Escuela De Sophia of Caloocan, Inc.

SENIOR HIGH SCHOOL DEPARTMENT

 TEACHER'S IMMEDIACY: CLASSROOM COMMUNITY IN AN ONLINE LEARNING

OF BSIT 1st YEAR STUDENT

A THESIS PRESENTED TO THE

BESTLINK COLLEGE OF THE PHILIPPINES

In partial fulfillment of the Requirements for the of the BSIT in BESTLINK COLLEGE
OF THE PHILIPPINES

Submitted by:

RIVERA, JOSH KLEIN B.

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Table of Contents
PRELIMINARIES
Cover Page                                                                                                                         
Table of Contents                                                                                                             

Acknowledgement                                                                                                           
Dedication                                                                                                                        
Abstract                                                                                                                            
Introduction                                                                                                                   
                                                                                                                
 THE PROBLEM AND ITS BACKGROUND
Introduction                                                                                                                    
1                    Statement of the problem                                                                                              
4 Scope and Delimitation                                                                                        
4           
Significance of the Study                                                                                               5             
Definition of Terms                                                                                                        6             

 REVIEW OF RELATED LITERATURES AND STUDIES

Related Literature and Studies                                                                                     7                
Conceptual Framework                                                                                                 17               

 RESEARCH DESIGN AND METHODOLOGY 

Research Design                                                                                                             19                 
Research Setting                                                                                                             19              
Respondents of the Study                                                                                             19              
Sampling Technique                                                                                                       20              
Research Instrument                                                                                                      20                
Data Gathering Procedure                                                                                            21                
Statistical Treatment                                                                                                      22               

    

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Acknowledgement

Firstly, we would like to thank God for He was the one who has guided us
through hardships and difficulties. Without his blessings and compassion, this study
would not have been possible.

To our Subject teacher, and Research Adviser, Sir Joel Almazan who guided us
throughout the whole process of conducting this research by giving us chances to correct
our mistakes and being considerate to us.

To one of the researcher’s friend, Gv Cantorna as he provided assistance for the

basic knowledge of making this research study.

To Bestlink College of the Philippines, who gave us an opportunity to learn, and

gain new knowledge amidst pandemic.

Lastly, to our Friends, and Parents, who gave us their support when we are
having a hard time and encouraging us to do our best.

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Dedication

This study is dedicated to the future researchers who will benefit from this work. This is

also dedicated to the teachers who have always been hardworking in order to educate us.

Especially to Mr. Joel Almazan who has been a great Teacher. Also, to our dear classmates who

are ready to help us if we don’t understand something. They are there to support us along with

making happy memories together. 

A special feeling of gratitude towards the family members of us, the researchers who

have been supportive throughout the ups and downs of the making of this work, and during the

school year in general. Lastly, a big thanks to God, who has provided us with knowledge and

confidence to finish this study effectively.

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Abstract

Online classes are frequently used at institutions of higher education, teaching through the

internet introduces many difficulties and challenges, including how to prepare educator

immediacy in the web-based learning environment. Moreover, the temporary closure of

our school has forced us to embrace new ways of teaching and underscored the

advantages of our educational model. Therefore, genuine human interaction remains

central to any kind of learning despite any technological advances in education. The

purpose of the study is to identify the relationship between teacher’s immediacy and

classroom community in an online learning. This study utilizes correlational design of

research. The instrument used in the study were survey questionnaires adapted from the

study of Wilson and Lawrence (2008) entitled Immediacy Scale Represent Four Factors:

Nonverbal and Verbal Components Predict Student Outcomes and the study of Rovai

(2002) entitled Development of an Instrument to Measure Classroom Community.

Lastly, the researchers also used a researcher - made questionnaire. Furthermore, the

rating scale for the questionnaire was 4.0 - 3.51 Always, 3.50 - 2.51 Often, 2.50 - 1.51

Rarely, and 1.50 - 1.0 Never. Furthermore, the level of verbal and nonverbal immediacy

of senior high school teachers are effective to the students. The effects of immediacy in

terms of connectedness and learning has a positive impact on the classroom community

of senior high school students. Therefore, it implies that the teachers' immediacy such as

verbal and non-verbal immediacy, and the effects of immediacy in terms of

connectedness and learning have a significant impact and a very strong positive

relationship to the classroom community of senior high school students as assessed by

the student respondents.

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TITLE:  TEACHER'S IMMEDIACY: CLASSROOM COMMUNITY IN AN

ONLINE LEARNING

Researchers: ARIETA, KEITH D.

BARASI, GIL MARK
CANTORNA, GV J.
CASTOR, MARY ROSE D.
DE GUZMAN, PHOEBE F.
NEAR, HAYLE P.
ROBLEDO, MICHAEL ANGELO F.
ROBLES, MARY JANE M.

