IMPACT OF NON-VERBAL COMMUNICATION ON STUDENTS' LEARNING OUTCOMES · 2019-08-02 · students in the...
Transcript of IMPACT OF NON-VERBAL COMMUNICATION ON STUDENTS' LEARNING OUTCOMES · 2019-08-02 · students in the...
IMPACT OF NON-VERBAL COMMUNICATION ON
STUDENTS' LEARNING OUTCOMES
Submitted By
MUHAMMAD NAEEM BUTT
Faculty of Arts, Social Sciences & Education Sarhad University of Science and Information Technology,
Peshawar- Pakistan (2011)
IMPACT OF NON-VERBAL COMMUNICATION ON STUDENTS' LEARNING OUTCOMES
Submitted By
MUHAMMAD NAEEM BUTT
Supervised by
PROF. DR. MUHAMMAD IQBAL
In Partial Fulfilment of the Requirements for the Degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
Faculty of Arts, Social Sciences & Education Sarhad University of Science and Information Technology,
Peshawar- Pakistan (2011)
APPROVAL SHEET
We approve the thesis of Mr. Muhammad Naeem Butt entitled, “Impact of
Non-Verbal Communication on Students’ Learning Outcomes” submitted in
partial fulfilment for the award of the degree of Doctor of Philosophy in
Education.
Prof. Dr. Muhammad Iqbal Dr. Muhammad Naseer ud Din Supervisor External Examiner Sarhad University (SUIT) Assistant Prof. I.E.R, KUST Vice-Chancellor Head Sarhad University (SUIT) Deptt. of Education, Peshawar- Pakistan. Sarhad University (SUIT)
To my loving
Parents
&
Grand Parents
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Abstract
Communication plays a pivotal role in our daily lives. To articulate our ideas,
feelings, emotions and skills we communicate not only with verbal but also
with non-verbal methods. These are essential in teaching-learning process.
Teachers can utilize a variety of verbal and non-verbal skills to aid students’
comprehension of difficult concepts.
It was an experimental study that looked into the impact of non-verbal
communication on the learning outcomes of students of 9th and 10th classes in
Peshawar, Khyber Pakhtunkhwa. This study highlighted the importance of
non-verbal communication in the subject of English (Compulsory) of classes
(IX-X), further it explored the impact of non-verbal communication on
students' learning by observing teachers and students in classrooms and;
finding out how this mechanism contributed to better learning outcomes of
students. The study examined the hypotheses that there is an impact of non-
verbal communication on students’ learning outcomes both in rural and urban
areas; and there is an impact of non-verbal communication on the learning
outcomes of male and female students. Population of the study included
students and teachers of 103 Govt. secondary schools in rural and urban areas
of Peshawar. The sample included 2 teachers and 40 students from each
school in the subject of English (Compulsory). The total number of sample
teachers and students is 40 and 800 respectively. Tools of the data collection
were questionnaires and experiment in the actual classrooms setting. The
significance difference between pre and post tests of the control and
experimental groups was tested through paired t-test. Furthermore the
questionnaires were interpreted with the help of frequency and percentage
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methods, while the correlation between teachers and students’ questionnaires
was carried out through Gamma correlation.
The important conclusions indicated that teachers made the learning
environment active through their non-verbal communication whereby students
felt alert in the classrooms and participated in the learning process, which
consequently enhanced the level of their retention and understanding. Proper
use of facial expressions, body movements, eye contact, pitch of voice, and
spatial distance helped the teachers to provide better understanding to the
students in the attainment of their learning outcomes. To the contrary the
teachers who did not properly use non-verbal communication in the classroom
could not motivate the students for effective learning. The study made the
following recommendations:
1. Teachers should be given an orientation in non-verbal communication
and the skills thus acquired should be utilized in their teaching
methodologies.
2. Teachers should be encouraged to use this technology in order to
provoke the interest of the students and make them attentive in the
class.
3. It is recommended that curriculum planners and policy maker should
also recognize the importance of non-verbal communication and make
it a part of the teacher education program so that prospective teachers
are trained in this important skill.
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Acknowledgements
All praises and thanks to Almighty ALLAH, Who alone is the primary source
of knowledge and wisdom to mankind, He gave the researcher the strength
and capability to make this humble contribution to the existing treasure of
literature. Secondly all credits go to The Holy Prophet Muhammad (SAW),
Who delivered the message of GOD to read in the name of ALLAH.
The researcher extends his deep sense of gratitude to his advisor;
Dr. Mohammad Iqbal for his scholarly guidance, encouragement, and
sincere help in completing this work by correcting and re-correcting the text
with patience thereby enabling him to complete the work in the shortest
possible time.
Thanks are due to Muhammad Shafiq for his co-operation and extending his
scholarly support in the completion of this study.
The researcher would also like to offer thanks to Shadia, Tehmina,
Muhammad Asghar Farooqi, Dr. Muhammad Naseerurdin, Nasir Shah,
Dawood Ahmed, Dr. Madhia, Arbab Ikhlaq Hameed, Dr. Iqbal (Gori Khan),
Engr. Zahid Wadood Mufti, Dr. Ishtiaq Hussain, Dr. Kalsoom, Farman Ullah
Anjum, Ali Yemen Manto, Sajjid (Alias Doctor) and Jehangir Khan for their
assistance, co-operation, guidance, and encouragement.
Thanks are also due to his family members for their constant support and
encouragement in the completion of this study.
Muhammad Naeem Butt
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Table of Contents
Abstract ............................................................................................................... i
Acknowledgements .......................................................................................... iii
Table of Contents ............................................................................................. iii
List of Tables .................................................................................................... vi
List of Abbreviations ..................................................................................... xiii
CHAPTER-1 INTRODUCTION.................................................. 1-10
1.1 Background of the Study ....................................................................... 1
1.2 Statement of the Problem ....................................................................... 8
1.3 Objectives of the Study .......................................................................... 8
1.4 Need and Significance of the Study ....................................................... 9
1.5 Hypotheses of the Study ........................................................................ 9
1.6 Delimitation of the Study ..................................................................... 10
CHAPTER-2 REVIEW OF RELATED LITERATURE..........10-43
CHAPTER-3 PROCEDURE OF THE STUDY .........................44-53
3.1 Population of the Study ........................................................................ 46
3.2 Sample of the Study ............................................................................. 47
3.3 Sampling Technique ............................................................................ 47
3.4 Tools and Sources of Data Collection ................................................. 48
3.5 Construction of the Questionnaires ...................................................... 49
3.6 Pilot Study ............................................................................................ 50
3.7 Validity and Reliability of the Instruments .......................................... 50
3.8 Establishment of Rapport ..................................................................... 51
3.9 Gamma Correlation .............................................................................. 51
3.10 Research Design of the Study .............................................................. 52
3.11 Techniques of the Study....................................................................... 53
3.12 Paired t-test .......................................................................................... 54
3.13 Construction of Pre-Post Tests............................................................. 56
3.14 Treatment of Groups ............................................................................ 56
CHAPTER-4 DATA ANALYSIS AND DISCUSSION ........... 55-204
4.1 Interpretation of Teachers’ Questionnaire ........................................... 58
4.2 Interpretation of Student's Responses to the Questionnaire ................. 81
4.3 Results and Interpretation of Correlation ........................................... 102
4.4 Interpretation of Tests’ Results .......................................................... 123
4.5 Comparison of Test Scores of Rural Urban Students ........................ 167
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CHAPTER-5 FINDINGS, CONCLUSION, SUMMARY AND RECOMMENDATIONS ................................. 205-217
5.1 Findings.............................................................................................. 180
5.2 Conclusions ........................................................................................ 183
5.3 Summary ............................................................................................ 185
5.4 Recommendations .............................................................................. 190
Bibliography ................................................................................................. 193
Appendixes............................................................................................ 200-243
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List of Tables
Table No. Title Page
Table-4.1.1: Facial expressions as an important tool in teaching learning
process...................................................................................... 59
Table-4.1.2: Facial expressions make teaching more effective and
interesting ................................................................................. 59
Table-4.1.3: Use of facial expressions (smile, anger) according to the need
and situation ............................................................................. 60
Table-4.1.4: Anger on teacher’s face during classroom teaching can hinder
the attention and understanding of the students ....................... 60
Table-4.1.5: Different facial expressions during teaching help the students to
understand the lesson more effectively .................................... 61
Table-4.1.6: Teacher’s facial expressions positively affect the teaching
learning process ....................................................................... 61
Table-4.1.7: Use of facial expressions to appreciate the performance of the
students .................................................................................... 62
Table-4.1.8: Understanding of students’ facial expressions ......................... 62
Table-4.1.9: Understand from student’s facial expressions that how much
they are interested in the classroom ......................................... 63
Table-4.1.10: Students’ facial expressions during classroom activities help in
improving teaching style and methodology ............................. 63
Table-4.1.11: Use of eye contact with the students in the classroom make
them attentive ........................................................................... 64
Table-4.1.12: Regular eye contact with the students in the classroom
enhances their (students) attention ........................................... 64
Table-4.1.13: Teacher’s regular eye contact makes the classroom’s
environment alive..................................................................... 65
Table-4.1.14: Eye contact as a smart tool of teaching .................................... 66
Table-4.1.15: Appreciation of the students in the class who make regular eye
contact ...................................................................................... 66
Table-4.1.16: Feedback of the students about teaching through their eye
contact ...................................................................................... 67
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Table-4.1.17: I pose questions to the students during lesson who avoid eye
contact ...................................................................................... 68
Table-4.1.18: Use of eye contact to convey messages of appreciation and
anger to the students................................................................. 68
Table-4.1.19: Body movements of the teacher help the students in
understanding the lesson .......................................................... 69
Table-4.1.20: Students comprehend the lesson more effectively when I use
my hands to give them additional visual information .............. 70
Table-4.1.21: Use of hands, shoulders, and head make the lesson more
interesting and informative for students .................................. 70
Table-4.1.22: Students lose interest and motivation when teacher sits in chair
during teaching......................................................................... 71
Table-4.1.23: Body movements of the teacher make the classroom
environment more conducive to learning ................................ 71
Table-4.1.24: Use of body movements to teach stories in a better way ......... 72
Table-4.1.25: Body movements of the students during class show their
interest ...................................................................................... 72
Table-4.1.26: Very high pitch of teacher’s voice creates problems in
understanding the lesson .......................................................... 73
Table-4.1.27: Very low pitch and tone of teacher’s voice become difficult to
understand for the students ...................................................... 74
Table-4.1.28: Soft pitch of teacher’s voice attracts the attention of the
students .................................................................................... 74
Table-4.1.29: Intonation of teacher’s voice provides the students better
understanding ........................................................................... 75
Table-4.1.30: Difficult for the students to understand the teaching ............... 75
Table-4.1.31: Use variation in the pitch of voice to put emphasis on different
concepts during teaching .......................................................... 76
Table-4.1.32: Fair distance with the students in the class from 14 inches to 4
feet............................................................................................ 77
Table-4.1.33: Proper distance with the students to make them at ease during
teaching .................................................................................... 78
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Table-4.1.34: When come close to the students during teaching they get
confused ................................................................................... 79
Table-4.1.35: Proper distance between teacher and student makes the
classroom environment conducive to learning ........................ 79
Table-4.1.36: Proper distance with the students during teaching makes
teaching more effective ............................................................ 80
Table-4.2.1: Teacher’s facial expressions generated during teaching .......... 82
Table-4.2.2: I notice teacher's facial expressions ......................................... 82
Table-4.2.3: Smile on teacher’s face motivates ............................................ 83
Table-4.2.4: Anger on teacher’s face also motivates ................................... 83
Table-4.2.5: Different expressions on the face of teacher help me in
Understanding the concept ....................................................... 84
Table-4.2.6: I become motivated when teacher appreciates my involvement
in studies through facial expressions ....................................... 85
Table-4.2.7: Teacher’s facial expressions positively affect the teaching
learning process ....................................................................... 85
Table-4.2.8: Teacher’s eye contact makes me attentive ............................... 87
Table-4.2.9: Ready for a question from the teacher when he/she makes eye
contact ...................................................................................... 87
Table-4.2.10: Teacher’s regular eye contact provokes me to prepare my
lesson........................................................................................ 88
Table-4.2.11: I recognize teacher’s response from his/her eye contact ......... 89
Table-4.2.12: I recognize teacher’s appreciation for me from his/her eye
contact ...................................................................................... 89
Table-4.2.13: Teacher’s regular eye contact makes the classroom’s
environment alive..................................................................... 90
Table-4.2.14: Body movements of the teacher help me in understanding the
lesson........................................................................................ 91
Table-4.2.15: I understand the lesson more effectively when teacher uses
his/her hands ............................................................................ 91
Table-4.2.16: I enjoy teaching learning process when teacher moves his/her
hands, shoulders, and head....................................................... 92
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Table-4.2.17: I lose interest and feel unmotivated when my teacher sits in the
chair.......................................................................................... 93
Table-4.2.18: Due to the body movements of the teacher, the classroom
environment becomes conducive to learning ........................... 93
Table-4.2.19: Teacher’s body movements help me to understand and take
more interest in stories ............................................................. 94
Table-4.2.20: Very high pitch of the teacher’s voice creates problems in
understanding the teaching ...................................................... 95
Table-4.2.21: Very low pitch and tone of teacher’s voice also create difficulty
in understanding the lesson ...................................................... 96
Table-4.2.22: Soft pitch of teacher’s voice attracts my attention toward
teaching .................................................................................... 96
Table-4.2.23: Intonation or rise and fall in teacher’s voice provide me better
understanding of poems ........................................................... 97
Table-4.2.24: Difficult to understand the teaching when teacher speaks very
fast and quick ........................................................................... 98
Table-4.2.25: Proper distance between teacher and student makes the
classroom environment more conducive to learning ............... 99
Table-4.2.26: Fair distance with the students from 14 inches to 4 feet ........ 100
Table-4.2.27: I feel at ease when teacher keeps proper distance in the
classroom ............................................................................... 100
Table-4.2.28: I feel uncomfortable when teacher does not keep proper
distance in the class ................................................................ 101
Table-4.3.1: Use of facial expressions in the classroom teaching .............. 103
Table-4.3.2: Facial expressions help the students in understanding lesson 104
Table-4.3.3: Teachers’ facial expressions positively affect teaching ......... 105
Table-4.3.4: Teachers’ eye contact makes students attentive ..................... 106
Table-4.3.5: Teachers’ regular eye contact makes the classroom
environment alive................................................................... 107
Table-4.3.6: Message of appreciation through eye contact ........................ 108
Table-4.3.7: Body movements of teachers help students’ understanding .. 109
Table-4.3.8: Use of hands by teachers during lesson ................................. 110
Table-4.3.9: Use of hands, shoulders, and head ......................................... 111
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Table-4.3.10: Students lose interest when teacher sit in chair ..................... 112
Table-4.3.11: Teachers’ body movements make classroom environment
conducive to learning ............................................................. 113
Table-4.3.12: Use of body movements in teaching of stories ...................... 114
Table-4.3.13: Very high pitch of teachers’ voice create problems ............... 115
Table-4.3.14: Very low pitch of teachers’ voice also create problems ........ 116
Table-4.3.15: Soft pitch of teachers’ voice attracts the attention of students .....
