Rapport-building is a well-known construct and so is Classroom Environment (CRE). Faculty-student rapport (FSR) in higher education is perceived to enhance motivational level, comfort level, communication and eventually learning. Connecting with students also leads to better student engagement in the learning process. A lot has been said about faculty-student rapport by theoreticians however research needs to measure its impact empirically. This research paper measures impact of FSR on CRE in the institutions imparting management and engineering education in NCR, India. Objective of this paper is to establish whether a positive correlation exists between FSR and CRE. Other objectives of this paper are to evaluate if stream of education (engineering/management) and gender of teacher have significant impact on FSR.

Data was collected from 800 students from private institutions of National Capital Region (NCR), India using Professor-Student Rapport Scale and The College and University Classroom Environment Inventory (CUCEI) questionnaire. The impact of FSR on CRE has been measured through Pearson Correlation. The impact of stream of education (engineering/management) and gender of teacher on FSR have been measured through T-test. This research paper primarily measures student perception.

Pearson correlation on this data size of 800 affirmed that there exists a positive correlation between Faculty-student rapport and Classroom Environment. T-tests determined that stream of education does not impact FSR whereas gender of the teacher impacts FSR.

Previous research has shown mixed results that FSR impacts student achievement. This does not mean that FSR should be neglected or given less importance. Faculty-student rapport impacts Classroom Environment and hence should be considered and maintained in higher education.


Rapport, classroom environment, correlation, t-test, higher education,


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