Research Adviser: JEROME BARAQUIO 

Name and Address Escuela de Sophia of Caloocan, Inc.

of the Institution: Caloocan City

Year: 2021

Teacher’s Immediacy is conceptualized as a root of communication to increase the

interaction of the students. It means that through the use of the teacher's level of immediacy

such as verbal and non-verbal immediacy, students can develop and reciprocate the efforts and

attention that the teachers impart to an individual. However, the continuous spreading of

Coronavirus 19 lays a challenge on how the teacher can still imply Immediacy inside the online

learning environment. Additionally, the students also face difficulty and tension towards the

laid-out set-up as the student will experience struggle in forming a bond, acquisition of

knowledge, and connection among fellow students and teachers since the medium of learning is

not the traditional ways but rather a modern approach in which there is an involvement of

advanced technologies and applications. Moreover, this research also tests the influence of

teacher’s immediacy to the students’ academic performance and reconnection to the other

people. Furthermore, this research has good benefits to teachers and students by its purpose

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and objective. The main purpose HIGH
of this SCHOOL
study is to DEPARTMENT
give students and teachers knowledge and

awareness on how to establish a healthy and strong classroom community and relationship in an

online learning environment. It helps the teachers to motivate their students to learn more by

providing a good immediacy in classes. This study also has a benefit to students too, it allows

students to practice their immediacy to other people to guide them how to act as a student in

different situations in the classroom. This study is chosen to identify the relationship between

teacher’s immediacy and classroom community. To determine if teacher’s immediacy has an

impact on the classroom community. 

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Background of the Study

Problems arise prevalently due to the Coronavirus pandemic that pushes the notion of

transferring the live lecture class to an online environment. Online platforms are being used to

relieve the difficulties being brought to the educational sector by the pandemic, although

academic communities are still cynical about these changes. Strict social and physical distancing

measures and the prolonged closure of schools aim to minimize the spread of the virus. This

pave the role of online learning as a solution to bridge the gap. In many ways, interaction in an

online learning environment mirrors the structure of a traditional classroom which is teacher-

centered, information-based, and assessment-driven. Students often learn from the presence of

their teacher that is supported by his/her comportment, facial expression, and movement

through physical space. As the environment of teaching and learning is rapidly evolving and the

effects of the pandemic are being felt worldwide, the prevalence of communication technology

and interaction in the classroom is being supplanted by online learning. These changes can be

alarming in the sense that teaching online can be challenging for instructors who are new or

never have experience teaching online. Consequently, the quality of immediacy of teachers and

learning is being affected by these factors.

Online classes are frequently used at institutions of higher education, teaching through

the internet introduces many difficulties and challenges, including how to cultivate educator

immediacy in the web-based learning environment. The pandemic has changed the educational

system with the rise of e-learning, whereby teaching is shifted to online platforms and remote

education. Technological advances and genuine human interaction remain central to any kind of

learning. Distance learning can be complicated for students and teachers who have to deal with

the complications and struggles that the pandemic has caused within the education system as

well. Since the school closed, it has not been a smooth ride for everyone. 

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Teaching is manifested in many forms and shapes. It is exciting and thrilling — pulling

off a new lecture, weaving together strands of thought that have been wrestling with for years

with an illustration discovered on a digital archive the night before, and getting just the right

feedback, from a student. Teachers mourned the loss of what makes school enjoyable, even

“magical”. The temporary closing of our school has forced us to embrace new ways of teaching, it

has also underscored the advantages of our educational model. What students and faculty miss

are not only the physical places but also the place-based interactions. They miss the school — the

public space in their city of education and have rediscovered the value of what they might have

taken for granted over the years. 

Teacher's immediacy is composed of two factors which are the verbal and non-verbal

immediacy. These factors can break the relationship barriers between the students and their

teachers. According to Christophel and Gorham (1995) “Teacher immediacy is described as non-

verbal and verbal activities that lessen the gap between educators and students’ relationships”

(p. 292). The non-verbal immediacy refers to facial expressions such as smiling and engaging in

eye contact, having comfort in body posture, and hand gestures. While verbal immediacy refers

to calling students by name, using personal examples or experiences, and praising students'

works. These acts would make the learners feel comfortable and at ease in the classroom

environment. Defeating the reluctance in the classroom community is the key to achieving a

great and light classroom rapport.

Teachers' nonverbal and verbal immediacy skills may have appeared to positively affect

student learning. Teachers may be prompt during and after teaching for various reasons: to

show worry for a student's needs, to start correspondence with students, or even to assume

responsibility for a study hall circumstance to arrive at an objective. Teachers who take part in

quick verbal and nonverbal abilities possibly have more impact over students, an impact that

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may help those instructors in achieving their objectives as verbal and nonverbal instances will in

general summon more relation and enjoyment from their student. This study is significant

because teachers can be aware of how they will communicate properly to their students or what

they should do when they encounter different students to have a better classroom community

even in online learning. It is also to the learner’s convenience having a good classroom

atmosphere so that they can absorb the information more effectively, because having a good

relationship with the teacher helps with overall learning efficiency.

 A fruitful homeroom network helps cultivate a feeling of having a place and advances

good social abilities and scholastic accomplishment. Teachers or instructors may drop their

students' guard by engaging in some activities that require communication and cooperation of

everyone. In that way, students may feel comfortable with their classmates and also with their

teachers.  According to Allen (2000), “The first step in creating community in the classroom is

helping students drop their guard long enough to begin to get to know one another and their

teacher as people” (pp. 24-25).  Enabling the student to participate in activities that may help

the students to showcase and enhance their talent, skills, personality, and ability can be a big

element to strengthen the sense of belongingness of students in the classroom. Specifically,

teachers may encourage their students to accelerate their interaction with one another by using

icebreakers in the classroom, particularly in the first semester to reinforce the connection

between students and teachers.