............................................................................................ 117
Table-4.3.16: Intonation in teachers’ voice provides better understanding to
students .................................................................................. 118
Table-4.3.17: Difficult to understand teachers when they speak very fast .. 119
Table-4.3.18: Teachers keep fair distance from students ............................. 120
Table-4.3.19: Students get confused when teachers come closer ................ 121
Table-4.3.20: Personal distance between teachers and students .................. 122
Table-4.4.1: Descriptive of Pre & Post tests of class 9th in Control Group 124
Table-4.4.2: Test of Significance Pre & Post tests of class 9th in Control
Group ..................................................................................... 125
Table-4.4.3: Descriptive Statistics of Pre & Post tests of Male and Female of
class 9th in Control Group ..................................................... 126
Table-4.4.4: Test of Significance of Pre & Post tests of control group of
Female students of 9th class .................................................. 127
Table-4.4.5: Test of Significance of Pre & Post tests of control group of
Male Students of 9th class ..................................................... 129
Table-4.4.6: Descriptive Statistics of Rural and Urban Area of control group
of 9thn class ........................................................................... 130
Table-4.4.7: Test of Significance of Rural Area of control group of 9th class
................................................................................................ 131
Table-4.4.8: Test of Significance of Urban Area of control group of 9th
class ........................................................................................ 133
Table-4.4.9: Descriptive Statistics of Pre & Post test of experimental group
of 9th class ............................................................................. 134
Table-4.4.10: Test of Significance of Pre & Post tests of experimental group
of 9th class ............................................................................. 135
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Table 4.4.11: Descriptive Statistics of Male and Female students of
Experimental group of 9th class ............................................ 136
Table-4.4.12: Test of significance of Pre & Post tests of Female students of
experimental group of 9th class ............................................. 137
Table-4.4.13: Test of significance of Pre & Post tests of Male students of
experimental group of 9th class ............................................. 139
Table-4.4.14: Descriptive Statistics Pre & Post tests of Rural & Urban
Students of Experimental group of 9th class ......................... 140
Table-4.4.15: Test of significance of Pre & Post tests of Rural students of
experimental group of 9th class ............................................. 141
Table-4.4.16: Test of significance of Pre & Post tests of Urban students of
experimental group of 9th class ............................................. 143
Table-4.4.17: Descriptive Statistics Pre & Post tests of Control group of 10th
class ........................................................................................ 144
Table-4.4.18: Test of significance of Pre & Post tests of Control group of
10th class ............................................................................... 146
Table-4.4.19: Descriptive Statistics Pre & Post tests of Male & Female
Students of Control group of 10th class ................................. 147
Table-4.4.20: Test of significance of Pre & Post tests of Female Students of
Control group of 10th class .................................................... 148
Table-4.4.21: Test of significance of Pre & Post tests of Male Students of
Control group of 10th class .................................................... 150
Table-4.4.22: Descriptive Statistics Pre & Post tests of rural & Urban
Students of Control group of 10th class ................................. 151
Table-4.4.23: Test of significance of Pre & Post tests of Rural Students of
Control group of 10th class .................................................... 152
Table-4.4.24: Test of significance of Pre & Post tests of Urban Students of
Control group of 10th class .................................................... 154
Table-4.4.25: Descriptive Statistics of Pre & Post tests of Experimental
group of 10th class ................................................................. 155
Table-4.4.26: Test of significance of Pre & Post tests of Experimental group
of 10th class ........................................................................... 156
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Table-4.4.27: Descriptive Statistics of Pre & Post tests of Male & Female
Students of Experimental group of 10th class ....................... 157
Table-4.4.28: Test of significance of Pre & Post tests of Female Students of
Experimental group of 10th class .......................................... 159
Table-4.4.29: Test of significance of Pre & Post tests of Male Students of
Experimental group of 10th class .......................................... 161
Table-4.4.30: Descriptive Statistics of Pre & Post tests of Rural & Urban
Students of Experimental group of 10th class ....................... 162
Table-4.4.31: Test of significance of Pre & Post tests of Rural Students of
Experimental group of 10th class .......................................... 163
Table-4.4.32: Test of significance of Pre & Post tests of Urban Students of
Experimental group of 10th class .......................................... 165
Table-4.5.1: Pre Test on Female Students of Rural and Urban Areas ....... 167
Table-4.5.2: Post Test on Female Students of Rural and Urban Areas ...... 168
Table-4.5.3: Pre Test on Male Students of Rural and Urban Areas ........... 168
Table-4.5.4: Post Test on Male Students of Rural and Urban Areas ......... 169
Table-4.5.5: Pre Test on Female Students of Rural and Urban Areas ....... 170
Table-4.5.6: Post Test on Female Students of Rural and Urban Areas ...... 171
Table-4.5.7: Pre Test on Male Students of Rural and Urban Areas ........... 171
Table-4.5.8: Post Test on Male Students of Rural and Urban Areas ......... 172
Table-4.5.9: Pre Test on Female Students of Rural and Urban Areas ....... 173
Table-4.5.10: Post Test on Female Students of Rural and Urban Areas ...... 174
Table-4.5.11: Pre Test on Male Students of Rural and Urban Areas ........... 174
Table-4.5.12: Post Test on Male Students of Rural and Urban Areas ......... 175
Table-4.5.13: Pre Test on Female Students of Rural and Urban Areas ....... 176
Table-4.5.14: Post Test on Female Students of Rural and Urban Areas ...... 177
Table-4.5.15: Pre Test on Male Students of Rural and Urban Areas ........... 178
Table-4.5.16: Post Test on Male Students of Rural and Urban Areas ......... 179
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List of Abbreviations
Govt. Government
IER Institute of Education & Research
KPK Khyber PakhtunKhwa
n.d. No Date
NVC Non-Verbal Communication
PITE Provincial Institute of Teacher Education
RITE Regional Institute of Teacher Education
SLO Student Learning Outcome
1
Chapter-1
INTRODUCTION
1.1 Background of the Study
Communication is an integral part of our lives. We communicate in different
ways to express our thoughts, feelings, knowledge, skills, and ideas. It is
normally assumed that communication is identified with speech and sounds
but communication is, in fact, the combination of verbal and non-verbal
transmission of knowledge.
Non-verbal communication includes sounds, gestures, body movements, eye
contacts, facial expressions, pitch or tone of a voice, spatial distance, apparent
behaviour, postures, and dress of an individual. According to DIleo (1977)
“Language comprises all forms of communication: crying, facial expression,
gestures, touching, yelling, and also speech and writing.”
Every thing speaks in the process of communication including material objects
and physical space but only speech sounds or verbal production is observed,
non-verbal can not, which is a valuable component of communication. It
enhances the meaning of words. A speaker can raise the interest and curiosity
of the listeners with the help of non-verbal communication.
More often non-verbal communication occurs unconsciously. People are not
aware of the fact that besides their verbal communication the nonverbal
gestures also transmit a potent message. The body language, eye contact,
physical appearance, and tone of voice provide meaningful information to the
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audience. Non-verbal communication is deemed much reliable and effective in
comparison to verbal communication as it gives additional support to the
verbal communication. For example, a mother asks her child, ‘Have you taken
your meal?’ The child answers verbally ‘Yes’ but nods his head and gives a
message of ‘No’. The mother takes the non-verbal message of the child and
ignores the verbal message.
In my opinion non-verbal communication is normally noticed by children soon
after their birth. A child learns non-verbal expression by observing, imitating,
watching, and copying other persons of the family. Children can understand
non-verbal gestures more than verbal communication and are more able to
understand the non-verbal signals than adults.
According to Wikipedia (n.d) “Nonverbal communication is usually
understood as the process of communication through sending and receiving
wordless messages. i.e., language is not the only source of communication,
there are other means also. Nonverbal communication can be communicated
through body movements, facial expressions, eye contact, and gestures”.
Givens (2002) stated, “A body movements, postures, or material artefacts
which encodes or influences a concept, motivation, or mood (thus, a gestures
is neither matter nor energy, but information). In its most generic sense is a
sign, signal, or cue used to communicate in tandem with, or part from words.
Gestures include facial expressions, clothing cues, and body movements”.
Calero (2005) stated, “One of the first researchers on nonverbal
communication was Ray Birdwhistell, who used the term “kinesics” in 1952
3
when he wrote Introduction of Kinesics, “nonverbal communication” was used
for the first time in 1955 by G.W. Hewes when he wrote World Distribution of
Certain Postural Habits. This was followed by Irving Goffman’s Behavior in
Public Places which used the term “body idiom.” That, in turn, led to Julius
Fast in 1971 using the now common expression “body language” in the book
he wrote by the same name. Mankind’s knowledge of nonverbal
communication would have progressed further if others, besides Ray
Birdwhistell, had devoted more time to researching the subject. During the
1950s, Birdwhistell was just about the only person studying this method of
communication. His effort has contributed greatly to our present day
knowledge and understanding of nonverbal communication.”
Allan and Pease (2004) stated, “Albert Mehrabian, a pioneer researcher of body
language in 1950s, found that the total impact of a message is about 7% verbal (words
only) and 38% vocal (including tone of voice, inflection and other sounds) and 55%
non-verbal.” They further stated, “Anthropologist Ray Birdwhistell pioneered the
original study of non-verbal communication-what he called ‘Kinesics’. Birdwhistell
made some similar estimates of the amount of non-verbal communication that takes
place between humans. He estimated that the average person actually speaks words
for a total of about ten or eleven minutes a day and that the average sentence takes
only 2.5 seconds. Birdwhistell also estimated we can make and recognize around
250,000 facial expressions”
O’Rourke (2004) stated, “Communication experts have established the fact that less
than a third of the meaning transferred from one person to another in a personal
conversation comes from the words that are spoken. The majority of meaning
4
comes from nonverbal sources, including body movement; eye contact; gestures;
posture; and vocal tone, pitch, pacing, and phrasing. Other messages come from
our clothing, our use of time, and literally dozens of other nonverbal categories.
Nonverbal communication is widely regarded as the transfer of meaning without
the use of verbal symbols. That is, nonverbal communication refers in a literal
sense to those actions, objects, and contexts that either communicate directly or
facilitate communication without using words. As communication professionals
and casual observers alike will testify, though, separating the effects of verbal and
nonverbal behaviour is never easy, largely because they tend to reinforce each
other, contradict each other, or are in some way about each other”.
Barber (1964) stated, “When a man nods his head to indicate assent (or, in
some cultures, refusal), the gesture is arbitrary and therefore symbolic.
Weeping is a sign of sorrow, and blushing is a sign of shame, but these signs
are caused by the emotional states in question, and so are not arbitrary or
symbolic.”
Bovee, et al (2003) stated, “People’s actions often do speak louder than their
words. In fact, most people can deceive others much more easily with words than
they can with their bodies. Words are relatively easy to control; body language,
facial expressions, and vocal characteristics are not. By paying attention to these
nonverbal cues, you can detect deception or affirm a speaker's honesty. Because
nonverbal communication is so reliable, people generally have more faith in
nonverbal cues than they do in verbal messages. If a person says one thing but
transmits a conflicting message nonverbally, listeners almost invariably believe
5
the nonverbal signal. Chances are, if you can read other people nonverbal
messages correctly, you can interpret their underlying attitudes and intentions and
respond appropriately”.
Mason (2003) stated, “It is essential that you are heard. It you do not achieve this
basic objective, and a few speakers do not, then everything else is irrelevant. You
must adjust your voice according to the audience and the room. If a half a dozen
people are gathered in a small room, then something close to a normal
conversational tone will suffice. If there is a large group of people you must raise
your voice and project it.”
Pitch in the voice can play a very significant role in teaching learning process.
With the rise and fall of pitch a complete meaning of a word can be changed.
Teachers can utilize this technique in the understanding of the meanings of
different words.
Givens (2002) stated, “Tone of voice reflects psychological arousal, emotion, and
mood. It may also carry social information, as in a sarcastic, superior, or
submissive manner of speaking.” Furthermore, proper use of tone teachers, in the
teaching of poetry is very essential and useful and creates interest and curiosity
amongst the students.
Carlin and Payne (1995) stated, “The most important aspect of voice quality to
control; is pitch. Pitch refers to the highness and lowness of your voice. Think of
pitch as notes on a musical scale. Just as a melody moves up and down the scale,
speaking also uses variety in pitch to express meaning.” He further wrote,
“Naturally your pitch is determined in part by your speaking voice. Whether your
6
voice is quite low, high, or somewhere in between, you must work on developing
variety within your natural range.”
In the classroom setting eye contact of the teacher is very vital and directly affects
the performance of the students in addition to the classroom management. Eye
contact is a tool of teaching, which a teacher can be used very efficiently for the
enhancement and achievement of students’ learning outcomes (SLOs).
Mason (2003) stated, “The human species value open, engaging eye contact, such
as is normally found in a conversation between friends. It is subconsciously taken
as an indication of confidence, authority and sincerity.”
Smile, as a facial expression, is a powerful tool in the hands of a teacher, which can
develop the understanding of the students by attracting their attention in the classroom
and creates their interest in learning. On the other hand anger, as a facial expression,
can be used in the classroom; if students are not interested in the teaching learning
process or lose attention. Smile and anger are very powerful tools in the hands of a
teacher, which, if used properly and purposefully, can enhance the students’ learning
outcomes.
Miller (1998) stated, “The distance between teacher and students is a critical
factor in the communication process. Teachers can easily transmit feeling of
acceptance or rejection simply by the distance they maintain. They have
‘freedom of space’ whereas students do not. Teachers, as well as others, have
a tendency to get closer to students they like. A quick observation of the
classroom will often identify the teacher’s pet, as well as those students the
teacher dislikes. To avoid accusation of favoritism, teachers should make a
7
conscious effort to get within the space bubble of all students. By travelling
freely throughout the class, they reinforce the concept of joint ownership.
Non-verbal communication plays a very significant role, in the classroom, during
teaching learning process. Non-verbal communication creates an impact on the
comprehension of the students, which ultimately results in better learning and
understanding of the concepts. Teachers, like daily life situation, also use non-
verbal communication in the class rooms but if they use it purposely and as a
teaching technique with the objective to create interest amongst the students,
better results can be obtained in the form of students' learning outcomes.
Teachers can use their body movements, eye contact, facial expressions; smile;
anger; frown, pitch of voice, and distance for better understanding of the concepts
of students. Teachers can use non-verbal communication for the rapid learning of
the students with minimum efforts. This teaching-learning process is based on
learning objectives, which ultimately leads to learning outcomes. These learning
outcomes are the end product of teaching-learning process.
Learning outcomes of the students and teaching-learning process depend on the
learning activities. The end product of all learning activities is learning outcomes;
therefore, these activities need great care in designing and executing in the
classrooms. The better the learning activities; the best will be the learning
outcomes.
Gronlund (1970) commented that there was a relationship between learning
process and learning outcomes. Teaching-learning process was not an end in itself
but a means to an end. Different teaching methods and A.V. aids used in the
8
teaching are considered as a tool to achieve desired learning outcomes. Learning
outcomes also contribute to instructional process in the sense that it gives
direction to the teachers in selecting their teaching methods and materials in the
classrooms. The learning activities of the students can be improved inside and
outside the school if learning outcomes are properly communicated to them.
1.2 Statement of the Problem
The study entitled, “Impact of Non-verbal Communication on Students’
Learning Outcomes”. It attempted to bring into limelight the use of non-verbal
communication by the teachers in the classroom setting during teaching
learning process. The study also assessed how teachers utilized this
mechanism for better learning outcomes. This was done through experimental
approach in the subject of English (Compulsory) at the secondary school level
(classes IX-X).
1.3 Objectives of the Study
The following objectives were formulated for the study:
1. To explore the perceptions of teachers and students regarding non-
verbal communication as an important teaching-learning skill.
2. To make an analysis of non-verbal communication in the context of
teaching-learning process.
3. To find out how the mechanism of non-verbal communication
contributed to better learning outcomes of students.
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4. To make recommendations for the use of non-verbal communication
strategies to improve students’ learning.
1.4 Need and Significance of the Study
Non-verbal communication plays a fundamental role in understanding the
meanings and context of the communication in our daily lives. Experts likes
Allan, Pease, and Kroehnert have revealed that 65% to 90% of the
communication is non-verbal. To explore the importance of non-verbal
communication in actual classroom setting and to investigate the impact of
this skill on teaching-learning process, the present study was undertaken.
The study is likely to promote awareness in both teachers and the taught about
non-verbal communication. It would also pave way for introducing new trends
in the teaching learning process for promoting better learning of the students.
The recommendations of the study might be useful for educators and
curriculum planners at the time of designing syllabi by using the outcomes of
the study.
1.5 Hypotheses of the Study
The following hypotheses were developed for the study:
H1* There is an impact of non-verbal communication on the learning
outcomes of students in rural and urban areas.
H1** There is an impact of non-verbal communication on the learning
outcomes of male and female students.
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1.6 Delimitation of the Study
The scope of the study was delimited to body movements, facial expressions, eye
contact, pitch of voice, and spatial distance between teachers and students. The
scope was further narrowed down to classes IX-X (both genders) in Govt. secondary
schools located both in rural and urban areas of Peshawar; Khyber Pakhtunkhawa
(KP), Pakistan. The selected subject was English (compulsory). The study did not
cover other types and levels of schools.
1.7 Limitations of the Study
The study has the following limitations:
1. Classroom possesses a multifarious learning environment and several
proceedings take place in a classroom concurrently; hence it is difficult to control
all the aspects of classroom’s learning environment.
2. Due to cultural barriers the researcher could not visit the female schools on
regular basis. Experiment was carried out by concerned subject teachers on the
basis of the treatment given to them.
3. Due to schools’ regular time tables; the experiments were carried out for only 8
weeks.
4. Structured questionnaires for teachers and students might have restricted the
choice, and range of their responses.
11
Chapter-2
REVIEW OF RELATED LITERATURE
The review of the relevant literature provides not only an insight and
theoretical base to the researcher but also facilitates him to know what others
feel about this problem in similar or identical situations. The review in this study
provided a conceptual framework to research and highlighted the different dimensions
of non-verbal communication on the basis of relevant literature both in local and global
perspectives.
