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dc.contributor.authorTemertzoglou, Ted
dc.date.accessioned2014-02-21T14:15:06Z
dc.date.available2014-02-21T14:15:06Z
dc.date.issued2014-02-21
dc.identifier.urihttp://hdl.handle.net/10464/5226
dc.description.abstractThis study was an investigation into whether strong teacher-student rapport relates to the drop-out rates of students in grade 9 and 10 health and physical education (HPE). In the study, One hundred and thirty-six grade 9 students from five high schools in Ontario participated in this study. Findings of whether or not rapport related to students’ decision to take an additional HPE credit beyond grade 9 did not prove conclusive. A significant multivariate interaction effect was not found; however, tests of between-subject effects on sex and grade 10 dropouts showed some interesting trends. More research is needed to further illuminate the link between teacher-student rapport and students’ enrollment in optional HPE classes.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectphysical education teacher student rapporten_US
dc.titleTeacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Educationen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
dc.embargo.termsNoneen_US


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