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CHAPTER # 1
INTRODUCTION
1.1 Statement of the problem:
Teaching and learning require communication. Ornstein (1990) indicates that most
classroom activities involve communication. Effective classroom communication
ensures that learning takes place. Thus, all elements of communication such as verbal
and non-verbal communication within the classroom setting should be observed. For
instance, it is important for a lecturer to generate different volumes, tones and
inflections while delivering his lectures. According to Lang, McBeath & Hebert
(1995), a lecturer should not slip into a monotone during class lessons. Different
tones and inflections are useful in attracting students to focus on the lectures
conducted. Non-verbal communication is also a fundamental criterion for class
lectures. A good communicator should be able to express non-verbal cues well. Lang,
McBeath & Hebert (1995) indicate that basic nonverbal skills include the awareness
of eye contact, facial expression, motion, gestures, physical contact and silence.
Different gestures and expressions may indicate different meanings. Therefore, it is
vital for an educator to possess such knowledge and skills in order to communicate
better with the students and to take charge of the class as a whole.
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1.2 Background of the study:
Jamshoro College of nursing (JCON), Jamshoro consists of students who come from
various parts of the Sindh and from other provinces of the country. These students
come here armed with different cultures, norms and values. Although the majority of
the students are Muslims, they are affected by their social environment. Even the
practices of Islam are affected by the diversity of the social environment that they are
in. Diversity in cultures, norms and values requires lecturers to be sensitive to the
needs and necessities of the students. Lecturers should cater to their different needs so
as to ensure that they are able to maximize their benefits from the class. This includes
the ability to communicate well in class. Another important concern is students
inability to participate and communicate well in class. Some students tend to
communicate among themselves (intrapersonal) rather than to express their views or
opinions during class. This may be the result of students inadequacy in the field of
communication.
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2.3 Objectives:
Following objectives are set to be achieved at the end of the study:
1. To compare the effects of classroom communication on the academic
performance.
2. To find out the factors which effects on the classroom communication?
3. To facilitate the teacher to adapt the successful techniques.
1.4 Hypothesis:
1 There is no significant difference between classroom communication and
academic performance.
2 There is a significant difference between classroom communication and academic
performance.
3 There is a significant difference in students academic performance and classes
average lecture.
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CHAPTER# 2
LITERATURE REVIEW
2.1 Review of related literature:
Several studies have been conducted to provide insight into the teacher-student
communication relationship, in general, and what inspires or motivates a student to learn
or to become interested in a topic, in particular. Bainbridge-Frymier and Houser (2000)
noted the following variables as having a relationship to learning: immediacy,
communicator style, affinity-seeking, compliance gaining, humor, and caring. Perhaps
one of the variables that have attracted the most attention in the study of student
achievement is teacher immediacy.
According to Gorham and Zakahi (1990), immediacy is defined as an action(s) that
decreases the physical and/or psychological distance between individuals with respect to
communication behavior. Baringer and McCroskey (2000) viewed immediacy as being
produced by communicative behaviors that "enhance closeness to and nonverbal
interaction with another". Teacher immediacy then is the communicative behaviors that a
teacher employs to reduce the psychological and physical distance between students and
themselves.
Immediacy communication behaviors consist of or involve verbal and nonverbal
communication. Examples of teacher verbal immediacy behaviors include calling
students by name, encouraging feedback, and soliciting student opinions. The use of
humor, storytelling, and disclosure are other forms of verbal immediacy that Christensen
and Menzel (1998) identified as effective teacher characteristics. Some examples of
nonverbal teacher immediacy behaviors consist of direct eye contact, facial expressions
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(e.g., smiling, frowning), gestures, and tone of voice among others. Chory and
McCroskey (1999), Christensen and Menzel (1998), Gorham and Zakahi (1990), and
Kelley and Gorham (1988) each investigated the relationship between student academic
performance and teacher immediacy and found a positive relationship between these two
variables. Teachers who were perceived by students to exercise immediacy promoted
student learning. However, Christensen and Menzel (1998) noted a difference between
nonverbal and verbal immediacy behaviors with nonverbal communication appearing to
have a more significant effect on learning than verbal communication.
