Teachers’ Nonverbal Behavior and Its Impact on Student Achievement

Chaudhry, Noureen Asghar; Arif, Manzoor

doi:10.5539/ies.v5n4p56

Cited by 9 publications

(1 citation statement)

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“…The advantages of verbal communication lie in its speed, ease of understanding, and applicability in both formal and informal situations. Non-verbal communication, as defined by Chaudhry & Arif (2012), involves unspoken cues like body language, gestures, and facial expressions. It serves to complement and enrich verbal communication, providing additional layers of meaning.…”

Section: Literature Reviewmentioning

confidence: 99%

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

Yusuf,

Miolo

2024

Int J Res Rev

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This qualitative research aims to investigate the strategies employed by English teachers to enhance communication skills in both introverted and extroverted students within the context of the recently introduced Merdeka Curriculum in Indonesia. English teachers from junior and senior high schools were selected as research participants. The qualitative approach was chosen to explore the nuances of teaching strategies, utilizing non-cognitive diagnostic tools to discern students' learning styles. Data collection involved in-depth interviews with teachers, focusing on their awareness of students' personalities and the practical implementation of teaching strategies. Findings indicate that a significant majority of teachers, 28 out of 36, consciously consider students' personalities in their teaching strategies. Differentiated learning strategies, accommodating individual and group preferences, emerged as crucial approaches. Practical implementation included problem-based learning, varied group discussions, and personalized attention to individual students, particularly introverts. The observations of participants revealed a nuanced incorporation of the Merdeka Curriculum, emphasizing problem-based learning and differentiated teaching practices to foster communication skills in introverted and extroverted students. The research underscores the importance of tailored teaching approaches that acknowledge and embrace the diversity in students' personalities and learning preferences. While the findings provide valuable insights into effective strategies, limitations such as a relatively small sample size and reliance on self-reported data should be acknowledged. Further research with larger and more diverse samples is recommended to enhance the generalizability of the findings and contribute to a more comprehensive understanding of effective teaching strategies for communication skills. Keywords: Communication skills, teachers, differentiated learning, introverted students, extroverted students

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Section: Literature Reviewmentioning

confidence: 99%

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

Yusuf,

Miolo

2024

Int J Res Rev

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Development and validation of a questionnaire for teacher effective communication in Qur’an learning

Hanafi

Murtadho

Hassan

et al. 2019

British Journal of Religious Education

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A student's perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students' perception of learning to read the Qur'an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants -201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was 'understanding and friendliness' (UF), while the dimension of 'learning media' (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students' perception of teacher effective communication in Qur'an learning.

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Searching for Answers When Girls Don't Perform Well

Schwartz¹

2016

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Teachers’ Nonverbal Behavior and Its Impact on Student Achievement

Cited by 9 publications

References 10 publications

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

Development and validation of a questionnaire for teacher effective communication in Qur’an learning

Searching for Answers When Girls Don't Perform Well

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