Effects of Professor’s Tone of Voice on Student’s Perception, Engagement, Emotion and Interest
Start Date
April 2025
Location
2nd floor - Library
Abstract
Communication skills are necessary for teachers to connect with students and encourage growth in classrooms. The present study examines the impact professors’ tone of voice has on students’ perceptions of a professor, situational interest, emotions of students, and engagement in learning materials. Participants (N=118) were randomly assigned an audio clip labeled as an introductory lecture on lightning formation given by a university professor. Participants were randomly assigned to one of six conditions, which included enthusiastic tone, monotone, or authoritative tone within the sex condition (male or female). After participants listened to the audio clip, they completed a questionnaire that measured all dependent variables (perceptions of a professor, situational interest, emotions of students, and engagement in learning materials). Participants reported demographic information through the questionnaire. Results indicated engaging tone of voice scored significantly higher than authoritative and monotone on Perception and Interest measures, and for some items on Emotion and Engagement measures. Additionally, the female scored significantly higher than the male professor for student’s perception. There were no significant interactions between the professor's gender and tone. The present study demonstrates the importance of professor’s communication style for student learning and growth.
Effects of Professor’s Tone of Voice on Student’s Perception, Engagement, Emotion and Interest
2nd floor - Library
Communication skills are necessary for teachers to connect with students and encourage growth in classrooms. The present study examines the impact professors’ tone of voice has on students’ perceptions of a professor, situational interest, emotions of students, and engagement in learning materials. Participants (N=118) were randomly assigned an audio clip labeled as an introductory lecture on lightning formation given by a university professor. Participants were randomly assigned to one of six conditions, which included enthusiastic tone, monotone, or authoritative tone within the sex condition (male or female). After participants listened to the audio clip, they completed a questionnaire that measured all dependent variables (perceptions of a professor, situational interest, emotions of students, and engagement in learning materials). Participants reported demographic information through the questionnaire. Results indicated engaging tone of voice scored significantly higher than authoritative and monotone on Perception and Interest measures, and for some items on Emotion and Engagement measures. Additionally, the female scored significantly higher than the male professor for student’s perception. There were no significant interactions between the professor's gender and tone. The present study demonstrates the importance of professor’s communication style for student learning and growth.