Immediacy enhances student learning from a number of perspectives (Gorham & Zakahi,
1990). First, immediacy behaviors are associated with the use of positive or encouraging
feedback via verbal and nonverbal messages. Positive interaction creates a warm and
open environment for learning that is free from negative or insulting teacher behavior(s)
that usually lead to less student participation and involvement (Chory & McCroskey,
1999). Ryan and Cooper (2000) supported this finding and noted that a school
environment that is "calm, safe, pleasant, and orderly is conducive to learning". Second,
immediacy behaviors are closely linked to liking; that is individuals are drawn to people,
objects, or things they find to be attractive. The liking of someone or something creates
an interest that stimulates memory, recognition, and involvement. Interest and liking
prompt a desire to please and heighten the awareness of the information to be studied and
learned. Students who feel that a teacher uses immediacy behaviors are more likely to
feel a relationship exists and it is built on liking, encouragement, and support (Kelley &
Gorham, 1988). Therefore, students work harder to continue the development of the
relationship.
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According to Kelley and Gorham (1988), the two fundamental areas of investigation
regarding teacher immediacy and student achievement are cognitive and affective
learning. Student cognitive learning, the development of knowledge and thinking skills, is
usually assessed via course grades that are determined by a number of factors such as
attendance, participation, performance, and the student's motivation level. Each of these
factors, of course, is based on a teacher's perception of a given student's behavior.
Affective learning, the emotional attachment or influence the teacher has in the teacher-
student relationship, is also of importance. Liking and motivation are associated with
students' affective learning. Christenson and Menzel (1998) stated that teacher
immediacy behaviors have been found to influence affective learning, which results in
increased motivation that ultimately affects cognitive learning. In addition, affective
learning is the catalyst for students' class attendance, participation, involvement, and
study habits.
Immediacy effects have been examined with respect to the ethnic and cultural diversity of
the teacher and various student populations as well. Just as immediacy behaviors vary
individually, they also vary culturally and ethnically. Student and teacher ethnicity has
been explored via a comparison of African-American and Euro-American teachers and
their students' perception of their immediacy. Nueliep (1995) noted that student learning
was positively affected by teacher immediacy, regardless of ethnicity; however, African-
American teachers were perceived to be more immediate in the classroom than were
Euro-American teachers. Additional research conducted cross-culturally by McCroskey,
Sallinen, Fayer, Richmond, and Barraclough (1996) involving the United States, Finland,
Australia, and Puerto Rico found a positive relationship between teacher immediacy and
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student achievement in each country. Each of these studies revealed that teacher
immediacy positively influences students of various ethnic and cultural groups.
A second communication variable that has been researched is teacher perceived caring.
Teven (2001) argued that "a vital requisite to effective teaching is establishing a climate
of warmth, understanding, and caring within the classroom. Due to the nature of
classroom instruction, length of time spent with students, issues of cultural and cognitive
diversity, it is essential that teachers develop a caring atmosphere in which to work with
their students. Students who feel that teachers care for them tend to achieve academically.
Various behaviors have been identified that teachers use to communicate caring. One
factor is communicator style (Norton, 1977), the way in which one communicates
verbally and paraverbally with others. There are nine basic communicator styles
consisting of: animated, attentive, contentious, dominant, dramatic, friendly, impression
leaving, open, and relaxed. Sallinen-Kupariner (1992) reported that effective teachers
demonstrate communicator styles that are attentive, friendly, impression leaving, and
relaxed, whereas, ineffective teachers are low in animation, attentiveness, friendliness,
and relaxation.
Verbal aggression, communication that attacks the self-concept of another, has also been
examined in relation to perceived caring. Teven (2001) reported that verbal aggression
has been researched in a number of contexts ranging from interpersonal to organizational
communication settings; however, the exploration of instructional environments is a
recent phenomenon. Research reveals that teachers who use verbal expressions to
discourage students or who express dislike for their students are perceived to be less
caring and, therefore, impede student achievement. In addition, perceived caring has been
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linked to nonverbal immediacy behaviors; specifically, teachers who utilize body
movement, eye contact, gestures, smiling, and vocal expressiveness are perceived as
caring. It appears that teachers, who have open and friendly communication styles, do not
exhibit verbal aggressiveness, and use a variety of nonverbal immediacy behaviors are
perceived as caring; in turn, these characteristics promote student achievement.