Thill and Bovee (1999) stated, “The most basic form of communication is non-verbal
communication: all the cues, gestures, vocal qualities, spatial relationships, and attitudes
toward time that allow us to communicate without words. Anthropologists theorize that
long before human beings used words to talk things over, our ancestors communicated
with one another by using their bodies. They gritted their teeth to show anger; they
smiled and touched one another to indicate affection. Although we have come a long
way since those primitive times, we still use non-verbal cues to express superiority,
dependence, dislike, respect, love, and other feelings. Non-verbal communication
differs from verbal communication in fundamental ways. For one thing, it's less
structured, so it's more difficult to study. It also differs in terms of intent and
spontaneity. We generally plan our words. When we say, “Please get back to me on
that order by Friday,” we have a conscious purpose. We think about the message, if
only for a moment. However, when we communicate non-verbally, we sometimes do
so unconsciously. We don't mean to raise an eyebrow or blush. Those actions come
naturally without our consent”.
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Carlin and Payne (1995) stated, “Some researcher suggest that less than ten
percent of a message’s impact from verbal communication. While you listen to
speaker’s words, whether you realize it or not, you’re also influenced by the way
the speaker talks as well as by the speaker’s actions. The fact that nonverbal
communication has such a strong influence on the way people interpret messages
emphasizes an important rule about communication-it is impossible not to
communicate. Even when you’re silent, you’re communicating. Before you
begin to speak, when you pause, or when you leave the speaker’s stand, you’re
still sending messages to your audience.”
Kroehnert (2006) stated, “Nonverbal communication is anything that can alter
or reinforce the message in any form of communication. If you think that this
is a very broad definition, and covers all types of communication, you are
right. We communicate nonverbally by the way we dress, our posture, the
expression on our face, the amount of eye contact used, the way we position
our hands, the way we touched things and the way we listen. Even a simple
statement can have its meaning altered or reinforced by the way we shrug our
shoulders when we put it to the group, by inflection in our voice when we say
it, by the way it is written or typed when we give it as a handout.”
He further stated, “Some studies indicate that around 65 percent of our
communication is through nonverbal signals, while other studies show that
this figure could be as high as 93 percent. Teachers should be experts in
communication, so it follows that they must know about these signals.
Nonverbal communication is also referred to as ‘body language’, and is a
study in itself.”
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Miller (1988) stated, “Teachers should be aware of nonverbal communication
for two basic reasons: (1) to become better receiver of student messages and
(2) to gain the ability to send student positive signals that reinforce learning,
and at the same time become more adept at avoiding negative signals that
stifle learning. Researchers suggest that a student’s nonverbal expressions
serve as an important source in the formation of teacher’s impression, attitude,
beliefs, and reciprocal behavioral expressions. Being a good message receiver
requires more than just listening to words. Much is communicated by
nonverbal means, such as feelings and values. Thus to be a good receiver of
student messages, a teacher must be attuned to many of these subtle cues.”
Hybels and Weaver (2004) have presented four functions of nonverbal
communication. Nonverbal gestures complement, regulate, substitute, and
accent. They further stated the characteristics of nonverbal communication,
“All forms of nonverbal communication have four characteristics in common.
First, much nonverbal communication is unique to the culture or subculture to
which you belong. Second, verbal and nonverbal messages may be in conflict
with one another. Third, much nonverbal communication operates at a
subconscious level- you are often not aware of it. Fourth, your nonverbal
communication shows your feelings and attitude. These characteristics are
considered basic principles that govern nonverbal communication.”
Various Functions of Nonverbal Communication:
O'Rourke (2004) stated, “Nonverbal communication can serve many important
functions in our lives, but researchers have identified the following six major functions.
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Accenting: Nonverbal communication often highlights or emphasizes some part of a
verbal message. A raised eyebrow might accompany an expression of surprise; a wag-
ging finger might underscore an expression of disapproval.
Complementing: Nonverbal communication also reinforces the general tone or attitude
of our verbal communication. A downcast expression and slumping posture might
accompany words of discouragement or depression; upright posture, a smile, and ani-
mated movement might reinforce a verbal story about winning a recent promotion.
Contradicting: Nonverbal communication, on the other hand, can contradict the verbal
messages we send, sometimes deliberately, sometimes unintentionally. Tears in our eyes
and a quiver in our voices might involuntarily contradict a verbal message telling friends
and family that we're doing all right. A wink and a nod might deliberately send the
nonverbal message that what we're saying just isn't so. The fact is, when verbal and
nonverbal messages contradict, we tend—for a number of reasons—to believe the
nonverbal. In the last analysis, it's simply much easier to lie than it is to control a range
of nonverbal reactions: our facial expression, pupil dilation in our eyes, and tension in
our vocal cords, pulse rate, sweating, muscle tone, and many others. Control of such
things is, for most of us, well beyond our voluntary reach.
Regulating: Certain nonverbal movements and gestures are used to regulate the flow,
the pace, and the back-and-forth nature of verbal communication. When I want you to
speak to me, I'll face you, open my eyes, open my arms with hands extended and palms
facing upward, and look expectantly into your eyes. When I want you to stop speaking so
I can either talk or think of what I'm about to say, I will turn slightly away from you, fold
15
my arms, put one hand out with palm facing forward, and either close my eyes or turn
them away from yours.
Repeating: Nonverbal messages can also repeat what verbal messages convey. With
car keys in hand, coat and hat on, I can announce: "I'm leaving now," as I walk toward
the door. You might hold up three fingers as you ask: "Is that the best you can do? I've
gotta buy three of them”.
Substituting: Nonverbal communication can also substitute for, or take the place of,
verbal messages, particularly if they're simple or monosyllabic. As a youngster looks
toward a parent on the sidelines during an athletic contest, a quick "thumbs up" can
substitute for words of praise or encouragement that might not be heard from a dis-
tance or in a noisy crowd."
Locker (2004) stated, “Communication doesn't use words—takes place all
the time. Smiles, frowns, who sits where at a meeting, the size of an office,
how long someone keeps a visitor waiting—all these communicate
pleasure or anger, friendliness or distance, power and status. Most of the
time we are no more conscious of interpreting nonverbal signals than we are
conscious of breathing.
Yet nonverbal signals can be misinterpreted just as easily as can verbal sym-
bols (words). And the misunderstandings can be harder to clear up because
people may not be aware of the nonverbal cues that led them to assume that
they aren't liked, respected, or approved. An Arab student assumed that his US
roommate disliked him intensely because the US student sat around the
room with his feet up on the furniture, soles toward the Arab roommate.
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Arab culture sees the foot in general and the sole in particular as unclean;
showing the sole of the foot is an insult.
Learning about nonverbal language can help us project the image we want to
present and make us more aware of the signals we are interpreting. How-
ever, even within a single culture, a nonverbal symbol may have more than one
meaning”.
Zwozdiak-Myers and Capel (2005) stated, “Much teacher-pupil
communication is non-verbal (e.g. your appearance, gestures, postures, facial
expressions and mannerism). Non-verbal communication supports or detracts
from verbal communication, depending on whether or not verbal; and non-
verbal signals match each other; for examples, if you are praising someone
and smiling and looking pleased or if you are telling them off and looking
stern and sounding firm, you are sending a consistent message and are
perceived as sincere. On the other hand, if you are smiling when telling
someone off or are looking bored when praising someone you are sending
conflicting message that cause confusion and misunderstanding.”
Miller (1988) stated, “Teachers express enthusiasm, warmth, assertiveness,
confidence, or displeasure through their facial expression, vocal intonation,
gestures, and use of space. When teachers exhibit verbal messages that
conflict with nonverbal messages, students become confused, and this
confusion often affects their attitudes and learning.”
Calero (2005) mentioned, “Paul Ekman, a professor at the University of San
Francisco and the foremost researcher in the field of facial expressions,
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believes most facial expressions are blends of several feelings. As a result,
they are by far the most difficult of nonverbal messages to understand clearly.
However, when a facial expression is used as a signal—such as winking an
eye as a gesture of approval, or sticking out the tongue to signify playful
distaste—they are very easy to comprehend.”
Ross (1977) stated, “We use body actions constantly in our everyday
conversation. It is a definite part of our communication system. The way a
person walks at a given movement may demonstrate that person’s mood more
adequately than his/her words do.”
Pease (1988) stated, “Like any other language, body language consists of
words, sentences and punctuation. Each gesture is like a single word and a
word may have several different meanings. It is only when you put the word
into a sentence with other words that you can fully understand its meaning.
Gestures come in ‘sentences’ and invariably tell the truth about a person’s
feelings or attitude.”
Nierenberg and Calero (2001) stated, “Each gesture is like a word in a
language. In order to be understood in a language, one must structure his
words in units, or ‘sentences,’ that express complete thoughts. It is not usual
for attendees at our seminars to attempt to bridge this word/sentence gap
quickly. Some sincerely believe that a cursory exposure to the world of
nonverbal communication equips them to speak the ‘language’ fluently. On
the contrary, this serves only to bring their awareness to a conscious level, not
to make them experts. We attempt to discourage individuals from jumping to
18
immediate conclusions based on the observation and comprehension of
isolated gestures. Understanding of congruence of gestures in harmony with
one another is far more important. A static gesture lasting several seconds
might be contradicted by a prior body movement (incongruence), which in
turn might be further repudiated by a subsequent gesture.”
Kroehnert (2006) highlighted the indication for detecting uncertainty among
the students in the classroom and stated, “If we ask participants a question,
and while they are responding they attempt to cover their mouth, it may
indicate they are trying to hide what they are saying. Similarly, if a person
rubs his nose while answering or talking, it can again indicate that he is
uncertain or lying about his response. Looking down and rubbing an eye can
also indicate a lie or uncertainty. It may indicate that they can’t see, or don’t
want to see, the point you are making.
These behaviours are only indicators, and their interpretation should not be
taken as gospel. These gestures merely give you an indication that the person
may not be telling the truth, or that they don’t believe what you are saying.”
Wikipedia (n.d) mentioned, “Body language is a form of non-verbal
communication, which consists of body postures, gestures, facial expressions,
and eye movements. Humans send and interpret such signals subconsciously.
Body language may provide clues as to the attitude or state of mind of a
person. For example it may indicate aggression, attentiveness, boredom, relax
state, pleasure, and amusement among many other cues.”
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Young (2006) stated, “Communication is more than words. Your body
language speaks to listeners through visual elements, such as eye contact,
physical distance between the speaker and the listener, gestures, postures, and
body orientation. Body language is as much a part of casual communication as
it is of formal presentations.”
Lesikar and Flatley (2005) stated, “The face and eyes are by far the most
important features of body language. We look to the face and eyes to
determine much of the meaning behind body language and nonverbal
communication. For example, happiness, surprise, fear, and sadness usually
are accompanied by definite facial expressions and eye patterns. You should
be aware of these aspects of body language as you speak and listen to others.
Gestures are another way we sent non word messages through our body parts.
Gestures are physical movements of our arms, legs, hands, torsos and heads.
Through the movement of each of these body parts, we can accent and
reinforce our verbal messages. And we can observe how others punctuate their
verbal effects with gestures. For example, observe the hand movements of
another person while he or she is talking. As you observe gestures, you will
get a good picture of the internal emotional state of the person. Moreover,
speaking and gestures appear to be linked. In general, the louder someone
speaks, the more emphatic gesture used, and vice versa.”
Kroehnert (2006) highlighted five most general errors in the body language of
the teachers:
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1. “Having nasty personal habits
2. Always being too stiff
3. Blocking or touching face
4. Including pointless hand gestures
5. Tapping or shaking legs and hands”
It is suggested to the teachers that these habits should be avoided in the
classroom and proper use of nonverbal communication be used in order to
have great impact on the teaching learning process.
Ross (1977) further stated, “The communication of stereotype-that is, stylized-
gestures and facial expressions has been studied experimentally. Landis
performed an experiment designed to discover whether subjects’ reported
emotions and accompanied by definite and easily recognized facial
expressions. His subjects were photographed while they were been explored to
various emotions-producing situation; they were not simply portraying
emotions, as an actor would. After comparing the reactions of many subject to
these situations, Landis reported: with no verbal report of a given emotion like
a muscle, group of muscles or expressions occur with sufficient frequency to
be considered characteristics of that emotion. There is no expression typically
associated with any verbal report.”
Egan (1973) stated that non-verbal communication played a very important
role in entire communication process. He further stated, “Bridwhistell (1952,
1961, 1963a, 1963b) and Hall (1959, 1963a, 1963b, 1964, 1966) have both
21
elaborated categories which relate body movements, including gestures and
facial expressions, to the process of communication.”
Egan (1973) further stated, “Men seem to feel safer when they
compartmentalized their experience. Feelings are all right, and language is all
right, but they are to be kept apart, if possible. Lynch (1967) recognizes in
movies a similar movement-that is, toward, immediate, private, and wordless
experience. He deplores such a movement: ‘words and ideas have been given
a hard time; they have pushed into a polarized state, devoid of contact with
images and things. They need to be allowed to re-enter the world and re-
establish their relation to things and their own power as a human art.”
Bovee et al (2003) stated, “When communicating orally, pay attention to your
nonverbal cues. Avoid giving other conflicting signals. For instance, if you tell an
employee that you are free to talk to her about her raise but your nonverbal signals
suggest that this is not the best time to discuss the subject, she will be confused.
So try to be as honest as possible in communicating your emotions. Here are
some additional tips for honing your nonverbal skills:
Smile genuinely. A fake smile is obvious because the timing isn't right
and the wrinkles don't follow.
Be aware that people may give false nonverbal cues.
Keep an appropriate distance between you and others, and use touch only
when appropriate.
Respect status with your eye contact.
22
Adopt a handshake that matches your personality and intention.
Few gestures convey meaning in and of themselves; they have to be interpreted in
clusters, and they should reinforce your words.”
Turk (2001) stated, “Erving Coffman distinguishes between the meaning that
we 'give' in words, and the meaning we 'give-off' in non-verbal signals. When
giving a non-verbal presentation, we communicate not only with the words,
but also with a whole range of gestures, movements and expressions. It is
these non-verbal messages, in addition to the verbal ones, which distinguish
speaking from writing or telephoning”.
Hopkins (2004) stated, “Our first consideration in speaking sentences should
be to make our meaning clear, and in ensuring, the way in which our voice
rises and falls in tone plays an important part. It plays a dominant part in
making clear the emotions that lies behind or inspires our meaning; we have
no rally adequate method of conveying in speech what we feel other than of
varying the expression in our voices. It is quite possible to say: ‘I hate you,’ all
on the same note and without emphasis, but if you do so you will entirely fail
to convey any sense of hatred; but if you raise you voice on hate your feeling
will be at once conveyed to your listeners.
Subtler shades of emotions can also be indicated by change of tonal emphasis.
You can say: ‘I am so happy,’ raising the pitch of your voice on so and
keeping it raised until the second syllable of happy, and thereby indicating an
abundance of happiness, or you can keep your voice on one note until you
reach the word happy, and raise the first syllable several tones, in which case
23
you will indicate a feeling of wonder at your own happiness. There are
obviously many other possibilities of accentuation of this phrase. Each variant
conveys a subtle and individual emotional meaning.”
Mason (2003) stated, “A speech delivered in a mono tone is not likely to be
well received. Vary your tone and aim to achieve vocal clarity. Try and
express your emotion with your voice. If you are saying something sad, your
voice as well as your words should let the audience know that you are sad. If
you are angry let the audience know it from your tone. A lot of expression in
the voice is a good thing.”
Hopkins (2004) stated, “The exact shade of meaning on any sentence depends
to a considerable extent on the rise and fall in our tone of voice and in the
consequent emphasis given to particular word. Wrong emphasis may destroy
the intended meaning of a sentence almost as effectively as the use of a wrong
word. Equally, if you drop the pitch of your voice instead of raising it when
you should drop it, you may turn a question into a statement and vice versa. In
English speech it is possible to ask a question in the form of a statement and in
such cases it is extremely important to use an inflexion which makes your
listeners certain that a question is intended, if we say: ‘It’s been a fine day,’
and do not raise the pitch of our voice on the last word, we are understood to
be making a statement; but if we do raise our pitch on the last word, the
sentence becomes a question.”
Lesikar and Flatley (2005) stated, “Paralanguage is the communication effect
of the speech, pitch, volume, and connectivity of spoken words. Are they fast
24
or slow? Are they high pitched or deep? Are they loud and forceful or barely
audible? Are they smooth or disjointed? These questions are examples of the
types you would ask to analyze the nonverbal symbols of paralanguage. The
symbols become a part of the meaning that is filtered from a spoken message.