Classroom community has two sub-indicators: Connectedness and learning. According

to Jorgenson et al, (2018) The ability of the students to engage, accept and satisfy the feeling of

belonging may create a unity within the students and school community. Acquiring trust to one

another may be hard yet by sharing information or sentiments may help the students to become

open and build the rapport inside of the classroom. As stated by Khan (2017), learning is

attaining new information that is meaningful and valuable to the students at the same time

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being able to share that knowledge with other people. The purpose of the study is to identify the

relationship between teacher’s immediacy and classroom community in an online learning.

Statement of the Problem

The study aims to determine the relationship between teachers’ immediacy and

classroom community in an online learning. It distinctively aims to give answers to these

questions:

1. What is the level of immediacy of Senior High School Teachers in terms of following:
1.1 Verbal immediacy
1.2 Nonverbal immediacy
2. What is the effect of Immediacy on Classroom Community of Senior High School Students in
terms of following:
2.1 Connectedness
2.2Learning
3. Is there a significant relationship between teachers’ immediacy and classroom community in

online learning? 

Hypothesis

There is no significant relationship between teachers’ immediacy and classroom

community in an online learning environment. 

 Scope and Delimitation

The research will be conducted at Escuela De Sophia of Caloocan, Inc. This study limits

its coverage to all the strands of senior high school for the first and second quarter. The study

focuses on the current grade 11 and 12 students of the present year S.Y. 2020-2021 . This study

focuses on the connection between the teacher’s immediacy and classroom community in all

strands of senior high school. The data collection will be conducted by getting 5 respondents per

section in grade 11 and grade 12 students of Escuela De Sophia of Caloocan, Inc. school year

2020-2021 who will represent the population. This study will not cover other problems that are

not considered as one of the factors in the connection between teacher’s immediacy and

classroom community. The other students which do not fall as part of grade 11 and grade 12 are

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not within the scope of this study. HIGH
The SCHOOL
study would DEPARTMENT
be done through the utilization of a set of

questionnaires to the students as a survey and reference.

Significance of the Study

The findings of this study will be conducive to the benefit not only of the school but also

the society considering that the immediacy of teachers plays an important role in online

education. 

Students. This may help them to be informed about the significance and how does the

immediacy of teachers affect their learning experiences during online classes. Upon this

information, this study can enlighten them to appraise their practices on study habits,

behaviors, and values about online learning. 

Parents. This study could help them have an insight into their children (as a student)

and support them in any way they can.  Furthermore, as the parent who enrolled their children

in this academy, comes with self-assurance that their children are effectively participating in the

class and efficiently developing their social skills despite the new blended learning.

School administrators. This study may help the institutions to seek the improvement

of their system and implement guidelines that may help the teachers and students. Moreover,

they can distinguish the upside and downside of the system and partially remodel the process

for the betterment of the system.

Teachers. This study may serve as an eye-opener (self-reminder) for them to equip

themselves or enhance their capability of building rapport within the classroom: between

him/her and the student or amongst the students themselves in an online class.

Researchers. This study may serve as a guide for them on how they will communicate

or cooperate with their teachers or classmates in an online environment. This study will give

them knowledge on how they will help their teachers to build a good classroom community.

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Future researchers. This HIGH
study SCHOOL DEPARTMENT
may help the future researcher to be aware and

knowledgeable about the teacher's immediacy and how students build a classroom community

in an online environment. Also, it can be a help as a future reference for more studies in the

future.

DEFINITION OF TERMS

Classroom Community - The feeling between and among students that deals with the

sense of belongingness, trust, and commitment. (Chen & Chiou, 2014) 

 Connectedness - A sense of integration, acceptance, and satisfaction of the student

that engages in developing the feeling of dedication towards the institution. (Jorgenson et al,

2018)

Learning - Acquiring new information that is meaningful and beneficial to the student

and can be shared with other people. (Khan et al, 2017)

Non-verbal immediacy - Way of communicating through actions such as practicing

eye contact, body language, or relaxed body posture to encourage a student in involving the

school activities. (Yazdi et al, 2018) 

Online Learning - A virtual way of learning that uses different devices to grasp

knowledge, communicates and interact with the teachers and student through the synchronous

and asynchronous environment (Dhawan, 2020)

Teacher's immediacy - A sense of intimacy that aids the teacher to enhance the

communication within the student (Ghamdi et al, 2016).

Verbal Immediacy - Way of addressing students through verbal communication such

as using personal pronouns to increase the connection of the teacher and student.(Kalat et

al,2018)

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES 

This chapter involves the related studies and literature both foreign and local sources

after a thorough and comprehensive research done by the researcher. The chapter highlights the

ideas, concepts, and generalizations that may help to synthesize and familiarize the details that

are similar to the current study.

Foreign Literature 

Sözer (2019) stated that teachers who practice “friendly smiling” is the most effective

way and the “physical appearance” is the least one that is deemed by the students. Besides, he

also stated that “eye contact” and “personal examples” significantly have different impacts when

it comes to teaching. With regards to our study, this research results show that teachers’

immediacy and behavior can possibly have an impact on the students.  Having a “friendly smile”

to the students can have a positive effect on them. 