The first two communication factors discussed in this paper were related to teacher
communication. In contrast, the third communication variable, communication
apprehension, concerns student communication and is also linked to student achievement.
McCroskey and Andersen (1976) defined communication apprehension as levels of
anxiety or fear that impede an individual's communication effort. In the classroom
setting, students may experience communication apprehension that renders them unable
to express themselves. According to the researchers, at least of all students suffer from
communication apprehension. The fear of speaking to teachers or peers severely
handicaps the student's learning because of a lack of interaction, inquiry, and feedback.
These students are unable to participate in class or to reach out for assistance. Due to
such limitations, students who suffer from communication apprehension are less likely to
do well in the learning environment and receive lower grades for their lack of
participation or interaction. Therefore, teachers should be aware of such disorders
regarding communication so they can develop instructional strategies to promote success
in the communication apprehensive population.
Chesebro (1992) conducted additional studies of communication apprehension regarding
at-risk student populations in public schools. At-risk students were defined as students
who were most likely to experience school failure due to one of the following factors:
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member of a single parent home, home alone for more than 3 hours per day, parents with
no high school diploma, or students' possessing limited English speaking skills. The
research revealed that students at-risk had higher levels of communication apprehension
in the classroom environment. The findings also suggested that at-risk students have low
self perceptions and difficulty communicating in both dyads (person to person
communication) and group settings (three or more people). In addition, several
communication strategies were identified to assist students who experience
communication apprehension. Some strategies consist of developing methods to improve
communication skills (e.g., activities that promote public speaking or group
communication), interpersonal skills (e.g., working in teams or dyads on class projects),
and the psychomotor skills of verbal and nonverbal communication.
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http://e/Document/Bheru%20Lal/SAJAN/The%20role%20of%20communication%20in%20student%20achievement_%20%20Full%20text%20Standardized%20Academic%20Testing%20articles%20from%20leading%20publications%20on%20ArticleArchives_com.htmhttp://e/Document/Bheru%20Lal/SAJAN/The%20role%20of%20communication%20in%20student%20achievement_%20%20Full%20text%20Standardized%20Academic%20Testing%20articles%20from%20leading%20publications%20on%20ArticleArchives_com.htmhttp://e/Document/Bheru%20Lal/SAJAN/The%20role%20of%20communication%20in%20student%20achievement_%20%20Full%20text%20Standardized%20Academic%20Testing%20articles%20from%20leading%20publications%20on%20ArticleArchives_com.htm8/9/2019 Methodology SAJAN
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CHAPTER # 3
METHODOLOGY
3.1 Study design
Research design used in study was descriptive study.
3.2 Setting:
Study was carried out at Jamshoro College of nursing, Jamshoro.
3.3 Duration of study:
Study completed in two and a half months duration, starting from April 20, 2009
to July 04, 2009.
3.4 Sample size:
30 students of diploma in ward administration, diploma in community health
Programme, B.Sc Nursing 1st year and B.Sc Nursing 2nd year class.
3.5 Sampling design
The Jamshoro College of nursing Jamshoro, population was selected for
sampling.
3.6 Instrument
The instrument used to access the effects of classroom communication on
academic performance was questionnaire.
3.7 Data collection procedure:The requisite data collected from the Jamshoro College of nursing, Jamshoro. The
consent form was taken before implementation of procedure. After that 30
candidates take participate.
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3.8 Data analysis:
Descriptive characteristics studied:
For determining level of academic performance analyzed on statistical
package for the social sciences (SPSS) 16.0 version.
3.9 Scope:
The scope of the study would be limited to the nursing students and
administration of college of nursing.