Paralanguage meanings also are conveyed by consistencies and
inconsistencies in what is said and how it is said. Depending on the
circumstance, a person’s voice may or may not be consistent with the intended
word meanings. But you should make every effort to avoid inconsistencies
that will send a confusing message. Consistency among the words you choose
and how you deliver them to create clear meaning should be your goal.”
Young (2006) stated, “Your tone should reinforce the verbal message you are
relying. Whether you are speaking casually or doing a formal presentation,
your inflection should be appropriate. With informal speech, be conscious of
the emotion in your voice, with a formal presentation; vary the tone subtle so
that you are not putting your audience to sleep with a controlled monotone.”
Miller (1998) stated, “The adage ‘It is not what we say that counts, but how
we say it’ reflects the meaning of vocal intonation. Sometimes referred to as
“paralinguistics,” vocal intonation is probably the most understood and valid
area of nonverbal communication. It includes the multitude of components
(for example, rhythm, pitch, intensity, nasality, and slurring) that elicit the
‘truth’ of a message. The vocal variations are fundamental components of
expressive oral communication. If vocal information contradicts verbal, vocal
will dominate.
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Miller further explained the importance of vocal intonation by depicting a
situation of a classroom and stated, “Consider a classroom situation in which a
teacher asks a question and calls on one of the more talented students, who in
turns answer the question correctly. Generally the teacher responds with some
positive verbal reinforcement enhanced by vocal pitch or tone, expressing the
acceptance and liking of the student’s answer (often accompanied by a smile
or other forms of nonverbal approval). In the same situation, it the teacher
called on a less talented student whose response was incorrect, not only might
the teacher verbally reject the response, but he or she might also modify the
future responding behavior of the less talented student because of the
accompanying vocal cues.”
Stanton (2004) stated, “All the non-verbal elements of communication like
facial expressions, gestures, body postures, eye contact, proximity, head-nods,
are sometimes called ‘meta communication’, from Greek word meta meaning
‘beyond’ or ‘in addition to’. Meta communication is therefore something ‘in
addition to communication’ and we must always be aware of its existence”.
Wood (1976) stated, “Body language can be defined as any reflexive or non-
reflexive movement or position used to communicate an emotional, attitudinal,
or informational message to someone else. Body movements (for instance,
waving, winking) and positions (for example, hunched shoulders and wide-
open eyes) are the basic categories of body language. Although any movement
or position during communication is capable of message value, not all the
motion necessarily communicates.”
26
Jennie and Lance (2008) stated, “An awareness of your own body language
can mean that you use this form of communication productively – much like
choosing better words to say”. They further explained the importance of facial
expression and stated, “The muscles in the face are used, more or less
consciously, to produce smiles, frowns, or puzzled or doubtful expressions.
Your face can look more or less welcoming, open or closed. A smile is a
typical welcome. An immoveable, fixed expression seems uninviting and
lacking emotion. On the other hand, marked frequent changes in facial
expression can be distracting for clients, who focus on the messages passing
across your face than on telling you what they wish to say. You need to aim
for a claim and alert expression that is not wooden and adjusts appropriately to
what clients say to you”.
Miller (1998) stated, “Body postures and movements are frequently indicators
of self confidence, energy, fatigue, or status. In the classroom, students keen to
receive body messages of enthusiasm and boredom about the subject matter
being taught can sense confidence or frustration from the unconscious
behavior of the teachers. Observant teachers can also tell when students
understand the content presented or when they have trouble grasping the major
concepts. A student slouching sends a very different message from one leaning
forward or sitting erect.
Body movements and postures alone have no exact meaning, but they can
greatly support or reject the spoken words. If these two means of
communication are dichotomized and contradict each other, the result will be a
distorted image and most often the nonverbal will dominate.”
27
Nierenberg and Calero (2001) stated, “Easily the least controversial of all the
areas of nonverbal communication is facial expression, as this is the most
readily observed group of gestures. We focus our eyes on the face more often
than on any other part of the body, and the expression we see there have
widely accepted meanings. They further mentioned, “Facial expression can
also express shock or great surprise. In these emotional states a person’s
mouth is wide open because the jaws muscles are relaxed due to shock and the
chin drops. There is, however, a time when the mouth unconsciously opens
and it is not due to shock or surprise. This happens when a person concentrates
on one thing so intently-for example, when attempting to fit together delicate
parts of a mechanism-that every muscles in his face below the eyes is
completely relaxed. Sometimes the tongue even protrudes from the mouth.”
Wikipedia (n.d) stated, “Facial expression results from one or more motions or
positions of the muscles of the face. These movements convey the emotional
state of the individual to observers. Facial expressions are a form of nonverbal
communication. They are a primary means of conveying social information
among humans.”
Teachers can make effective use of facial expressions during teaching learning
process not only to make the concept clearer to the students but also they can
create interest in their teaching with the help of this technique. Students would
definitely pay heed to the facial expressions of the teachers in the classroom,
which eventually leads to the attainment of students’ learning outcomes.
28
Pease (1998), stated, “One of the easiest way to uncover a disguised objection
when dealing with others is to watch if the person uses the headshake gestures
while verbalising his agreement with you.” He further stated that there are
three fundamental positions of head. First position is head up, which suggest
an impartial approach towards another person. Second position of the head is
tilt on one side, which elicits interest or attention towards the speaker and the
third one is down-wards, which lucidly suggest disinterest or negative attitude
towards the speakers.
Fast (1991) stated, “The head nod is tremendously important in
communication. I tell you something and you nod as I say it. That nod sends a
subtext of ‘Yes, I understand.’ You talk back to me and I nod again, sending
the ‘Yes, I understand’ signal along with ‘I agree.” These gestures, along with
the negative head shake, usually accompany all conversations and vital to
communicate.” He further pointed out that nodding reveals agreement and
positive attitude of the audience. The use of nodding is very essential and must
be used properly to elicit proper response. The agreement or disagreement
depends upon the nodding of head.
Understanding of head movements is one of the smart tools in the hands of a
teacher. A teacher through this technique can understand the level of interest
in the students about a certain topic or content. Teachers can also assess their
own teaching style or methodology through this technique. Knowledge of
head movements, among, teachers plays a very essential role in the actual
classroom situation; therefore, teachers should equip their selves with this
technology.
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Wood (1976) commented, “Verbal language can be used to communicate
almost anything. In contrast, the nonverbal language of body movements
appears to have a more limited range. Body language communicates feelings,
emotions, preferences, and selected bits of information concerning gender,
time, relationship, and so forth. Generally, body language either reinforces or
contradicts the feelings and information conveyed in the verbal channels.
Body language includes movements of a part of a body, such as a nod of the
head or a raising of the eyebrows, and movements of the entire body.”
Hands and shoulders, as body parts, can tremendously influence teaching
learning process, as teachers can utilize these parts of body for providing extra
information and importance about different concepts and topics. It also
generates a desire for learning amongst the students and they pay heed to body
movements of the teachers and grasp the meaning of the lesson taught.
Allan and Pease (2004) stated, “The hands have been the most important tools
in human evolution and there are more connections between the brain and the
hands than between any other body part.”
Givens (2002) stated, “Combined verbal and nonverbal IQs make hands our
most expressive body parts. Hands have more to say even than faces, for not
only do fingers show emotions, depicts ideas, and point to butterflies on the
wring—they can also read Braille, speak in sign languages, and write poetry.
Our hands are such incredibly gifted communicators that they always bear
watching.”
30
Young (2006) stated, “Physical distance is another dimension that differs
among cultures. In the United States, a comfortable distance while
communicating in an arm’s length. Standing closer is likely to create
discomfort for one or both parties. In some Middle Eastern cultures, the
appropriate distance is les than 10 inches-more face to face, nose to nose. With
rapidly increasing diversity, encounters among people from different cultures
can result in cultural collisions because of a lack of understanding about basic
communication differences.”
Lesikar and Flatley (2005) stated, “Another type of nonverbal communication
involves space and how it communicates meaning in speaking and listening.
How we use space and what we do in certain spaces we create tell much about
us. Thus, each of us has a space language just as we do a body language. This
space language is crafted by our culture. Authorities tell us that we create four
different types of space: intimate (physical contact to 18 inches); personal (18
inches to 4 feet); social (4 to 12 feet); and public (12 feet to range of seeing
and hearing). In each of these spaces, our communication behaves differ and
convey different meanings. For example, consider the volume of your voice
when someone is 18 inches from you. Do you shout? Whisper? Now contrast
the tone of your voice when someone is 12 feet away. Unquestionably, there is
a difference, just because of the distance involved.
Our behaviours in each type of space are learned from our culture. Thus, you
will need to be sensitive to the spaces of others-specially those from different
cultures.”
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Devito (2009) stated that space is a very important aspect of inter personal
communication but most of the time we over look it. He further categorizes
the following four types of space or distance under a broad heading of
Proxemic Distances or Spatial Distances:
Intimate distance ranges from touch to 18 inches and considered close
relationship between two persons. Personal distance ranges from 18 inches to
4 feet and a word ‘bubble’ is used for this category. Bubble keeps a distance
between the persons and protects a person from touch by others. Social
distance ranges from 4 feet to 12 feet and is more formal and loses the visual
details, which one can have in personal distance. Public distance ranges from
12 feet to more than 25 feet. In this situation one cannot visualize minute
details but still can see what is happening around.
Miller (1998) stated, “The most advanced curriculum and the highest hopes
have little chance of success without a supportive physical learning
environment. In order to foster productive communication in the classroom,
teachers must allow for flexible changes that are beneficial for group
interaction. It should be noted, however, the appropriate spatial distances and
arrangements are limited by a myriad of variables, including the
conversational topic, the nature of the relationship, and the physical
constraints present in the classroom. Miller also presented the following
guidelines for the improving the learning environment of the classroom:
1. The classroom should offer a variety of stimuli.
2. The classroom should provide a secure, comfortable feeling.
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3. The classroom should be adopted to fit the activity.
4. The classroom should give some privacy and individuality.”
In the classroom setting teachers use personal distance ranging from 18 inches
to 4 feet. In this situation they are more comfortable with the classroom
environment and can positively make their selves aware of the things going on
in the classroom. On the other hand students also feel at ease in personal
distance and take interest in the teaching learning process.
Educationists have pointed out that many times non-verbal communication
occurred unconsciously. Mostly we are not aware of the fact that we are
communicating non-verbally besides our verbal communication.
Truk (2001) stated, “If non-verbal channels of communication are so
important, why are we not all aware of them? The main reason, I think, is that
we are heavily word-oriented, that we tend to undervalue other ways of
communication. Because of our cultures, and our schools that emphasize
verbal ability so heavily, we tend to overlook the expressive possibilities of
the non-verbal. There were non-verbal signals before there was language.
Animals, after all, manage to negotiate their social lives entirely by non-verbal
signals. They make friends, find mates, rear children, work out their political
hierarchies, and work together in groups, by means of non-verbal signals. The
same is probably true of human beings”.
Wainwright (2003) stated, “When you consider how many muscles there are
in the human face, it is not surprising that the range of facial expressions we
33
can produce is very wide. There are many subtleties in changes of expression
which can be shown-considered, for instance, the great variety of smiles
between the Mona Lisa' partial smile and an open grin”.
According to Wikipedia (n.d), “Eye contact is a meeting of the eyes between
two individuals. In human beings, eye contact is a form of nonverbal
communication and is thought to have a large influence on social behavior.”
Nierenberg and Calero (2001) stated, “We have also found that people tend to
have eye contact more when they listen than when talking. They also employ
a gaze aversion when asked questions that make them feel uncomfortable or
guilty. On the other hand, when asked a question or when reacting to a
statement that makes them feel defensive, aggressive, or hostile, their eye
contact increases dramatically. You can sometimes clearly see the pupils
dilate when a person is thus aroused.”
Miller (1988) stated, “The most important and reliable features of the face, the
eyes provide a constant channel of communication. They can be shifty and
evasive; convey hate, fear, and guilt; or express confidence, love, and support.
Studies show that gaze and eye contact can provide information, regulate
interaction, express intimacy, exercise social control, and facilitate goals.” He
further stated, “Teachers can have individual contacts with every student in the
classroom through eye contact. Attitudes of intimacy, aloofness, concern or
indifference can be inferred by the way a teacher looks or avoids looking at a
student.
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The level of credibility and honesty has been found to be related to the amount
of eye contact exhibited by a speaker. Thus, if a teacher has an eye contact
with only a selected few alert and interested students, other students might
consider this to be biased and favoritism.”
In classroom eye contact performs a very significant function as non-verbal
communication. Teachers can use eye contact for the enhancement of learning
of the students in various ways. Wainwright (2003) also highlighted the
following six different functions of eye contact:
1. Seeking information
2. Showing attention and interest
3. Inviting and controlling interaction
4. Dominating, threatening and influencing others
5. Providing feedback during speech
6. Revealing attitudes.
Fast (1991) stated, “Of all the elements we use to communicate with other
people, eye contact is the most important-and the most human. Animals are
disturbed by eye contact. To them, it carries a subtext of threat. Humans are
pleased with it. To them, the subtexts are the attention and interest.”
Understanding and proper use of eye contact, by teachers, can change the
complete learning environment of the classroom. Proper utilization of this
technology can help teachers in the attainment of students’ learning outcomes.
35
Besides that students also get attentive when teachers make regular eye
contact with the students during teaching learning process. Due to regular eye
contact, students remain alert in the class and this enhance their retention rate
of learning material, which eventually results in improving their learning
outcomes.
Fast (1991) stated, “Eye contact and head nodding are two important elements
in sub textual communication. Gestures are a third. The wrong gesture can
confuse and annoy. The gesture we make are sometimes deliberate, but more
often they are made on an unconscious level. We are not aware of what we are
doing. If we hesitate in our speech or grasp for a word, our gestures tend to
become more eloquent, as if the gestures themselves are a substitute for lost
words. Ask someone to repeat something, and he or she will often add
gestures that weren’t there before. It’s as if the gestures help you to
understand-and they do. When you want someone to believe what you are
saying, you will tend to use more gestures, realizing, on an unconscious level,
that the gestures clarify and convince.”
Woolfolk (2004) stated, "Communication is more than 'teacher talks-student
listens'. It is more than the words exchanged between individuals. We
communicate in many ways. Our actions, movements, voice tone, facial
expressions, and many other nonverbal behaviours send messages to our
students. Many times the messages we intend to send are not the messages our
students receive.”
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During the teaching learning process non-verbal communication plays a very
significant role towards the achievement of learning outcomes. The whole
teaching learning process depends on the attainment of learning outcomes;
therefore, the process of developing learning outcomes is very essential and
needs subtle expertises.
Leigh (2005) commented on the achievement of learning outcomes and the
construction of objectives behind the learning outcomes. He further stated,
"Any objectives should set out behavioural requirements which can be
independently observed. This is necessary because unless the activity can be
objectively assessed the effectiveness of the training cannot be gauged.”
Nayak (2004) pointed out that learning is not always the outcome of teaching.
Many students in the class understand less than we think they have understood
due to good teaching. Many times the understanding of the students is limited
and incomprehensive if not completely wrong; therefore, it is very essential to
have parsimony in the development of educational goals and objectives, so
that quality of understanding is achieved as learning outcomes.
Importance of non-verbal communication in the field of education is made
possible with the help of following studies in different fields of education. The
researchers have contributed a lot and conducted researches on non-verbal
communication and its importance in the educational setup.
Zekia (2009) brought into limelight the students’ perceptions about non-verbal
communication in classroom focusing on eye contact, mimics, and gestures. A
total number of 67 students divided into two class management groups
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were the respondents of the study. The students were given an assignment to
write a “critical moment’s reflection” report on any of the incidents that they
considered critical once a week right after their classes for two months.
Documents were used as the instrument for the study. Content analysis was
used to analyse the qualitative data gathered from the reports through coding,
categorizing and labelling the primary patterns/occurring themes in the data.
The study focused on the research question asking, what do the students
enrolled in the classroom management course report on the meaning of eye
contact, mimics and gestures?
The findings revealed that non-verbal communication could be an important
source of motivation and concentration for students’ learning as well as a tool
for taking and maintaining attention. It was recommended that teachers must
understand the importance of nonverbal communication and use this
technology in favour of students to create a more motivating, comfortable,
confident environment in class for a better classroom management.
Hirono, et al (2006) worked on “The impact of medical students’ non-verbal
communication on interview evaluations by standardised patients (SPs). The
study focused on facial movements and expressions; gaze; head movements;
body movements; posture; interpersonal distance; angle of orientation toward
others; interpersonal touch, and voice, through a coding system developed by
the researchers.