Mahestu (2016) suggested that immediacy practices are the actions that are done

together, communicating with warmth, positive effect, involvement, and closeness.

Furthermore, the study showed that immediacy is a primary signal or way for people to show a

willingness to communicate, connect, and promote positive feelings for other people. In

addition, this study revealed that instructors who call their students by their nicknames are

powerful and humble immediacy behavior. Concerning our study, teachers’ immediacy can

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affect classroom rapport positively SCHOOL DEPARTMENT
by simultaneously communicating with students with

warmth and willingness to communicate

Curry (2020) attested that considering the teacher's immediacy method can aid the

teachers to maintain the connection between their students in which the teacher may use the

two sub-components of teachers’ immediacy; the verbal and non-verbal immediacy.

Consequently, these sub-components are made to break the barrier between the teacher and the

students wherein this is the way of the teachers to communicate and connect to the students

that can improve and further increase the level of intimacy of the students to the teachers. Also,

the verbal and non-verbal immediacy can promote a good relationship to the teachers and

students that can take into account as an essential element to have an effective online set up.

Furthermore, the two sub-components may assist the teachers in providing constructive

strategies to build a good classroom environment in an online learning environment 

Augustino (2016) states that good communication and interaction is the key to have a

successful web-based classroom. Due to the fact that connection creates a community which in

turn helps to encourage students to be interactive and provide multitudes of engagement in the

class. Having teacher immediacy in online learning is the most effective strategy for dealing with

an online-based learning environment. 

Khan (2017) asserted that to achieve effective communications, teachers should

minimize or totally avoid the use of unkind or untoward feelings within the process of teaching.

This is connected to the fact that the communicative skills of the teacher play a significant role

in the academic endeavors and success of the students.

Diloyan (2017) stated that three classrooms in Armenian public high school targets the

topic between the teacher-student communication and how it affects the students' enthusiasm

and willingness to learn. The result of the data shows that it has a huge impact on a student's

motivation in the classroom. These kinds of relationships can be achieved through verbal and

non-verbal immediacy of the teachers in the classroom. 

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Waldern (2015) assesses thatHIGH SCHOOL
in order DEPARTMENT
to have a harmonious relationship with the

teachers and students, teachers must effectively use syntax such as expressing probability,

ownership or exclusiveness that will help to allow the student to feel belongingness. In this case,

the teacher may understand the students’ needs and may improve communication with the

student. Furthermore, the teacher should perceive what is the potent approach to catch the

attention of

the student throughout the discussion that will help both the students and teachers to create a

powerful bond even though the learning setup is quite hard because of the pandemic. 

In this category, the collection of foreign literature contains information on verbal and

non-verbal immediacy. It also contains how teacher's immediacy such as friendly smiling and

using personal examples has a positive impact on students. This tends to create a positive

relationship and breaks the barrier between teachers and students.  Also, it focuses on the fact

that good communication and interaction are important to have a successful online learning

environment. These factors create a more relationship-based experience in the classroom.

Concerning the current study, teachers' immediacy can foster a sense of belonging, which

encourages students to be interactive and provides many opportunities for interaction in the

classroom.

Foreign Studies

Kalat, et al. (2018) stated that there are two main kinds of immediacy, which is the

verbal and nonverbal. If a teacher is displaying good communicative behaviors, the student’s

interest for learning is increasing. As a result, the highest frequency of communicative behaviors

are body gestures and rapport making factors. The study aims to determine the determinants

and its consequences. It helps the teacher, educators, and policy maker to develop and enhance

the teaching quality for the students to motivate them in learning. In connection to our study,

immediacy may help build teacher-student relationships in an online environment.

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Ghamdi (2017) asserted thatHIGH SCHOOL
practicing theDEPARTMENT
teacher’s immediacy behavior in online

learning may stimulate the student interaction and improve the quality of the learning process

in virtual classrooms that may reduce the psychological distance of the student and the teacher.

Therefore, the study strengthens the position that the teacher’s immediacy has a substantial

impact on the learner’s capability of comprehending and having a connection with one another.

In order to construct the classroom community, teachers must identify the appropriate

immediacy that should be applied to the students to build the classroom environment in an

online

learning system otherwise, the student will not perceive the distance learning and still learn

effectively and efficiently. 

Al Ghamdi, et al. (2016) stated that there is a connection between teachers’ overall

immediacy and student’s overall online participation and satisfaction. Furthermore, the study

showed us that male participants are more willing to participate than females. But female

participants are more satisfied in terms of communication than male. In addition, teachers’

immediacy has a big impact and an important factor in an online classroom setting. In relation

to our study, teachers’ immediacy can affect the classroom setting on a distance or online

learning. The immediacy of the teachers is not only to strengthen the bond between them and

the students but also to practice more effective learning strategies through gestures and

expressions. This way, the material can sink in more clearly to the minds of the students.

Küçük (2016) conducted a study where students evaluate their teachers’ nonverbal

immediacy behaviors. The conclusion they’ve come up with is that these students find the

nonverbal immediacy and behaviors of the teachers adequate, and the result is the same

whether it be from male or female point of view.  This just shows that a lot of teachers are

showing nonverbal immediacy and are making the students comfortable while studying.

