajian.
komitmen yang antara empat buah and Talent
lebih baik MRSM terlibat? (DMGT)
terhadap Gagne
 pengajaran (1999).
seseorang guru.
Hubungan yang
positif ini
seterusnya akan
merangsang dan
mendorong
pelajar untuk
meningkatkan
pencapaian
akademik
mereka terhadap
subjek tersebut
(Den Brok et al.
2005).
6
7
8 Student  The problem of  How do students  Leary's Lokasi: Kuantitatif:  Nonparamet 
Perceptions of inadequate- perceive the Interperso  suburban  QTI by ric
Biology teacher interpersonal nal community Wubbels et Spearman’s
Teachers' interactions in behaviors of the Communic college in a al. (1985) correlations
Interpersonal undergraduate instructors of their ation Mid-Atlantic  descriptive
Teaching introductory introductory biology Theory state statistics
Behaviors and biology courses?  Systems
Student classrooms has  What is the Communic Sampel:
Achievement. been linked to relationship between ation  318
poor student students’ Theory students
 Victor performance, perceptions of  Model for who were
Madike resulting in teacher interpersonal interperson nonrandoml
fewer teaching behavior al teacher y selected to
students and student behavior participate
pursuing achievement in in the study
advanced degree introductory biology
and careers in courses?
life science  Do student
(National perceptions of
Science Board, teacher interpersonal
2008; Wood, behavior
2009). differ based upon
student achievement
levels in introductory
biology courses?