The study focused on the assumption that Non-verbal communication (NVC)
in medical encounters was found to be an important method of exchanging
38
information on emotional status and contextualising the meaning of verbal
communication.
The study provided the evidence that specific non-verbal behaviours of
doctors may have added impacts on the patient’s perception of his or her visit,
independently of the interview content. Education in basic non-verbal
communication should be integrated into medical education in conjunction
with verbal communication.”
Damnet (2008) submitted her PhD thesis on "Enhancing Acquisition of
Intercultural Nonverbal Competence: Thai English as a Foreign Language
Learners and the Use of Contemporary English Language Films", from
Victoria University, Melbourne, Australia. The study investigated the aspects
of teaching and learning of intercultural nonverbal competence by university
students majoring in English in Thailand and started from the position that
intercultural nonverbal competence was an important, but neglected area
within English language teaching for international communication. Five
aspects of nonverbal communication where there were pronounced differences
between Thai and native English norms were investigated: facial expressions,
eye contact and gaze, bodily communication, kinesics (touching), and vocalic
communication.
It was a quasi-experimental study, which employed a range of qualitative and
quantitative approaches in conducting classroom research on the learning and
teaching of nonverbal communication within university EFL speaking and
listening skills classes. Seventy-three (73) 2nd year undergraduate students
39
majoring in English were randomly assigned to and participated in one of two
different teaching interventions both of which involved the use of the same
four American and Australian contemporary films. The experimental
intervention involved explicit teaching of nonverbal communication and the
other more traditional one provided exposure to the same native speaker
interactions in the same four films, but with classroom activities focused on
linguistic and pragmatic features arising from the films.
The study revealed the following findings from both the groups, who took part
in the explicit teaching of non-verbal communication:
a) English native speakers showed more positive attitudes towards
nonverbal communication.
b) English native speakers understand higher level of nonverbal
communication.
c) Students of both the groups felt affirmative and pointed out that
English language films and role playing enhance their ability in
acquisition of intercultural non-verbal competence in communicating
with native speakers.
The results further highlighted that it was not necessary for the non-native
speakers to reside or study in English speaking countries in order to improve
their intercultural competence level. Films and role playing, when used
properly can provide practice for the non-native speakers.
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Baylor, et al (2009) conducted a study entitled, "Designing effective
nonverbal communication for pedagogical agents". Researches documented
the effect of knowledge domain, deictic gestures and facial expression on the
attitude towards content, recall, and agent persona. A three way MANOVA
and follow up ANOVA were used for analysis. Results indicated that the
interaction between knowledge domain and facial expressions significantly
affected the attitude towards content. However, both, the presence and absence
of facial expression affected procedural module and attitudinal module, but the
presence of facial expression was more significant on attitudinal module than
the absence of facial expression, whereas, the absence of facial expression had
more substantial effect on procedural module than the presence of facial
expression.
The deictic gesture had also a considerable effect on attitude towards content.
Only the knowledge domain was important and significant for recall, while the
remaining types were reported to be insignificant. The main effect of facial
expressions and knowledge domain was a significant on agent persona.
McCroskey, Fayer, Richmond, Sallinen, and Barraclough (1996) have
conducted a study entitled, “A multi-cultural examination of relationship
between nonverbal immediacy and affective learning.” The study collected the
data from four different countries and cultures: U.S, Australia, Puerto Rican,
and Finland. The respondent students were selected from college level. Two
research questions were developed explaining, “How much the association
between non-verbal immediacy and affective learning consist across the
41
cultures? And how much the relationship between individual non-verbal
immediacy behaviors and affective learning consist across the cultures?”
For the purpose of data collection through questionnaires, ten non-verbal items
were selected namely, gestures; monotone/dull voices; look at the class;
smiles; tense body position; moves around the class; look at the board; relax
body position; smiles at individuals; and variety of vocal expressions.
The results revealed that relationship between non-verbal immediacy and
affective learning consisted in three of the four cultures; Puerto Rican was the
exception. It was further explained in the results that eye contact, vocal
variety, and smile as non-verbal cues were mostly related to affective learning.
The non-verbal cues of the teachers greatly affected the learning of the
students, which clearly indicated the importance of non-verbal communication
of the teachers in teaching-learning process across the cultures.
Witt and Wheeless (1999) conducted a research entitled, “Nonverbal
communication expectancies about teachers and enrolment behavior in
distance learning.” The study focused at exploring the relationship between
students’ expectations for teachers’ non-verbal communication and their
enrolment in distance education. For carrying out the research study one
hypothesis and one research question was developed. The sample of the study
comprised of two groups of college students: distance and on-site classroom.
Both the groups were taught five common courses and data were collected
42
through questionnaires from the respondents. The hypothesis was tested
through one tailed t-test and research question was tested through two tailed t-
test.
The results revealed that the students of distance learning had less expectation
for teachers’ non-verbal communication in comparison to on-site classroom
students and had fewer enrolments in the courses than on-site students. This
clearly showed that students’ expectation about teachers’ non-verbal
communication was directly related to the enrolment of the students in
distance learning. Low level of students’ expectancies might have low
enrolment in distance learning. It is clearly indicated that non-verbal
communication plays a very essential role in teaching-learning process and
students learn a lot from visualizing their teachers in the actual classroom
setting.
Baringer and McCroskey (2000) worked on a research study entitled,
“Immediacy in the classroom: Student immediacy.” The study focused on the
importance of non-verbal cues in the process of communication in the
classroom and how the non-verbal immediacy of students attracted the
attention of the teachers towards those students? The study formulated five
hypotheses, and all the hypotheses were earlier supported by Rosoff (1978).
The sample of the study comprised of 129 respondents in 35 disciplines of
mind-Atlantic University, who taught the class of 35 or less students. The
gender equality was kept into consideration among the students. The data were
collected through mailed questionnaires. The level of association between
43
immediacy and teacher perception was calculated through simple correlation
and the significance of the correlation was tested. The entire five hypotheses
were found significant.
The results revealed that non-verbal immediacy of the students enhanced the
attention and attraction of the teachers towards them. Teachers also paid heed
to and interact with those students in the classroom, who used non-verbal
behaviour most affectively than other students. The study further highlighted
the importance of non-verbal communication during teaching-learning process
and effective use of this technology by teachers and students towards the
accomplishment of their desired learning outcomes.
Critique on Related Literature
A critical analysis of the research studies documented provided a general view
of non-verbal communication with their high impact on the clientele. But these
studies were carried out in different context and cultures. The things which
suit the needs and requirements of urban students cannot be equally applied to
those who are studying in rural area. On the basis of the same arguments we
cannot assume the impact of non-verbal communication of teachers in
developed culture would equally be applicable to those in a culture of people
living in developing countries. This implies that before measuring the impact
of non-verbal communication; it would be imperative to mobilize the teachers
and the taught about the academic benefits of non-verbal communication of
the teachers.
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The Research studies documented so far have given indication of the effects of
different types of non-verbal gestures on the students, but it has not been
mentioned how this effect on their learning can be measured without
developing appropriate indicators. Moreover, the effect of verbal
communication of the teachers cannot be totally negated on the basis of the
argument that non-verbal gestures are more productive and conducive to better
teaching-learning process. It is however not denied that students are of course
motivated to learning by observing the teachers in different postures.
Some of the studies reproduced in the preceding paragraphs have indicated the
effects of non-verbal communication of different types of students e.g. non-
verbal communication mechanism may work better on medical students as
compare to engineering students or they may work more effectively on
students of schools than those studying in universities. Reason being that,
students in younger ages are more inquisitive and sharp observer of what the
teachers perform.
Importance of non-verbal communication is not only witnessed in classroom
teaching but also in medical and other professions of life confirmed by
researchers like Zekia and Hirono. The results of current study strongly
matched with the results of the researcher Zekia, in which the researchers
elicited the importance of eye contact, mimics, and gestures and concluded
that teachers must use this technology to create a comfortable and motivating
classroom learning environment. In addition to that Hirono worked on the
impact of non-verbal communication on medical students. Likewise the results
45
of current study, the importance of non-verbal communication is also found
important in the teaching and profession of medical students. Researchers like
Damnet, Baylor, McCroskey, and Witt have conducted researches on the
importance of non-verbal communication in the education of various cultures
and also in distance learning, and revealed that non-verbal communication is
equally importance in every field of life.
The results and findings of the current study strongly supported the findings of
afore mentioned studies, regarding importance of non-verbal communication,
conducted throughout the world and further illustrated the importance and
significance of non-verbal communication skill in teaching-learning process in
the educational system of Pakistan.
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Chapter-3
PROCEDURE OF THE STUDY
It was an experimental study, which observed students and teachers engaged
in non-verbal communication in actual classroom settings. They were divided
into two experimental and control groups. Experimental group was selected on
the basis of simple random sampling technique. The group whose performance
was evaluated on the basis of the new approach was called experimental as
compared to the one that did not employ non-verbal communication
techniques and that group was called controlled group.
The main purpose of the study was to analyze the impact of non-verbal
communication on students' learning outcomes in classes IX-X of secondary
schools of Peshawar, KP, Pakistan. The study aimed at exploring impact of
non-verbal communication in teaching (independent variable) and students'
learning outcomes (dependent variable).
3.1 Population of the Study
Gay (1990) stated, “A population is the group to which a researcher would like
the results of a study to be generalized.”
The population of this study included teachers and students of Govt. secondary
schools (both genders) in rural and urban areas of Peshawar. According to
Annual Statistical Report (2009) of the Bureau of Statistics a total number of
103 Govt. Secondary Schools (both genders) functioned in Peshawar. All the
schools were included in the population of the study. Out of those 103 schools
47
69 are boys’ secondary schools (42 rural & 27 urban), while 34 are girls’
secondary schools (14 rural & 20 urban).
3.2 Sample of the Study
Gay and Airasian (2000) wrote, “Sampling is the process of selecting a
number of individuals for a study in such a way that the individuals represent
the larger group from which they are selected”
Sample of the study comprised 20 Govt. secondary schools including 10 boys’
and 10 girls’ schools both from the rural and urban areas of Peshawar district
(Appendix-XVI). The sample included 2 teachers and 40 students from each
school in the subject of English (compulsory). The total number of teachers
and students included in sample was 40 and 800 respectively.
3.3 Sampling Technique
Singh and Chaudhary (1986) stated, “The smallest unit into which the
population can be divided is called an element of the population. A group of
such elements is known as cluster. When the sampling unit is a cluster, the
procedure is called cluster sampling.
The type of sampling which consists in first selecting the clusters and then
selecting a specified number of elements from each selected clusters is known
as sub-sampling or two stage sampling. This procedure can be generalized to
three or more stages and termed multi-stage sampling. This design is more
flexible as it permits the use of different selection procedures in different
stages.”
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Kish (1965) stated that in order to reach at a desired result, one by one the
sample is taken from the population unless the result is achieved is known as
sequential sampling.
The technique of cluster sequential sampling was used for the selection of the
sample schools for experiment and simple random sampling technique was
used for questionnaires’ respondents.
3.4 Tools and Sources of Data Collection
The primary sources of collection of data were questionnaires, and observation
of teachers and students in actual classroom setting. (Appendixes-XVIII,
XXIII)
Two close-ended questionnaires were developed one each for teachers and for
students (Appendixes-I, II). The questionnaires were fielded personally to
respondents in order to collect quick responses. The questionnaires solicited
the data on the importance, awareness, and use of non-verbal communication.
For the purpose of carrying out the experiment in the actual class rooms
setting of classes 9th and 10th, 04 Govt. secondary schools, two from each
gender, were selected including 01 boys’ and 01 girls’ school in rural area and
01 boys’ and 01 girls’ school in urban area of Peshawar District
(Appendix-XVII). The number of students in each class was restricted to
twenty five (25) for effective interaction. This number kept both teachers and
students active in teaching-learning process in the actual classroom.
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3.5 Construction of the Questionnaires
The questionnaires were designed keeping in view the objectives and
hypotheses of the study. The teachers’ questionnaire included 36 items,
while the students’ questionnaire consisted of 28 items. All the items used
5-point Likert’s scale. The questionnaires solicited the information from
the teachers and students regarding nonverbal communication and their
awareness about the same skill used in the classroom setting. The
questionnaires solicited the information on body language, facial
expression, eye contact, tone of voice, and spatial distance between teacher
and student.
Furthermore, the identical question items in both teachers and students’
questionnaires were selected, which were 20 in number. To explore the
similarities amongst those 20 items, a correlation technique was employed.
For this purpose a suitable Gamma statistical tool was used on the said
question items.
Collapsed ordinal variable is regarded as one of the important types of
ordinal data. Collapsed variables are five to six in number and lay all the
observations into response categories, which clearly are ordinal in
characteristics and nature. This kind of ordinal measure is commonly used
in survey type of research by researchers, which relies on agree-disagree
questions. Respondents need to reply any one of the five response
categories range from strongly agree to strongly disagree. Due to limited
number of response categories the respondents’ observations are tied to the
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overall ranking of the retrieved data. For this type of collapsed ordinal data
Gamma is the suitable statistical tool for discovering the level of
correlation, which dwells between the collapsed ordinal variables.
3.6 Pilot Study
The first draft of the questionnaires was pre tested on 10 local teachers and 40
students, who were not included in the actual study. Ambiguities mentioned
by the respondents were reviewed, removed, and relevant suggestions were
incorporated in the instruments.
3.7 Validity and Reliability of the Instruments
Validity and reliability of the instruments were ensured through pilot testing.
Furthermore, to measure the reliability of the questionnaires’ items,
Cronbach’s Alpha reliability tests were applied to teachers and students’
questionnaires. (Appendixes XX, XXII)
Cronbach alpha is a measure (n.d) stated that Cronbach’s alpha tests the
measure of internal consistency and reliability of the questions items. The
Cronbach’s alpha formula reads as:
Where:
N = Total number of respondents
C-bar = Average inter-item covariance
V-bar = Average variance
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3.8 Establishment of Rapport
Before conducting the experimental study it was of prime importance to
establish rapport with the respondents. Before doing the experiment the
researcher met those teachers who were involved in the execution of the
experiment in the actual classrooms, with the prior permission of the
concerned principals. Furthermore, nature of the experiment, importance of
treatment, time frame, and other relevant and minute details were discussed at
length with the teachers and proper understanding was developed with them.
Likewise another important entity in the experiment was that of the students
and appropriate acquaintance was developed with the students in order to
obtain reliable and valid data. In the start the students were a bit shy but later
on they got confidence and involved themselves in the process with full zeal
and enthusiasm.
3.9 Gamma Correlation
Ordinal variables (n.d) mentioned, “There are correlations that are applied to
two ordinal kinds of variables. These are typically nonparametric correlations.
These correlation coefficients are distribution free and are usually applied to
the ranks of the two variables. Examples are the Gamma, the Kendal, and the
Spearman rank correlation.”
“Gamma statistics is preferable to Spearman R or Kendall tau when the data
contain many tied observations. Gamma is also a probability; specifically, it is
computed as the difference between the probabilities that the rank ordering of
52
the two variables agree minus the probability they disagree. The correlation
ranges between plus and minus one. Zero is no correlation, 1 is perfect
positive correlation, and −1 is perfect negative.”
“The estimator of gamma is based only on the number of concordant and
discordant pairs of observations. It ignores tied pairs (that is, pairs of
observations that have equal values of X or equal values of Y). Gamma is
appropriate only when both variables lie on an ordinal scale. It has the range
−1≤ G ≤ 1. If the two variables are independent, then the estimator of gamma
tends to be close to zero. Gamma is estimated by G = [(P-Q)/ (P + Q)] with
asymptotic variance:”
3.10 Research Design of the Study
The design of this study was “The pre-test - post-test Equivalent Groups
Design". In this design same lessons were assigned to both the groups:
experimental and control.
Sekaran (2000) mentioned the following pre-test and post-test experimental
and control group design:
53
Group Pre-test Treatment Post-test
Experimental O1 Х O2
Control O3 O4
Treatment effect= [(O2 – O1) – (O4 – O3)]
Where:
O = Observation
Х = Non-verbal Communication
One week treatment was given to teachers of experimental groups before the
conduction of the experiments. In the experimental span, the treatment of
non-verbal communication was given to experimental groups. The control
groups worked in the routine manner. The time period for the experiment
was 08 weeks.