Andersen (2017) conducted an investigation that examined teachers’ immediacy as a

potential forcaster of effectiveness in educating. Teachers’ immediacy was thought to reduce the

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psychological distance between HIGH
teachers SCHOOL
and DEPARTMENT
students. By applying this, teaching can be much

more fruitful and productive which results in cognitive student learning. The results of this

study shows that teacher immediacy predicted 46% of the variance in student affect toward the

course instructor. Involving verbal and nonverbal immediacy among teaching in online learning

setup can help remove the unease among the relationship between the teachers and the

students. Based on what was stated, students can pick up a lot more knowledge when their

educators are exercising immediacy during the learning sessions.

As stated by Gomez (2017), the classroom community can affect the students in terms of

academic performance and the social skills of the student, this can be attributed to the fact that

the classroom community creates an engagement with the student which gives a safe and fair

environment where a student can feel a sense of common purpose. Also, a favorable learning

environment can mold the student engagement with one another, as it is essential to modify a

classroom where students are comfortable and possess the willingness to learn and interact with

the teachers as it will enhance the student's character and the academic status of the student. In

line with our study, it can be implied that knowing the essence of learning may help the student

to understand the significance of having interaction with other students within the classroom.  

        In this category, the collection of foreign studies contains information about teachers'

immediacy in our current setting which is an online environment. It also contains information

about how to communicate to students, and how we get their attention to focus on online

learning. According to a foreign study, if teachers display good communicative behavior,

student's interest in learning will increase. Furthermore, practicing the teacher's immediacy

may improve the student's interaction and the quality of the learning process.  As a result, it may

decrease the psychological gap and emotional barrier between the students and the teachers.

Also, the immediacy of the teachers is not only intended to strengthen the bond between them

and the students but also to practice more effective learning strategies through gestures and

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expressions. In relation to the HIGH
current SCHOOL
study, DEPARTMENT
teacher's immediacy may affect the classroom

community in an online environment.

Local Literature 

As the pandemic persists, transcending the traditional learning environment and

experience becomes virtually problematic. Teachers face a lack of power in terms of

commencing dialogue and discussions with students, affecting the quality of learning since it is

being curbed by spatial and technological difficulties during this new setup of learning.

Collo (2020) argued that despite a sudden drastic shift in teaching practices, educators

must still use traditional pedagogy to push the boundaries of learning and produce genuine

discourse with students for them to be a part of the process of learning. Therefore, it is evident

that in order to build immediacy with the students, a teacher must replicate and adapt the

existing pedagogy in online learning. As for the study of the group, enabling the student to

participate in discussions may help the students to showcase and enhance their personal traits

can strengthen the sense of belongingness of students in the classroom. 

Flores (2020) affirmed that the shift of the learning environment changes the approach

of the teacher to the student, from learning through the modules to guiding the student using

soft skills such as showing empathy and value the mental health of the student. Emphatically,

teachers need to find alternative strategies that may apply to the blending environment and can

help the student to interact with one another. Using the soft skills method is a great way to

cultivate the relationship of the teachers and the students inside the classroom since the student

may show interest when the teacher gives value to the welfare of the student.

According to Nombrado (2019), teachers have a way of teaching in which the teacher can

connect to the student; for instance, some teachers prefer to remain distant while others are

affectionate to the student. In line with this, teachers' style may employ to assist the student in

engaging oneself in the class that can generate the participation of the student during the

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discussion. Furthermore, the SENIOR HIGH
interaction SCHOOL
of the DEPARTMENT
student in the classroom may depend on how the

teachers approach the student if the teachers have a strong ambiance or have a friendly gesture.

The method of teaching of the teachers both communicative and uncommunicative gestural may

be the factor in how the student relies on the teachers when it comes to personal problems or

academic problems.

Remoto (2019) asserted that teachers can exercise psychological factors that may draw

the attention of the student through having the activities that can light up the ambiance,

bringing the outside world to the classroom, modifying strategies, and functioning humor inside

the class.

Considering this, psychological factors may hone the involvement of the student and can be a

motivation for the student to direct their concern and problems to the teachers because the

feeling of belongingness exists and the presence of the teachers is eloquent to the student.

Possibly, psychological factors such as senses of humor, teachers' technique, and good

atmosphere inside the classroom has a great impact on the classroom set up in the context of an

online environment because teachers need to catch the attention of the students creatively and

innovative even if the teacher can only see the student through the monitor of the computer.  

As stated by Tinga (2020), the unpredictable and changing environment of online

learning leads to the development of the initiative aspect of the students in processing and

understanding the lessons as the classroom acts as the foundation of learning. Students are

trying to cope up with the new learning environment that occurs in these times of crisis; thus,

students become enterprises in submitting the school works that the teachers provide to them to

accomplish the task and activities ahead of time. Regardless of the circumstances that are

present in the home environment, students still entail taking an action to do the task and

activities that are assigned to one another in order to accomplish the requirements that the

teachers assigned to the student. Nonetheless, the initiative of the students in this time of

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pandemic may be a difficult SENIOR
practice HIGH SCHOOL
yet students DEPARTMENT
can mold and enhance the initiative skills to

work on the lesson to clearly understand the lesson. 