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CHAPTER # 4
RESULTS AND ANALYSIS
Demographic table:
Student Variable
Number percent
Number of student 30 100%
Males 29 96.66%
Females 1 3.33%
Age (median) (21.16) -
below 20 were 0 0
20-21 were 2 6.66%
22-23 were 10 33.33%24-25 were 8 26.66%
26 and above were 10 33.33%
Area of domicile:
Rural 22 73.33%
Urban 8 26.66%
Last semester GPA over3.6 3 10%
Last semester GPA 3.1 3.5 5 16.66%
Last semester GPA 2.6 3.0 15 50%
Last semester GPA 2.1 2.5 5 16.66%
Last semester GPA 2.0 and below 2 6.66%
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83.33%
10%
3.33% 3.33%0%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
SA A NA D SD
FIGURE # 1
Course instructor Speaks clearly in class
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73.33%
16.66%
10%
0 00.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
SA A NS D SD
FIGURE # 2
Course instructor acknowledge students ideas
90.00%
1.00% 0% 0% 0%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
SA A NS D SD
FIGURE # 3
Course instructor provides response to students questions
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FIGURE: 4
Course instructor teaches the lesson effectively
93.33%
6.66%
0% 0% 0%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
SA A NS D SD
80.00%
10.00% 10%
0% 0%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
SA A NS D SD
FIGURE: 5
Course instructor communicates effectively
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90.00%
10.00%
0% 0% 0%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
SA A NS D SD
FIGURE: 6
I attend class sessions regularly
60.00%
30.00%
10%
0% 0%0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
SA A NS D SD
FIGURE: 7I am always involved in classroom discussion during class
session
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83.33%
10%
3.33% 3.33%0%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
SA A NS D SD
Figure: 8
Good communicator is an indicator of a good course
instructor
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CHAPTER: 5
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Discussion
According to this study finding, the students of diploma in ward administration, diploma
in community health Programme, B.Sc Nursing 1st year and B.Sc Nursing 2nd year class
were predominately young male of 20-26 years of age. This finding reflects the usual
composition of pre-licensing nursing educational Programmes of any country (Table: 1).
the proportion of students from urban were 73.33% and rural were 26.66 %( Table: 1).the
students had got last semester GPA 2.6-3.0 were 50%, 2.1-2.5 and 3.1-3.5 were both
equal 16.66%, and GPA above 3.6 were 10%.(Table:1)
Figure: 1 shows the response of students on the variable my course instructor speaks
clearly in the class Strongly Agree were 83.33%, Agree were 10%, Not Satisfied and
Disagree were 3.33% and no were Strongly Disagree. My course instructor acknowledges
students ideas during class , the students responses was Strongly agree were 73.33%,
agree were 16.66% and not satisfied were 10%.(figure:2) . My course instructor provides
responses to students, question, ideas and comments, the students response was Strongly
Agree were 90% and agree were 10%.(figure: 3). My course instructor teaches the lesson
effectively to student during class session, the students response was Strongly Agree
were 93.33% and agree were 6.66%.(figure: 4). My course instructor communicates
effectively with student during class session, the students response was Strongly Agree
were 80%, agree were 10% and not satisfied were 10%.(figure: 5). I attend my class
sessions regularly, the students response was strongly agree were 90% and agree were
10%.(figure: 6). I am always involved in classroom discussion during class session, the
students response was strongly agree were 60%, agree were 30% and not satisfied were
10%.(figure: 7). I believe that a good communicator is an indicator of a good course
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instructor, the students response was strongly agree were 83.33%, agree were 10%, not
satisfied were 3.33% and disagree were 3.33%.(figure: 8). Based on this analysis it can be
stated that the result shows the there is no significant difference between classroom
communication and academic performance.
CHAPTER # 06
Conclusions
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6.1 Summary
The support and commitment of the administration; and if they take steps to
balance the demand for services with existing resources by reviewing priorities,
establishing appropriate limits, employing innovative strategies, and practicing
good self-care can increase the a academic performance of the students. The need
for counselors has never been greater. They will continue to play an important
role in supporting the mission of higher education institutions by providing
counseling for students who are experiencing problems and assisting them in
achieving their educational and personal goals. There were no difference in
academic performance of students and classroom communication. The research
showed the course instructor speaks clearly in class, course instructor
acknowledges students ideas during class, course instructor provides responses to
students questions, ideas and comments; course instructor teaches the lesson
effectively to students during class session; course instructor communicates
effectively with students during class session; I attend class session regularly; I
always involved in classroom discussion during class session; and I believe that a
good communicator is an indicator of a good course instructor were significant.