3.11 Techniques of the Study
In order to secure data, pre tests (Appendixes-III, VI) were administered to
the control groups as well as to experimental groups. A teacher made test
was administered to the sample groups just before the treatment. The
function of the test was to assess learning outcomes of the students before
treatment and to secure the equivalence of the groups by equating the
students of both groups on the variable of pre test scores. Experimental
group was selected on the basis of simple random sampling technique. In
54
order to see the effectiveness of treatment (teaching), teacher made test was
administered to the sample groups as post tests (Appendixes-IV, VI), as
soon as treatment was finished. The objective of the test was to evaluate the
learning outcomes of the groups. The difference between pre-test and post-
test scores was compared through paired t- test.
3.12 Paired t-test
According to Anderson, Sweeney and Williams (1991) “Paired sample t-test is
a statistical technique that is used to compare two population means in the
case of two samples that are correlated. Paired sample t-test is used in ‘before
after’ studies, or when the samples are the matched pairs, or the case is a
control study. For example, if we give training to a company employee and we
want to know whether or not the training had any impact on the efficiency of
the employee, we could use the paired sample test. By using the paired sample
t-test, we can statistically conclude whether or not training has improved the
efficiency of the employee.
Assumptions in Paired sample t-test:
1. The first assumption in the paired sample t–test is that only the
matched pair can be used to perform the paired sample t-test.
2. In the paired sample t-test, normal distributions are assumed.
3. Variance in paired sample t-test: In a paired sample t-test, it is assumed
that the variance of two samples is same.
55
4. Independence of observation in paired sample t-test: In a paired sample
t-test, observations must be independent of each other.
Calculate the parameter: To calculate the parameter the following formula
for the paired sample t-test was used:
Where d bar is the mean difference between two samples, s² is the sample
variance, n is the sample size and t is a paired sample t-test with n-1 degrees of
freedom.
An alternate formula for paired sample t-test is:
Testing of hypothesis or decision making:
After estimating the parameter, compare the calculated value of t with the
tabulated value. If the calculated value is greater than the tabulated value, then
we reject the null hypothesis for the paired sample t-test. If the calculated
value is less than the tabulated value, then we accept the null hypothesis in the
paired sample t-test and say that there is no significant mean difference
between the two paired samples.”
56
3.13 Construction of Pre-Post Tests.
The researcher, in consultation with class teachers, constructed the tests
comprising different chapters of the subject. To assess the learning
outcomes of the students, two different teachers, of almost same
qualification and experience, taught those chapters during the experiment to
both the groups. After eight (08) weeks of experiment, the post-test was
administered to both groups.
3.14 Treatment of Groups
Routine teaching methodology was used for teaching both control and
experimental groups. In addition, the non-verbal communication was used as
supplementary strategy for experimental group. Lessons of relevant topics
were planned according to the type of learning resources, which were
prepared in consultation with the teachers in the subject of English at
secondary level.
57
Chapter-4
DATA ANALYSIS AND DISCUSSION
The primary sources of data collection included observation of students and
teachers; questionnaires administered to teachers and students. The secondary
sources of data collection were a study of documents and review of related
literature in local and global perspectives.
The data obtained were subjected to quantitative analysis their validity and
reliability were assessed through the application of statistical tools. For
meaningful interpretation and discussion the data were further illustrated with
the help of graphs, figures, and charts.
58
4.1 Interpretation of Teachers’ Questionnaire
The following data reflected five non-verbal gestures used by the teachers
during teaching learning process. Those included facial expressions, eye
contact, body movements, spatial distance, and pitch of voice.
The data obtained also revealed the level of knowledge of teachers regarding
the use of non-verbal communication techniques and their practical use for
effective learning of the students and enhancing their learning outcomes.
The use of facial expressions by the teachers for the enhancement of learning
of the students and their agreement or disagreement to the items asked was
made part of section-1. The data was given quantitative treatment with the
help of tables and graphs and then analyzed for meaningful interpretation.
59
Section-1: Facial Expressions
Table-4.1.1: Facial expressions as an important tool in teaching learning
process
Frequency Percent Valid Percent
Valid A 13 32.5 32.5
SA 27 67.5 67.5
Total 40 100.0 100.0
The data in table 4.1.1 and figure 4.1.1 indicated that out of 40 respondents 13
(32.5%) respondents agreed to the assumption that facial expressions served as
an important tool in teaching learning process, while the rest of 27 (67.5%)
respondents strongly agreed to the given statement.
Table-4.1.2: Facial expressions make teaching more effective and
interesting
Frequency Percent Valid Percent
Valid A 17 42.5 42.5
DA 2 5.0 5.0
SA 21 52.5 52.5
Total 40 100.0 100.0
The data in table 4.1.2 and figure 4.1.2 depicted that out of 40 respondents 17
(42.5%) respondents agreed to the statement that they used facial expressions
in the classroom to make the teaching learning process more interesting and
effective. A large number of 21 (52.5%) respondents strongly agreed to while
rest of 2 (5.0%) respondents disagreed to the given statement.
60
Table-4.1.3: Use of facial expressions (smile, anger) according to the
need and situation
Frequency Percent Valid Percent
Valid A 15 37.5 37.5
DA 2 5.0 5.0
SA 22 55.0 55.0
UD 1 2.5 2.5
Total 40 100.0 100.0 The data analyzed in table 4.1.3 and figure 4.1.3 reflected that out of 40
respondents 15 (37.5%) respondents agreed to the statement that they always
used smile and anger in the classroom according to the need and situation. A
sizeable number of 22 (55.0%) respondents strongly supported the statement
and a negligible number of 2 (5.0%) respondents disagreed to the given
statement, while the remaining 01(2.5%) respondents stayed undecided.
Table-4.1.4: Anger on teacher’s face during classroom teaching can
hinder the attention and understanding of the students
Frequency Percent Valid Percent
Valid A 17 42.5 42.5
DA 5 12.5 12.5
SA 18 45.0 45.0
Total 40 100.0 100.0
Both the table and figure in 4.1.4 revealed that out of 40 respondents 17
(42.5%) respondents agreed to the given assumption, while 05 (12.5%)
respondents did not agree and 18 (45.0%) respondents strongly agreed that
anger on teacher’s face could create problem for the students in the classroom
teaching.
61
Table-4.1.5: Different facial expressions during teaching help the
students to understand the lesson more effectively
Frequency Percent Valid Percent
Valid A 19 47.5 47.5
SA 20 50.0 50.0
UD 1 2.5 2.5
Total 40 100.0 100.0
The afore mentioned table and figure indicated that out of 40 respondents 19
(47.5%) respondents showed their agreement to the statement that different
facial expressions helped the students to comprehend the lesson in the
classroom, while 20 (50%) respondents strongly agreed to the statement and
only 01 (2.5%) respondent remained undecided.
Table-4.1.6: Teacher’s facial expressions positively affect the teaching
learning process
Frequency Percent Valid Percent
Valid A 18 45.0 45.0
SA 21 52.5 52.5
UD 1 2.5 2.5
Total 40 100.0 100.0 The data tabulated and illustrated in figure 4.1.6 highlighted that out of 40
respondents 18 (45%) respondents were agreeable to the statement that facial
expression on teachers’ face positively affected the learning process in the
classroom. A reasonable number of 21 (52.5%) respondents strongly agreed
for the given statement, while the remaining 01 (2.5%) stayed undecided.
62
Table-4.1.7: Use of facial expressions to appreciate the performance of
the students
Frequency Percent Valid Percent
Valid A 22 55.0 55.0
SA 18 45.0 45.0
Total 40 100.0 100.0
The data analyzed in table 4.1.7 duly supported by graph 4.1.7 brought forth
that out of 40 respondents 22(55%) agreed that they used facial expressions
for appreciation of the students in the classroom while 18(45%) respondents
strongly agreed to the statement.
Table-4.1.8: Understanding of students’ facial expressions
Frequency Percent Valid Percent
Valid A 24 60.0 60.0
SA 14 35.0 35.0
UD 2 5.0 5.0
Total 40 100.0 100.0
The data in table 4.1.8 and figure 4.1.8 revealed that out of the total number of
40 respondents 24 (60%) respondents agreed to the given statement. Another,
14 (35%) respondents strongly agreed to the assumption that they understood
the facial expressions generated by the students in the class. However, only 2
(5%) respondents disagreed to the statement.
63
Table-4.1.9: Understand from student’s facial expressions that how
much they are interested in the classroom
Frequency Percent Valid Percent
Valid A 17 42.5 42.5
SA 23 57.5 57.5
Total 40 100.0 100.0
It is clear from table 4.1.9 and figure 4.1.9 that out of 40 respondents 17
(42.5%) respondents agreed to the statement that they understood the interest
of the students in the classroom from their facial expression, while the
remaining 23 (57.5%) respondents strongly agreed to the aforementioned
statement.
Table-4.1.10: Students’ facial expressions during classroom activities help
in improving teaching style and methodology
Frequency Percent Valid Percent
Valid A 12 30.0 30.0
SA 27 67.5 67.5
SD 1 2.5 2.5
Total 40 100.0 100.0 The analysis of data in table 4.1.10 elaborated in figure 4.1.10 revealed that
out of 40 respondents 12 (30%) respondents agreed to the statement that
students’ facial expressions helped the teachers in improving their teaching
style and methodology, while 27 (67.5%) respondents strongly agreed and the
only 01 (2.5%) respondent disagreed to the statement.
64
Section-2: Eye contact
This section deals with the use of eye contact by the teachers in the classroom
setting towards the development of learning of the students.
Table-4.1.11: Use of eye contact with the students in the classroom makes
them attentive
Frequency Percent Valid Percent
Valid A 13 32.5 32.5
SA 27 67.5 67.5
Total 40 100.0 100.0 The data presented in table 4.1.11 and figure 4.1.11 revealed that 27 (67.5%)
respondents strongly agreed to the statement that they used eye contact with
the students in the class to make them attentive during teaching learning
process. The remaining 13 (32.5%) respondents agreed to the statement.
Table-4.1.12: Regular eye contact with the students in the classroom
enhances their (students) attention
Frequency Percent Valid Percent
Valid A 17 42.5 42.5
SA 21 52.5 52.5
SD 1 2.5 2.5
UD 1 2.5 2.5
Total 40 100.0 100.0
The analysis of data in table 4.1.12 and figure 4.1.12 revealed that out of 40
respondents, 21 (52.5%) respondents strongly agreed to the item asked that
their eye contact with the students enhanced the attention level of the students
during the lesson. A sizable number of 17 (42.5%) respondents agreed to the
65
same statement, while 1 (2.5%) respondent remained undecided and 1 (2.5%)
respondent strongly disagreed to the statement.
Table-4.1.13: Teacher’s regular eye contact makes the classroom’s
environment alive
Frequency Percent Valid Percent
Valid A 13 32.5 32.5
SA 25 62.5 62.5
SD 1 2.5 2.5
UD 1 2.5 2.5
Total 40 100.0 100.0 The inferences drawn from the data in table 4.1.13 and figure 4.1.13 indicated
that out of 40 respondents 25 (62.5%) respondents strongly agreed to the
assumption that teachers’ eye contact with the students made the class room
environment alive. Another 13 (32.5%) respondents agreed to the same
statement and only 1 (2.5%) respondent strongly disagreed to the statement,
while another 1 (2.5%) respondent remained undecided
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Table-4.1.14: Eye contact as a smart tool of teaching
Frequency Percent Valid Percent
Valid A 25 62.5 62.5
DA 1 2.5 2.5
SA 13 32.5 32.5
SD 1 2.5 2.5
Total 40 100.0 100.0
The data reflected in figure 4.1.14 and table 4.1.14 indicated that out of 40
respondents 25 (62.5%) respondents agreed to the assumption that they used
eye contact as a smart teaching technique in the classroom, while 13 (32.5%)
respondents strongly agreed to the same statement. A negligible number of
only 1 (2.5%) respondent disagreed and another 1 (2.5%) respondent strongly
disagreed to the statement.
Table-4.1.15: Appreciation of the students in the class who make regular
eye contact
Frequency Percent Valid Percent
Valid A 22 55.0 55.0
DA 2 5.0 5.0
SA 14 35.0 35.0
SD 1 2.5 2.5
UD 1 2.5 2.5
Total 40 100.0 100.0
The interpretation of the data in table 4.1.15 and illustrated in figure 4.1.15
brought to light the responses on the statement that teachers appreciated those
students who made regular eye contact with them in the class. A substantial
number of 22 (55%) respondents out 40 agreed to the statement, while 14
67
(35%) respondents strongly agreed to the same. Furthermore, 2 (5%)
respondents disagreed and 1 (2.5%) strongly disagreed to the given statement.
Similarly only 1 (2.5%) respondent remained undecided.
Table-4.1.16: Feedback of the students about teaching through their eye
contact
Frequency Percent Valid Percent
Valid A 15 37.5 37.5
DA 2 5.0 5.0
SA 21 52.5 52.5
UD 2 5.0 5.0
Total 40 100.0 100.0 The inferences drawn from table 4.1.16 and the graph that followed
highlighted the statement that teachers through their eye contact received
feedback from the students on the spot during lesson. A majority of 21
(52.5%) respondents strongly agreed to the statement, while 15 (37.5%)
respondents agreed to the same. Moreover, 2 (5%) respondents disagreed to
the statement and another 2 (5%) respondents remained undecided.
68
Table-4.1.17: I pose questions to the students during lesson who avoid eye
contact
Frequency Percent Valid Percent
Valid A 17 42.5 42.5
DA 2 5.0 5.0
SA 19 47.5 47.5
UD 2 5.0 5.0
Total 40 100.0 100.0 The data in table 4.1.17 and the supporting figure reflected that 19 (47.5%)
respondents strongly agreed to the statement that they posed questions to those
students, in the class, who avoided eye contacts with them. Another 17
(42.5%) respondents agreed to the same statement. A negligible number of 2
(5%) respondents disagreed to the statement and the remaining 2 (5%)
respondents remained undecided about the question asked.
Table-4.1.18: Use of eye contact to convey messages of appreciation and
anger to the students
Frequency Percent Valid Percent
Valid A 20 50.0 50.0
SA 19 47.5 47.5
SD 1 2.5 2.5
Total 40 100.0 100.0
The data placed in table 4.1.18 and figure 4.1.18 showed that out of 40
respondents a sizeable number of 20 (50%) respondents agreed to the
statement that they used eye contact to convey their appreciation or anger to
the students during the class. Moreover, 19 (47.5%) respondents strongly
agreed to the same assumption. The remaining 1 (2.5%) respondent strongly
disagreed to the statement.
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Section-3: Body Movements
Section-3 embodies responses of the subjects about the importance and use of
body movements by the teachers in the classroom environment for the
attainment of desired learning outcomes.
Table-4.1.19: Body movements of the teacher help the students in
understanding the lesson
Frequency Percent Valid Percent
Valid A 15 37.5 37.5
DA 2 5.0 5.0
SA 20 50.0 50.0
UD 3 7.5 7.5
Total 40 100.0 100.0 The inferences drawn from the data in table 4.1.19 and figure 4.1.19 indicated
that a significant number of 20 (50%) respondents strongly agreed to the
statement that body movements of the teachers helped the students to
understand the lesson in the class, while 15 (37.5%) respondents simply
agreed to the same assumption. Moreover, 3 (7.5%) respondents remained
undecided and the remaining 2 (5%) respondents disagreed to the given
assumption.
70
Table-4.1.20: Students comprehend the lesson more effectively when I use
my hands to give them additional visual information
Frequency Percent Valid Percent
Valid A 10 25.0 25.0
DA 1 2.5 2.5
SA 29 72.5 72.5
Total 40 100.0 100.0
The table and figure in 4.1.20 highlighted that out of 40 respondents 29
(72.5%) strongly agreed to the statement that the students comprehended the
lesson more effectively when they used their hands to give additional
meaning. In addition 10 (25%) respondents agreed to the same statement. A
negligible number of 1 (2.5%) respondent disagreed to the given statement.
Table-4.1.21: Use of hands, shoulders, and head make the lesson more
interesting and informative for students
Frequency Percent Valid Percent
Valid A 8 20.0 20.0
DA 3 7.5 7.5
SA 25 62.5 62.5
UD 4 10.0 10.0
Total 40 100.0 100.0 The interpretation of the data reflected in table 4.1.21 as further illustrated in
the figure 4.1.21 revealed that 25 (62.5%) respondents strongly agreed to the
statement that students took interest in the lesson when teachers used head,
shoulders, and hands to give them additional meaning, whereas, 8 (20%)
respondents agreed to the same. Furthermore, 4 (10%) of the respondents
remained undecided and the remaining 3 (7.5%) respondents disagreed to the
given statement.