According to the article written by Crisostomo (2020), online learning intensifies the

feelings of isolation of the student due to the presence of physical distance; this situation may

result in an adverse effect on the health of the student. The existence of physical space among

students has a vast upshot to welfare as students rely on each other in the traditional classroom

setup, wherein students become comfortable to construct social bonds to one another that

builds the character of the students and reconnect to the classroom activities.  Conversely to

online learning, students may perceive seclusion to other learners, as the physical distance

restraints the student from associating with other students due to virtual learning systems in

which students

are mandated to learn at home with the help of an educational application. Inevitably, the

welfare of the student physically, mentally, and socially is at the line of it. 

Amadora (2020) claimed that having a student agency in remote learning can help the

student to feel a sense of belonging to the classroom as it imposes a better learning environment

that the student can be comfortable with rather than troubled. Moreover, the student may learn

independently which fosters a healthy learning environment that promotes a sense of

acceptance. Also, it helps the student to create a harmonious connection to the other student

when schooling becomes adequate for oneself as it may result in helping one another in

completing the school activities. Performing the student agency in a remote environment may

aid the student in effectively engaging oneself with the other students and can gain confidence

and trust in oneself. 

Malipot and San Juan (2020) suggested that individuals need to engage and interact

with other people. It is argued that the physical presence inside the classrooms as online

learning lacks the social space and interaction that students and teachers need for learning to

occur. Despite shifting towards a virtual approach to learning, it does not mean that students

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SENIORdistant
should be drifting towards a socially HIGH SCHOOL
learning DEPARTMENT
environment. Notwithstanding the benefits

of online learning, this is only ideal as a short-term solution. Concerning our study, the

classroom community can be forged by reinforcing the connection between students and

teachers through engaging in some activities that require communication and cooperation of

everyone.

In this category, the collection of local literature contains information about the

subcomponents of teacher’s immediacy and classroom community in an online learning

environment. This portrays the different verbal and nonverbal immediacy that may evidently be

visible to the online environment as students constantly communicate with their teachers and

classmates. According to a local study, it is argued that physical presence in classrooms is

necessary because online learning lacks the social space and engagement that students and

teachers need for learning to occur. Moreover, there are various strategic and creative ways of

teaching that a teacher may utilize in online learning. In addition, teachers must develop

alternate

techniques that can be applied to the blending environment and help students engage with one

another since the level of learning is constrained by physical and technical challenges during this

new learning setup. Similar to the current study, the classroom community can be formed by

strengthening the bond between students and teachers.

Local Studies 

Galleto and Pangilinan (2017) stated that the immediacy of the instructors discovers a

different way to identify essential characteristics and educator's good communication skills

builds a strong relationship to students. Instructor’s good communication skills can help

motivate the students to learn and enhance student’s performance. Hence, the study showed

that the immediacy and the communication practices of the teachers did not affect or is not

connected to the student's performance. Thus, students must be responsible enough when it

comes to their school performance to have good grades. In relation to our study, it can be

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SENIOR
implied that immediacy is not relatedHIGH SCHOOL
to students' DEPARTMENT
performance, for it depends on the students'

determination to study. 

Ganzo (2016) stated that the behaviors of the teachers are crucial in building a good

relationship between students since the teachers are demanded to draw a professional line in

interacting with the student. Also, this study aims to know what are the possible uses of

immediacy in creating the classroom community.   In line with this, a good immediacy behavior

can be substantial in building an instructor-student relationship as the intimacy of the teachers

towards the student can be considered a vital part of producing a healthy and compassionate

classroom set-up. In connection with our study, a teacher's positive attitude or immediacy

behavior may have a huge effect on students because immediacy implies one of the keys to

building a stable teacher-student relationship.

Llanos (2020) stated that teacher-type teachers are instrumental in facilitating and

achieving operational and meaningful teaching and learning processes. The teacher style,

teaching style, self-discipline, and the effectiveness of teaching can affect students’ academic

performance in school.  In relation to our study, it can be implied that each student may differ

on discipline styles, learning styles, and participatory discipline, which is subject to discrepancy

and may not have any significance on the student’s educational effectiveness.

 Based on Figueroa & Theo (2017) in a classroom community, every individual is

responsible for socializing, sharing, proving their thoughts to the classroom community.

Therefore, students who are engaged in online learning are expected to help each other by

sharing ideas through shared presentations, searching, and putting all together the ideas to use. 

As such, this study used a question-and-answer platform. Piazza is used to facilitate

communication and collaboration among learners in the online learning community. The study

shows that knowledge contribution patterns influence a student's cognitive engagement.

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SENIOR
Relating to our study, it implies HIGH
that SCHOOL
sharing ideasDEPARTMENT
and thoughts is important in building a

strong relationship and communication in an online learning environment.

Eupenia (2012) asserted that an instructor's good interpersonal interaction is one of the

strongest roles in constructing a classroom community that affects the student's motivation in

learning in school. The result presents that good interaction behavior of teachers has a huge

impact on a student's motivation in learning. Associating with our study, a teacher’s good

communication skills and behavior can contribute a lot of positive effect on a student's

motivation in learning and result in a strong learning environment.

