Lecturer-Student Rapport as a Predictor of Student Learning in Higher Education

Interpersonal rapport between the lecturer and the student plays a vital role in the teaching-learning process. This study investigated the effect of lecturer-student rapport on student learning. Particularly, it examined how the lecturer-student rapport as well as immediacy affect students’ attitudes towards the instructor, the course, student motivation, and perceived learning. A quantitative, cross-sectional study design was employed for this study, and the data were obtained from a convenience sample of 159 medical undergraduates. Participants completed self-report measures including lecturer-student rapport, immediacy, students’ attitudes toward the instructor and the course, student motivation, and their perceptions of learning. Results revealed that lecturer-student rapport significantly predicted students’ attitude toward the course and the instructor, their motivation, and their perceptions of learning for the entire sample. Comparison between groups also revealed similar results in relation to lecturer-student rapport and student outcomes. The findings of this study highlight that the lecturer-student rapport and the lecturer's psychological availability significantly contribute to students’ attitudes toward the course and the instructor, their motivation, and their perceived learning in a higher educational environment. This suggests that a supportive and positive relationship between the lecturer and students has a positive influence on educational outcomes and overall student success.