71
Table-4.1.22: Students lose interest and motivation when teacher sits in
chair during teaching
Frequency Percent Valid Percent
Valid A 10 25.0 25.0
DA 1 2.5 2.5
SA 29 72.5 72.5
Total 40 100.0 100.0
The data put in table 4.1.22 and figure 4.1.22 reflected the responses on the
statement that students lost interest in the lesson when teachers sat in the chair
during teaching-learning process. The responses of the teachers indicated that
a substantial number of 29 (72.5%) respondents chose the category of strongly
agree. Another 10 (25%) respondents agreed to the same statement and only 1
(2.5%) respondents disagreed to the stated assumption.
Table-4.1.23: Body movements of the teacher make the classroom
environment more conducive to learning
Frequency Percent Valid Percent
Valid A 25 62.5 62.5
DA 2 5.0 5.0
SA 12 30.0 30.0
UD 1 2.5 2.5
Total 40 100.0 100.0 The data tabulated and illustrated in table and figure 4.1.23 highlighted that 25
(62.5%) respondents agreed to the statement that due to their body movements
in the classroom the environment became more conducive to learning, while
another 12 (30%) respondents strongly agreed to the same. Another, 2 (5%)
respondents; disagreed and only 1 (2.5%) respondent remained undecided
about the given statement.
72
Table-4.1.24: Use of body movements to teach stories in a better way
Frequency Percent Valid Percent
Valid A 21 52.5 52.5
DA 2 5.0 5.0
SA 15 37.5 37.5
UD 2 5.0 5.0
Total 40 100.0 100.0
The data presented in table 4.1.24 and figure 4.1.24 depicted that 21 (52.5%)
respondents agreed to the statement that they used their body movements to
teach stories in a better way. Another 15 (37.5%) respondents strongly agreed
to the same. A negligible number of 2 (5%) respondents disagreed to the
statement and the remaining 2 (5%) respondents remained undecided.
Table-4.1.25: Body movements of the students during class show their
interest
Frequency Percent Valid Percent
Valid A 13 32.5 32.5
DA 6 15.0 15.0
SA 16 40.0 40.0
UD 5 12.5 12.5
Total 40 100.0 100.0 The data highlighted in table 4.1.25 and figure 4.1.25 revealed that 16 (40%)
respondents strongly agreed to the statement that body movements of the
students showed their interest in the classroom. A reasonable number of 13
(32.5%) respondents agreed and 6 (15%) respondents disagreed to the same
statement. The remaining 5 (12.5%) respondents remained undecided.
73
Section-4: Pitch of Voice
This section deals with the awareness and significance of pitch of voice and
use of this technique by the teachers during teaching for providing better
understanding of the lesson to the students
Table-4.1.26: Very high pitch of teacher’s voice creates problems in
understanding the lesson
Frequency Percent Valid Percent
Valid A 12 30.0 30.0
DA 6 15.0 15.0
SA 15 37.5 37.5
SD 2 5.0 5.0
UD 5 12.5 12.5
Total 40 100.0 100.0
The data presented in table 4.1.26 and figure 4.1.26 revealed that 15 (37.5%)
respondents strongly agreed to the statement that very high pitch of their voice
created problems in understanding the lesson in the class. Another 12 (30%)
respondents agreed to the given statement and a small number of 6 (15%)
respondents disagreed to this statement. A negligible number of 2 (5%)
respondents strongly disagreed to the same and the remaining 5 (12.5%)
respondents remained undecided.
74
Table-4.1.27: Very low pitch and tone of teacher’s voice become difficult
to understand for the students
Frequency Percent Valid Percent
Valid A 15 37.5 37.5
DA 3 7.5 7.5
SA 22 55.0 55.0
Total 40 100.0 100.0 The data given in table 4.1.27 and further explained in figure 4.1.27 depicted
that a sufficient number of 22 (55.5%) respondents strongly agreed to the
statement that very low pitch and tone of teachers' voice during classroom
created difficulties for the students to comprehend the lesson. Another 15
(37.5%) respondents agreed and the remaining 3 (7.5%) of the respondents
disagreed to the given statement.
Table-4.1.28: Soft pitch of teacher’s voice attracts the attention of the
students
Frequency Percent Valid Percent
Valid A 9 22.5 22.5
SA 28 70.0 70.0
UD 3 7.5 7.5
Total 40 100.0 100.0
The data presented in table 4.1.28 and figure 4.1.28 reflected that a large
number of 28 (70%) respondents strongly agreed to the statement that soft
pitch of teachers' voice attracted the attention of the students towards teaching
learning process. A small number of 9 (22.5%) respondents agreed to the
given statement and a negligible number of 3 (7.5%) respondents remained
undecided.
75
Table-4.1.29: Intonation of teacher’s voice provides the students better
understanding
Frequency Percent Valid Percent
Valid A 12 30.0 30.0
DA 1 2.5 2.5
SA 27 67.5 67.5
Total 40 100.0 100.0 The data presented in table and figure 4.1.29 showed that a substantial number
of 27 (67.5%) respondents strongly agreed to the statement that intonation or
rise and fall in teachers' voice provided better understanding to students about
the lessons related to poems. Another 12 (30%) respondents agreed and a
negligible number of 1 (2.5%) respondent disagreed to given statement.
Table-4.1.30: Difficult for the students to understand the teaching
Frequency Percent Valid Percent
Valid A 13 32.5 32.5
SA 27 67.5 67.5
Total 40 100.0 100.0
It is evident from the data in table 4.1.30 and figure 4.1.30 that a high number
of 27 (67.5%) respondents strongly agreed to the statement that fast and quick
communication of the teachers created problems for the understanding of the
students. The remaining 13 (32.5%) respondents agreed to the given
statement.
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Table-4.1.31: Use variation in the pitch of voice to put emphasis on
different concepts during teaching
Frequency Percent Valid Percent
Valid A 21 52.5 52.5
SA 17 42.5 42.5
UD 2 5.0 5.0
Total 40 100.0 100.0 The information presented in table and figure 4.1.31 indicated that out of 40
respondents a substantial number of 21 (52.5%) respondents agreed to the
statement that they used variation in their voices to make a concept clearer for
the students in the classroom. A sizeable number of 17 (42.5%) respondents
strongly agreed to the same statement and the remaining 2 (5%) respondents
remained undecided.
77
Section-5: Spatial Distance
Section-5 highlights the importance of spatial distance in the classroom
between the teacher and a student and suggests various ranges to be kept by
teacher with the students during teaching learning process.
Table-4.1.32: Fair distance with the students in the class from 14 inches
to 4 feet
Frequency Percent Valid Percent
Valid A 14 35.0 35.0
DA 6 15.0 15.0
SA 11 27.5 27.5
UD 9 22.5 22.5
Total 40 100.0 100.0 It is clear from afore cited data illustrated in table and figure 4.1.32 that total
number of the respondents were 40. Out of the cluster 14 (35%) respondents
agreed and a high number of 11 (27.5%) respondents strongly agreed to the
statement that they kept fair distance of 14 inches to 4 feet with the students in
the class during teaching. Furthermore, 6 (15%) respondents disagreed to the
given statement and the remaining 9 (22.5%) respondents remained
undecided.
78
Table-4.1.33: Proper distance with the students to make them at ease
during teaching
Frequency Percent Valid Percent
Valid A 21 52.5 52.5
DA 3 7.5 7.5
SA 13 32.5 32.5
UD 3 7.5 7.5
Total 40 100.0 100.0
The data placed in table 4.1.33 and graphically presented in figure 4.1.33
reflected that the total number of respondents was 40 and the statement posed
to them was if they used proper distance from the students in the class to make
them at ease. In reply, a considerable number of 21 (52.5%) respondents
agreed and a sizeable number of 13 (32.5%) respondents strongly agreed to
the given statement. Another small number of 3 (7.5%) respondents disagreed
to the same statement and the remaining 3 (7.5%) respondents remained
undecided.
79
Table-4.1.34: When come close to the students during teaching they get
confused
Frequency Percent Valid Percent
Valid A 24 60.0 60.0
DA 6 15.0 15.0
SA 5 12.5 12.5
SD 2 5.0 5.0
UD 3 7.5 7.5
Total 40 100.0 100.0
The data in table 4.1.34 and figure 4.1.34 indicated the responses of 40
respondents that ‘when they came close to the students they got confused’. A
sizeable number of 21 (60%) respondents agreed, while a small number of 5
(12.5%) respondents strongly agreed to the given statement. Moreover, 6
(15%) respondents disagreed and a negligible number of 2 (5%) respondents
strongly disagreed to the same. The remaining 3 (7.5%) respondents stayed
undecided.
Table-4.1.35: Proper distance between teacher and student makes the
classroom environment conducive to learning
Frequency Percent Valid Percent
Valid A 18 45.0 45.0
DA 3 7.5 7.5
SA 17 42.5 42.5
SD 1 2.5 2.5
UD 1 2.5 2.5
Total 40 100.0 100.0 The data presented in table 4.1.35 and figure 4.1.35 explained that a majority
of 18 (45%) respondents agreed and a reasonable number of 17 (42.5%)
respondents strongly agreed to the statement that proper distance between
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students and teachers made the classroom environment conducive to learning.
A small number of 3 (7.5%) respondents disagreed and a negligible number of
1 (2.5%) respondent strongly disagreed to the given statement. The remaining
1 (2.5%) respondent stayed undecided.
Table-4.1.36: Proper distance with the students during teaching makes
teaching more effective
Frequency Percent Valid Percent
Valid A 21 52.5 52.5
DA 4 10.0 10.0
SA 14 35.0 35.0
UD 1 2.5 2.5
Total 40 100.0 100.0 The data demonstrated in table 4.1.36 and figure 4.1.36 revealed that a
significant number of 21 (52.5%) respondents agreed to the statement that they
preferred proper distance in the class to make their teaching more effective
and efficient. In addition, a considerable number of 14 (35%) respondents
strongly agreed to the same statement. A small number of 4 (10%)
respondents disagreed to the given statement and a negligible number of 1
(2.5%) respondent remained undecided.
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4.2 Interpretation of Student's Responses to the Questionnaire
The following data provided a reflection on the understanding of students
regarding the use of five non-verbal gestures by the teachers during teaching
learning process in the classroom. Those included facial expressions, eye
contact, body movements, spatial distance, and pitch of voice.
This data analyzed also highlighted the importance of non-verbal
communication in classroom set up and its effect on the understanding of
students' concepts, which ultimately lead to the achievement of students'
learning outcomes.
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Section-1: Facial expressions
This section deals with the understanding of students regarding the facial
expressions used or generated by the teachers in the classroom during teaching
and their effect on the understanding of the concepts of students.
Table-4.2.1: Teacher’s facial expressions generated during teaching
Frequency Percent Valid Percent
Valid A 148 18.5 18.5
SA 623 77.9 77.9
UD 29 3.6 3.6
Total 800 100.0 100.0
The data put in table 4.2.1 and presented in graph 4.2.1 depicted that a
substantial number of 623 (77.9%) respondents strongly agreed to the
statement that they mostly understood teachers’ facial expressions generated
during teaching learning process. A large number of 148 (18.5%) respondents
agreed to the given statement and the remaining 29 (3.6%) respondents stayed
undecided.
Table-4.2.2: I notice teacher's facial expressions
Frequency Percent Valid Percent
Valid A 329 41.1 41.1
SA 457 57.1 57.1
UD 14 1.8 1.8
Total 800 100.0 100.0 The data reflected in table 4.2.2 and figure 4.2.2 indicated that a large number
of 457 (57.1%) respondents strongly agreed and a sizeable number of 329
(41.1%) respondents agreed to the statement that they noticed teachers’ facial
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expressions when they entered in the class. However, a small number of 14
(1.8%) respondents remained undecided about the given statement.
Table-4.2.3: Smile on teacher’s face motivates
Frequency Percent Valid Percent
Valid A 121 15.1 15.1
SA 665 83.1 83.1
SD 14 1.8 1.8
Total 800 100.0 100.0
The inferences drawn from the date put in table 4.2.3 and figure 4.2.3 revealed
that a substantial number of 665 (83.1%) respondents stated that they strongly
agreed to the assumption that smiles on teacher’s face motivated them to take
interest in the studies, while a considerable number of 121 (15.1%)
respondents agreed to the same. The remaining 14 (1.8%) respondents
strongly disagreed to the given statement.
Table-4.2.4: Anger on teacher’s face also motivates
Frequency Percent Valid Percent
Valid A 411 51.4 51.4
DA 50 6.2 6.2
SA 135 16.9 16.9
SD 161 20.1 20.1
UD 43 5.4 5.4
Total 800 100.0 100.0
The data given in table 4.2.4 and figure 4.2.4 revealed that anger on teacher’s
face also motivated the students to take interest in the studies. Another
substantial number of 411 (51.4%) respondents agreed to the given statement,
while a sizeable number of 135 (16.9%) respondents strongly agreed to the
84
same. Furthermore, a small number of 50 (6.2%) respondents disagreed and
161 (20.1%) respondents strongly disagreed to the given statement. A
negligible number of 43 (5.4%) respondents remained undecided.
Table-4.2.5: Different expressions on the face of teacher help me in
Understanding the concept
Frequency Percent Valid Percent
Valid A 164 20.5 20.5
DA 59 7.4 7.4
SA 514 64.2 64.2
UD 63 7.9 7.9
Total 800 100.0 100.0 The data reflected in table 4.2.5 and figure 4.2.5 depicted that a total number
of 514 (64.2%) respondents strongly agreed to the assumption that different
expressions on the face of teachers during teaching helped them in
understanding the concept they were teaching. While a considerable number
of 164 (20.5%) respondents agreed to the same statement. Furthermore a small
number of 59 (7.4%) respondents disagreed and the remaining 63 (7.9%)
respondents stayed undecided.
85
Table-4.2.6: I become motivated when teacher appreciates my
involvement in studies through facial expressions
Frequency Percent Valid Percent
Valid A 108 13.5 13.5
SA 685 85.6 85.6
UD 7 .9 .9
Total 800 100.0 100.0
The data presented in table and figure 4.2.6 depicted that a significant number
of 685 (85.6%) respondents strongly agreed to the statement that they became
motivated when teachers appreciated their involvement in the studies through
their facial expressions in the classroom. A sizeable number of 108 (13.5%)
respondents opted the category of strongly agree, and a negligible number of
07 (0.9%) respondents remained undecided.
Table-4.2.7: Teacher’s facial expressions positively affect the teaching
learning process
Frequency Percent Valid Percent
Valid A 367 45.9 45.9
SA 334 41.8 41.8
SD 35 4.4 4.4
UD 64 8.0 8.0
Total 800 100.0 100.0
The inferences drawn from the data highlighted in table and figure 4.2.7
explained that a sizeable number of 367 (45.9%) respondents agreed to the
statement that teacher’s facial expressions positively affected the teaching
learning process in classroom. Furthermore, a large number of 334 (41.8%)
respondents strongly agreed to the same statement and a small number of 35
86
(4.4%) respondents strongly disagreed to the given statement. The remaining
64 (8.0%) respondents stayed undecided.
87
Section-2: Eye Contact
Section-2 focuses on the importance and understanding of eye contact in the
classroom by students and its impact on the performance of students.
Table-4.2.8: Teacher’s eye contact makes me attentive
Frequency Percent Valid Percent
Valid A 149 18.6 18.6
SA 630 78.8 78.8
UD 21 2.6 2.6
Total 800 100.0 100.0
The data presented in table 4.2.8 and figure4.2.8 highlighted that a substantial
number of 630 (78.8%) respondents strongly agreed and a considerable
number of 149 (18.6%) respondents agreed to the statement that teachers’ eye
contact made them attentive in the class. The remaining 21 (2.6%) respondents
stayed undecided.
Table-4.2.9: Ready for a question from the teacher when he/she makes
eye contact
Frequency Percent Valid Percent
Valid A 273 34.1 34.1
DA 28 3.5 3.5
SA 477 59.6 59.6
UD 22 2.8 2.8
Total 800 100.0 100.0 The data put in table 4.2.9 and figure 4.2.9 indicated that students were always
ready for a question from their teachers when they made eye contact with
them in the classroom. . It was ascertained from the data that a considerable
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number of 477 (59.6%) respondents strongly agreed to the statement, while a
substantial number of 273 (34.1%) respondents agreed to the same. Moreover,
a small number of 28 (3.5%) respondents disagreed to the given statement and
an insignificant number of 22 (2.8%) respondents remained undecided.