The study concluded that the there is no difference between
academic performance of students and classroom
communication. My first hypothesis is proved.
6.2 Suggestion
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Further research is warranted to identify the factors responsible
for remaining amount of variance in the academic performance,
as a large amount of variance in the academic performance of
the students remained unexplainable. Research needs to be
conducted to explore the factors responsible for the difference in
academic performance of the regular scheme and self finance
scheme students in the schools of nursing. Research studies
should also be conducted to identify the reasons of student
failure and attrition. The effect of critical thinking abilities, time
management, financial status, family and work responsibilities,
and social issues on success needs to be examined. The study
also recommends considering certain other factors such as
motivation towards nursing, aptitude tests during the admission
process, as these factors could affect the regular scheme and
self finance scheme students' academic performance.
6.3 Limitation
This study was conducted in Jamshoro College of nursing,
Jamshoro, Sindh. Generalization of the study is limited to the
Jamshoro College of nursing, Jamshoro.
6.4 Conclusion
The study concluded that the there is no difference between
academic performance of students and classroom
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communication. My first hypothesis is proved and second is not
proved because result did not supported the there is difference
between academic performance and classroom communication.
REFERENCES:
1. Aizan Mohd Yusof (1984). The relationships between family communication,
self-concept, and academic achievement of adolescents in some schools of
Petaling Jaya, Malaysia. Unpublished thesis, Western Michigan University,
Michigan.
2. Arfah Binti Abd Aziz (1977). Strategies for communication between teachers and
pupils in a rural Malaysian school. Unpublished thesis, University of California,
Berkeley.
3. Barker, L.L. (1971). Listening behavior. Englewood Cliffs, New Jersey: Prentice
Hall.
4. Bess, J.L. (2000). Teaching alone teaching together. San Francisco, California:
Josey-Bass.
5. Berliner, D.C. & Rosen shine, B.V. (1987). Talks to teachers. New York: Random
House.
6. Bryne, D. (1987). Techniques for classroom interaction. Essex, England:
Longman.
7. Buck, H.J. (1996). Maximizing student learning with the use of random oral
questioning in the college classroom. Unpublished thesis, Florida Institute of
Technology.
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at a private Liberal Arts College. Unpublished thesis, Delaware: Wilmington
College.
18. Gravetter, F.J. & Wallnau, L.B. (2002). Essentials of statistics for the behavioral
research. Pacific Grove, C.A: Wadsworth Group.
APPENDIX- I
Jamshoro College of nursing, Jamshoro
Consent Form
Name: _______________________________ Age: __________________
1. The procedure includes responding to do questionnaire.
2. The participants in this study take approximately 40 minutes.
3. Your participation in this project is entirely voluntary and there will be no
negative consequences if you refuse to participate in it, withdraw from it, or
refuse to answer certain questions.
4. The study data will be coded so it will not be linked to your name.
5. Your identification will not be revealed while the study is being conducted or
when the study is reported to publish.
6. The study data will be placed in secure place and not shared without your
permission.
Having understood the above information and after being given an opportunity to have
my questions answered, I agree to participate in this study.
Signature of Participant______________________
Date______________
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I have explained this study to above subject and have sought its understanding for
informed consent.
Investigators Signature__________________
Date_______________
APPENDIX B
QUESTIONNAIRE OF STUDENTS PERCEPTION ON CLASSROOM
COMMUNICATION
Instruction: Please answer the following questions as sincerely and as honestly as
possible. Circle the relevant option that reflects your opinion.
Key: SA = Strongly Agree; A = Agree; NS = Not Sure; D = Disagree; SD = Strongly
Disagree
A. Students Background
1. Students Name: ___________________________
2. Gender: a. Male b.Female
3. Age
a. Below 20
b. 20-21
c. 22-23
d. 24-25
e. 26 and above
4. Area of Domicile:
a. Rural
b. Urban
5. Name of Course :
a. DCHN
b. DNAM
c. BSCN-I
d. BSCN-II
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SA A NS D SD
19. I really think that my class is interesting and I benefit from the class lessons
SA A NS D SD