The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program

• Published in: The Asia-Pacific education researcher Vol. 30; no. 5; pp. 471 - 481
• Main Authors: Delos Reyes, Ryan Dave G., Torio, Von Anthony G.
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 01-10-2021; Springer; Springer Nature B.V
• Subjects: Correlation; Correlational studies; Education; Educational Policy and Politics; Expertise; Foreign Countries; Guidance Programs; Independent Study; International and Comparative Education; Interpersonal Relationship; Learning; Learning and Instruction; Learning Processes; Personal Autonomy; Regular Article; Sociology of Education; Student teacher relationship; Systems Approach; Teacher Student Relationship; Teaching; Teaching Methods; Philippines; Rapport; Learner autonomy; Teacher and student relationship; Education; Dynamic learning
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-020-00532-y

This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.