The Teacher-Student Relationship in Experiential Classes and the Student’s Perception Of Course Effectiveness

Abstract

Course effectiveness is a significant issue especially for "innovative” classes. Courses that are taught in unorthodox ways are naturally suspect. This study was conducted to analyze the relationship between the teacher-student relationship and the student’s perception of course effectiveness. The review of related research suggested that the teacher-student relationship is important in lecture classes in grade school, adult education classes, and in college students’ choice of major. A review of the research on the effectiveness of the experiential approach provides mixed results. The research in the present study suggests that the emotional relationship between the teacher and student is related to students’ perception of the effectiveness of the experiential method.