Triyanto, et al. (2020) stated that the professional development of workplace teachers

requires a sustainable and school-based model that enables them to work together to create an

environment that is conducive to their potential and educational improvement. In this model of

professional development, teachers are seen as central to the learning process so that they can

critically evaluate their own improvements. The teachers' understanding was positive evidence

that learning through the classroom contributed to their professional development, particularly

in terms of expanding their science knowledge, improving their pedagogical strategies as

needed, creating a collaborative and professional work environment and gaining recognition of

the

importance of reflection and discussion after class. The results thus show a growing acceptance

of a teaching as a model for professional development for teachers that can be adapted by other

Asian and international educational institutions.

In this category, the collection of local studies contains information about the teacher’s

positive behaviors, characteristics, and good communication skills inside the classroom

community. It shows that good immediacy and a positive attitude of an instructor brings great

atmosphere in the classroom. In a classroom setting, good teacher qualities also contribute to a

positive relationship between students and teachers. A teacher's ability to communicate

effectively with students increases their interest in learning and motivates them to do well in

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class. It reveals that teachers'SENIOR
actions HIGH SCHOOL
are critical DEPARTMENT
in fostering positive student relationships since

they are expected to maintain a professional demeanor when engaging with students. The

connection of teachers to students is an important aspect of maintaining a healthy and

nurturing environment. Moreover, good immediacy and behavior can play an important role in

the development of a teacher-student partnership. The instructor's emotional interaction is one

of the most critical factors in forming a learning atmosphere that is cohesive and supplements

the learning style of the students. In relation to the current study, students will be more

motivated to learn and their learning will increase if their instructor has strong communication

skills.

Conceptual Framework

Figure 1. The Conceptual Framework showing the Relationship of Teachers' Immediacy and

Classroom Community.

The figure above shows the relationship of the independent variable which is Teachers

Immediacy to the dependent variable which is the Classroom Community of Senior High School

students. Teachers Immediacy is defined as a sense of intimacy that aids the teacher to enhance

the communication within the student (Ghamdi et al, 2016), while Classroom Community refers

to the feeling between and among students that deals with the sense of belongingness, trust, and

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commitment (Chen & Chiou,SENIOR HIGH
2014). It SCHOOL
implies DEPARTMENT
that this study analyzed the correlation between

teachers' immediacy and classroom community. 

CHAPTER III

METHODOLOGY

This chapter covers the research methodology including the research design, the

research setting, the instruments used and the research method that assisted the researchers

who carried out this study.

 Research Design

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SENIOR HIGH
This study used correlational SCHOOL
design. DEPARTMENT
Correlational research determines the pattern of

the variables by exploring the relationship between the variables (Creswell, 2012; Delos Reyes &

Torio, 2020). Correlational research model is explained as a research that evaluates the

relationship between various or several variables without probing with these variables in any

kind of way (Karadeniz & Demirel et al., 2016, p.185). This study shows the relationship between

the teacher’s immediacy and classroom community.

Respondents of the Study 

This study entitled Teacher’s immediacy in Building Classroom Community in an online

learning: a correlational study that will use ninety (90) grade 11 and 12 students (All strands)

from the senior high-school department of Escuela de Sophia of Caloocan Inc. as the

respondents of the study, these students were chosen to participate in this study as the time

frame of the respondents and researcher is alike.

Research Setting 

This study is conducted at Escuela de Sophia of Caloocan Inc., a private non-sectarian

school located at Blk 31 Lot 1 & 2 Narra St. Rainbow Village 5 Phase 2, Bagumbong Caloocan

City, that started in 2006, which is currently handling pre-school, elementary school, high

school, and senior high school. The researchers administered the questionnaires online and

distributed it into equal parts. 45 for Grade 11 students and 45 for Grade 12 students in Escuela

de Sophia of Caloocan Inc.

Sampling Techniques

This research used a stratified sampling method to select the respondents that can be

part of the sample. This ensures that the target population will be divided into different groups

and each of the groups or the stratum represents a portion of the accessible population.

Researchers will then randomly select for each stratum to represent a certain population. A

stratum is a portion of the population that shares at least one similar characteristic or

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commonality (StatPac, 2017).SENIOR HIGH
With the SCHOOL
usage DEPARTMENT
of stratified sampling, researchers will specify the

relevant strata that represent the population.

Stratified sampling is a method of classifying strata or groups by separating people into

groups that are according to specific characteristics such as gender, religion, age, etc. (Verma et

al, 2017). It helps the researchers acquire precise information from different strata or

subpopulations. The use of stratified is considered by the researchers because it provides

accurate results and provides an apparent way of the distribution of questionnaires that helps to

identify the sample size population.

Research Instrument

The researchers used teachers' immediacy and classroom community scale as a research

instrument for the current study. The researcher employed two various questionnaires from

previous studies, one is to measure the independent variable, Immediacy Scale Represent Four

Factors: Nonverbal and Verbal Components Predict Student Outcomes that was developed by

Janie H. Wilson and Lawrence Locker Jr. in 2008 and for the dependent variable, the

researcher utilized the questionnaire of the study, Development of an instrument to measure

classroom community by Alfred P. Rovai in 2002. To be able to distinguish the connection of

teachers' immediacy and classroom community of the Senior High School students, the

researchers prepared four points Likert scale having the option of; Strongly Agree, Agree,

Strongly Disagree, and Disagree. The questionnaire has a total of 35 statements of which 20

items are for teacher's immediacy and 15 items for the classroom community.

The teacher's immediacy scale divides into two levels which are verbal immediacy and

non-verbal immediacy. Each part has 10 statements. On the other hand, the classroom

community-scale is a form of two parts; connectedness and learning composed of 15 questions

that have 4 negative statements and 11 positive statements. 

 Data Gathering Procedure

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 Escuela De Sophia of Caloocan, Inc.
SENIOR HIGH
In this study, the researchers SCHOOL DEPARTMENT
implemented Stratified sampling in order to gather the

data needed. After the selection of five (5) students among all the sections of Grade 11 and 12,

the students from the selected section will act as the respondents of the study. The respondents

will answer a questionnaire in Google Forms which will help the researchers to determine if

teachers’ immediacy is related to the classroom community. The researchers will guide the

respondents while answering the questionnaire.  After the researchers gather information from

the questionnaire, the researchers will analyze the data given by the respondents and the

researchers put it in a tabular form.

This data gathering procedure will happen in a way that researchers will ask permission

from the principal or school directress, head of the senior high school and the adviser of every

section in senior high school. Also, the researchers adapted a questionnaire about teachers’

immediacy and classroom community and its corresponding sub factors due to the fact that it is

suitable to our current study and to lessen time constraints of developing new questionnaires.

Furthermore, it adds up to the reliability and validity of the questionnaire since this has already

been utilized by other researchers.

According to Cohen (2013), a questionnaire is a type of instrument that is utilized for

collecting primary data. To conduct the data gathering procedure, several factors were

considered to ensure the safety of both the researchers and the respondents. The questionnaires

will be administered online to collect the data needed while following the safety protocols of the

government. The researchers made the survey questionnaires with the use of Google Forms

tailored for the respondents to provide the data that the researchers needed. The questionnaire

contains a total of thirty-five (35) questions to ascertain the level of immediacy of Senior High

School teachers and the effects on the classroom community. The first part will be focused on

the teacher's immediacy which has two sub-points that center on verbal and non-verbal

immediacy. While the second part is anchored on the classroom community with two sub-

points, which are connectedness and learning of the respondents.  The researchers will be

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 Escuela De Sophia of Caloocan, Inc.
gathering the data using theSENIOR
resultsHIGH
of theSCHOOL DEPARTMENT
questionnaires, which will be analyzed using the

statistical analysis chosen by the researchers to provide an in-depth analysis of the data for the

study. The sub factors for the teachers’ immediacy are: Verbal communication and Nonverbal

communication. While the sub factors for the classroom community are: Learning and

Connectedness. Researchers will let the respondents answer the questionnaire and if the

respondents will have any question, it can be answered by the researchers via Google Meet. A

link of Google Forms will be sent by the researchers to the respondents containing the

questionnaires, to be answered at a specified time allotment. These questionnaires will be

answered by the students from the senior high school department of Escuela de Sophia of

Caloocan Incorporated.

Statistical Treatment of Data

Mean

According to Durdovskiy (2018), the mean implies average and pertains to the sum of

the data divided by the amount of data. It is proven to be an effective tool when comparing data

sets; however, this might affect the impact of extreme values. In addition to that, Cherry (2019)

mentioned that in statistics, the mean was the mathematical average of a certain set of numbers.

It is calculated by adding up the scores and dividing the total by the number of scores.

Legends:

∑ = Sum everything that follows

𝑥 = Mean of all of the individual’s scores for a variable

𝑦 = Mean of all of the individual’s scores for a second variable

Formula:

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 Escuela De Sophia of Caloocan, Inc.
SENIOR HIGH SCHOOL DEPARTMENT

Standard Deviation

As stated by Salkind (2010), standard deviation is one way to provide a comprehensive

understanding of the characteristics of the data set. Furthermore, Hargave (2019) asserted that

standard deviation is a statistical measurement that measures the dispersion of a certain data

set relative to its mean and is determined by calculating the square root of the variance. It is

calculated as the square root of variance by determining the variation between each data point

relative to the mean.

Legends:

f = frequency.

x̅ “x-bar” = mean of a sample.

χ² = calculated test statistics.

σ “sigma” = standard deviation of a population.

∑ “sigma” = summation.

Formula:

Pearson’s R Moment Correlation

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 Escuela De Sophia of Caloocan, Inc.
SENIORPearson
According to Allen (2017), HIGH SCHOOL DEPARTMENT
correlation coefficient r is used to measure and

determine the relationship between two quantitative variables and the degree to which the two

variables coincide with each other. Additionally, Chee (2015) claimed that Pearson's R moment

correlation is utilized to estimate the statistical relationship of two continuous variables and

aims to calculate the strength or probability of the interval variable in a linear association. This

study utilized Pearson correlation coefficient r to compare the means of two related variables.

Legends:

 = correlation coefficient

= values of the x-variable in a sample

= mean of the values of the x-variable

= values of the y-variable in a sample

= mean of the values of the y-variable

Formula:

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