Table-4.2.10: Teacher’s regular eye contact provokes me to prepare my
lesson
Frequency Percent Valid Percent
Valid A 270 33.8 33.8
DA 14 1.8 1.8
SA 473 59.1 59.1
UD 43 5.4 5.4
Total 800 100.0 100.0 It is evident from the data presented in table 4.2.10 and further illustrated in
figure 2.3 indicated that a significant number of 473 (59.1%) respondents
strongly agreed and a large number of 270 (33.8%) respondents agreed to the
statement that teachers’ regular eye contact in the classroom provoked them to
prepare their lessons beforehand. Moreover, a small number of 14 (1.8%)
respondents disagreed to the same statement and the remaining 43 (5.4%)
respondents stayed undecided.
89
Table-4.2.11: I recognize teacher’s response from his/her eye contact
Frequency Percent Valid Percent
Valid A 283 35.4 35.4
SA 433 54.1 54.1
SD 7 .9 .9
UD 77 9.6 9.6
Total 800 100.0 100.0
The inferences drawn from the data mentioned in table 4.2.11 and figure
4.2.11 revealed that a significant number of 433 (54.1%) respondents strongly
agreed to the assumption that they recognized teachers’ response from their
eye contact during lesson. A sizable number of 283 (35.4%) respondents
agreed to the same statement. Furthermore, a small number of 77 (9.6%)
respondents remained undecided and a negligible number of 7 (0.9%)
respondents strongly disagreed to the given statement.
Table-4.2.12: I recognize teacher’s appreciation for me from his/her eye
contact
Frequency Percent Valid Percent
Valid A 313 39.1 39.1
DA 7 .9 .9
SA 347 43.4 43.4
SD 49 6.1 6.1
UD 84 10.5 10.5
Total 800 100.0 100.0
The data in table 4.2.12 and figure 4.2.12 indicated that students recognized
teachers’ appreciation for them during lesson from their eye contact. It came
to light from that data that a substantial number of 347 (43.4%) respondents
strongly agreed and a considerable number of 313 (39.1%) respondents agreed
90
to the given statement. A small number of 49 (6.1%) respondents strongly
disagreed and an insignificant number of 7 (0.9%) disagreed to the
aforementioned statement, while the remaining 84 (10.5%) respondents stayed
undecided.
Table-4.2.13: Teacher’s regular eye contact makes the classroom’s
environment alive
Frequency Percent Valid Percent
Valid A 276 34.5 34.5
DA 44 5.5 5.5
SA 457 57.1 57.1
UD 23 2.9 2.9
Total 800 100.0 100.0 The data placed in table and figure 4.2.13 revealed that a significant number of
457 (57.1%) respondents strongly agreed to the statement that teachers’
regular eye contact made the classrooms’ environment alive to the lesson
taught. An ample number of 276 (34.5%) respondents agreed to the same
statement. However, a small number of 44 (5.5%) respondents disagreed to the
statement asked and a negligible number of 23 (2.9%) respondents remained
undecided.
91
Section-3: Body Movements
This section demonstrates the significance of body movements of the teachers
and its impact on the performance of the students in the classroom.
Table-4.2.14: Body movements of the teacher help me in understanding
the lesson
Frequency Percent Valid Percent
Valid A 224 28.0 28.0
DA 15 1.9 1.9
SA 561 70.1 70.1
Total 800 100.0 100.0
The data given in table 4.2.14 and figure 4.2.14 revealed that a substantial
number of 561 (70.1%) respondents strongly agreed to the statement that body
movements of the teacher during teaching process helped them in
understanding the lesson. A good number of 224 (28%) respondents agreed to
the same statement. However, a small number of 15 (1.9%) respondents
disagreed to the question asked.
Table-4.2.15: I understand the lesson more effectively when teacher uses
his/her hands
Frequency Percent Valid Percent
Valid A 342 42.8 42.8
DA 14 1.8 1.8
SA 444 55.5 55.5
Total 800 100.0 100.0
The data presented in table 4.2.15 and figure 4.2.15 depicted that an adequate
number of 444 (55.5%) respondents strongly agreed to the statement that they
understood the lesson more effectively when the teachers used their hands to
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give us additional meaning of the topic, while, a sizeable number of 342
(42.8%) respondents agreed to the statement asked and a negligible number of
14 (1.8%) respondents disagreed to the given statement.
Table-4.2.16: I enjoy teaching learning process when teacher moves
his/her hands, shoulders, and head
Frequency Percent Valid Percent
Valid A 228 28.5 28.5
DA 7 .9 .9
SA 530 66.2 66.2
UD 35 4.4 4.4
Total 800 100.0 100.0 The inferences drawn from the data illustrated in table and figure 4.2.16
mentioned that a substantial number of 530 (66.2%) respondents strongly
agreed and a considerable number of 228 (28.5%) respondents agreed to the
statement that they enjoyed teaching learning process when teachers moved
their hands, shoulders, and heads to make the lesson more interesting and
informative. Furthermore, a small number of 7 (0.9%) respondents disagreed
to the given statement and the remaining 35 (4.4%) respondents stayed
undecided.
93
Table-4.2.17: I lose interest and feel unmotivated when my teacher sits in
the chair
Frequency Percent Valid Percent
Valid A 237 29.6 29.6DA 42 5.2 5.2SA 386 48.2 48.2
SD 91 11.4 11.4UD 44 5.5 5.5
Total 800 100.0 100.0
The data placed in table 4.2.17 and further illustrated in figure 4.2.17 elicited
responses from 800 respondents to the statement that they lost interest and feel
unmotivated when their teachers sat in the chair during teaching process. A
sizeable number of 386 (48.2%) respondents strongly agreed to the given
assumption and a substantial number of 237 (29.6%) respondents agreed to the
same statement. Moreover, a small number of 91 (11.4%) respondents
strongly disagreed and a negligible number of 42 (5.2%) respondents
disagreed to the same. The remaining 44 (5.5%) respondents stayed
undecided.
Table-4.2.18: Due to the body movements of the teacher, the classroom
environment becomes conducive to learning
Frequency Percent Valid Percent
Valid A 271 33.9 33.9
DA 22 2.8 2.8
SA 450 56.2 56.2
UD 57 7.1 7.1
Total 800 100.0 100.0 The data provided in table 4.2.18 and figure 4.2.18 showed that a sizeable
number of 450 (56.2%) respondents strongly agreed and a considerable
94
number of 271 (33.9%) respondents agreed to the statement that due to the
body movements of the teachers, classroom environment became conducive to
learning. Furthermore, a small number of 22 (2.8%) respondents disagreed to
the given statement and the remaining 57 (7.1%) respondents stayed
undecided.
Table-4.2.19: Teacher’s body movements help me to understand and take
more interest in stories
Frequency Percent Valid Percent
Valid A 306 38.2 38.2
DA 7 .9 .9
SA 466 58.2 58.2
UD 21 2.6 2.6
Total 800 100.0 100.0 The results drawn from the data presented in table and figure 4.2.19 depicted
that a sufficient number of 466 (58.2%) respondents strongly agreed to the
statement that teachers’ body movements helped them to understand and take
more interest in stories narrated by teacher. Another 306 (38.2%) respondents
strongly agreed to the same statement. Furthermore, a negligible number of 7
(0.9%) respondents disagreed to the given statement and the remaining 21
(2.6%) respondents stayed undecided.
95
Section-4: Pitch of Voice
This section deals with the importance and value of pitch of voice of the
teachers in understanding the teaching concepts.
Table-4.2.20: Very high pitch of the teacher’s voice creates problems in
understanding the teaching
Frequency Percent Valid Percent
Valid A 465 58.1 58.1
DA 51 6.4 6.4
SA 119 14.9 14.9
SD 98 12.2 12.2
UD 67 8.4 8.4
Total 800 100.0 100.0
The data cited in table 4.2.20 and figure 4.2.20 focused on the statement that
very high pitch of the teachers’ voice created problems in understanding the
teaching and the lesson. The responses indicated that a substantial number of
465 (58.1%) respondents agreed to the statement and a considerable number of
119 (14.9%) respondents strongly agreed to the above mentioned statement.
Moreover, a small number of 98 (12.2%) respondents strongly disagreed and a
negligible number of 51 (6.4%) respondents disagreed to the given statement.
The remaining 67 (8.4%) respondents stayed undecided.
96
Table-4.2.21: Very low pitch and tone of teacher’s voice also create
difficulty in understanding the lesson
Frequency Percent Valid Percent
Valid A 207 25.9 25.9DA 58 7.2 7.2SA 430 53.8 53.8
SD 98 12.2 12.2UD 7 .9 .9
Total 800 100.0 100.0 The data placed in table and figure 4.2.21 brought forth the result of 430
(53.8%) respondents, who strongly agreed to the statement that very low pitch
and tone of teachers’ voice also became difficult and hard to understand the
lesson. Another 207 (25.9%) respondents agreed to the same statement.
Furthermore, a small number of 98 (12.2%) respondents strongly disagreed,
while 58 (7.2%) respondents disagreed to the given statement. The remaining
7 (0.9%) respondents stayed undecided.
Table-4.2.22: Soft pitch of teacher’s voice attracts my attention toward
teaching
Frequency Percent Valid Percent
Valid A 79 9.9 9.9
SA 679 84.9 84.9
SD 28 3.5 3.5
UD 14 1.8 1.8
Total 800 100.0 100.0
The analysis of data in table 4.2.22 and further depicted in figure 4.2.22
showed that 679 (84.9%) respondents strongly agreed to the statement that soft
pitch of teachers’ voice attracted their attention toward teaching learning
process, while 79 (9.9%) respondents agreed to the same assumption. Contrary
97
to that a small number of 28 (3.5%) respondents strongly disagreed to the
given statement. The remaining 14 (1.8%) respondents stayed undecided.
Table-4.2.23: Intonation or rise and fall in teacher’s voice provide me
better understanding of poems
Frequency Percent Valid Percent
Valid A 231 28.9 28.9
DA 22 2.8 2.8
SA 505 63.1 63.1
UD 42 5.2 5.2
Total 800 100.0 100.0 It is clear from the data placed in table 4.2.23 and figure 4.2.23 that a majority
of 505 (63.1%) respondents strongly agreed to the statement and a sizeable
number of 231 (28.9%) respondents agreed to the statement that intonation or
rise and fall in teachers’ voice provided them better understanding of the
lessons related to poems. Furthermore, a small number of 22 (2.8%)
respondents disagreed to the given statement and the remaining 42 (5.2%)
respondents stayed undecided.
98
Table-4.2.24: Difficult to understand the teaching when teacher speaks
very fast and quick
Frequency Percent Valid Percent
Valid A 156 19.5 19.5
DA 35 4.4 4.4
SA 494 61.8 61.8
SD 52 6.5 6.5
UD 63 7.9 7.9
Total 800 100.0 100.0
The figures in table 4.2.24 and figure 4.2.24 presented the responses of 800
respondents to the statement that they found difficult to understand the
teaching when their teachers spoke very fast and quick. The majority of 494
(61.8%) respondents strongly agreed to the statement and a reasonable number
of 156 (19.5%) respondents agreed to the given statement. Contrary to that a
small number of 52 (6.5%) respondents strongly disagreed and a negligible
number of 35 (4.4%) respondents disagreed to the same statement. The
remaining 63 (7.9%) respondents remained undecided.
99
Section-5: Spatial Distance
Section-5 focuses on the significance of spatial distance between the students
and teachers in the classroom during teaching learning process.
Table-4.2.25: Proper distance between teacher and student makes the
classroom environment more conducive to learning
Frequency Percent Valid Percent
Valid A 270 33.8 33.8
DA 28 3.5 3.5
SA 369 46.1 46.1
SD 105 13.1 13.1
UD 28 3.5 3.5
Total 800 100.0 100.0
The data put in table and figure 4.2.25 revealed responses to the statement that
personal distance between teacher and student made the classroom
environment more conducive to and comfortable for learning. A sizeable
number of 369 (46.1%) respondents strongly agreed and a substantial number
of 270 (33.8%) respondents agreed to the given statement. Another 105
(13.1%) respondents strongly disagreed and 28 (3.5%) respondents disagreed
to the given statement. The remaining 28 (3.5%) respondents stayed
undecided.
100
Table-4.2.26: Fair distance with the students from 14 inches to 4 feet
Frequency Percent Valid Percent
Valid A 215 26.9 26.9
DA 77 9.6 9.6
SA 113 14.1 14.1
SD 21 2.6 2.6
UD 374 46.8 46.8
Total 800 100.0 100.0
The analysis of data in table 4.2.26 and figure 4.2.26 indicated responses of
800 respondents to the statement that their teachers normally kept a fair
distance with them, from 14 inches to 4 feet, in the class. In reply to this a
considerable number of 215 (26.9%) respondents agreed and a sizeable
number of 113 (14.1%) respondents strongly agreed to the given statement.
Furthermore, a small number of 77 (9.6%) respondents disagreed and a
negligible number of 21 (2.6%) respondents strongly disagreed to the same
item. A large number of 374 (46.8%) respondents stayed undecided about the
item asked.
Table-4.2.27: I feel at ease when teacher keeps proper distance in the
classroom
Frequency Percent Valid Percent
Valid A 401 50.1 50.1
SA 356 44.5 44.5
UD 43 5.4 5.4
Total 800 100.0 100.0
The data presented in table 4.2.27 and further illustrated in figure 4.2.27
depicted that a significant number of 401 (50.1%) respondents agreed and a
sizeable number of 356 (44.5%) respondents strongly agreed to the statement
101
that they felt at ease in learning the lesson when their teachers kept proper
distance from them in the classroom, whereas, small number of 43 (5.4%)
respondents stayed undecided.
Table-4.2.28: I feel uncomfortable when teacher does not keep proper
distance in the class
Frequency Percent Valid Percent
Valid A 363 45.4 45.4
DA 14 1.8 1.8
SA 338 42.2 42.2
SD 49 6.1 6.1
UD 36 4.5 4.5
Total 800 100.0 100.0
The data presented in table and figure 4.2.28 indicated that a substantial
number of 363 (45.5%) respondents agreed to the statement that they felt
uncomfortable and faced difficulty in understanding the teaching when the
teachers did not keep proper distance from them in the classroom. A
significant number of 338 (42.2%) respondents strongly agreed to the same
statement. Another 49 (6.1%) respondents strongly disagreed and a negligible
number of 14 (1.8%) respondents disagreed to the statement asked, while the
remaining 36 (4.5%) respondents stayed undecided.
102
4.3 Results and Interpretation of Correlation
The following paragraphs are based on the discussion and results of data
collected from responses of teachers and students to the questionnaires
administered to them.
Responses of all the 40 teachers were obtained to correlate them with the
responses of students; forty respondents were selected through simple random
sampling among the total number of students. To draw out the results of the
correlation of the ordinal data, Gamma correlation co-efficient technique was
applied. The results of the ordinal data on Likert’s scale were gathered in the
form of tables and further elaborated in the segment of discussion. The total
number of these tables was twenty (20), which explained the correlation
among the items of the questionnaires asked from teachers and students.
103
Table-4.3.1: Use of facial expressions in the classroom teaching
Teachers' Response * Students' Response Cross tabulation Count Students' Response Total
A SA UD
Teachers' Response A 10 5 0 15
DA 1 0 1 2
SA 5 16 1 22
UD 1 0 0 1
Total 17 21 2 40
Symmetric Measures
Value
Asymp. Std. Errora
Approx. Tb
Approx. Sig.
Ordinal by Ordinal Gamma .473 .215 2.098 .036
N of Valid Cases 40
Facial expressions are considered one of the most important techniques of
teaching used by teachers. In the same context teachers were asked whether or
not they used facial expressions during teaching process to make the teaching–
learning environment more interesting. The responses were recorded on the
Likert’s scale. Majority of the teachers 22 (55%) strongly agreed to the given
statement. The same question was asked from the students whether or not
teachers used facial expressions for making their teaching more interesting.
Their responses were recorded on Likert’s scale. Most of the students strongly
agreed to the given assumption. Since the responses were ordinal; therefore, to
find out the correlation between the responses of teachers and students
Gamma correlation co-efficient was applied. The result showed a significant
positive correlation between the responses, which meant that the teachers and
students mostly agreed upon the same level of responses.
104
Table-4.3.2: Facial expressions help the students in understanding lesson
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA
Teachers' Response A 15 0 4 19
SA 4 0 16 20
UD 0 1 0 1
Total 19 1 20 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .756 .141 4.344 .000
N of Valid Cases 40
Keeping in view the fact that non-verbal communication is an important tool
in the teaching process; the question was asked from the teachers whether or
not different facial expressions helped in understanding various concepts of a
lesson. The responses of both teachers and students were recorded on Likert’s
scale. A sizeable number of 20 (50%) teachers strongly agreed to the given
assumption. Similarly 20 (50%) students also endorsed the statement. The
correlation between the levels of responses was found through Gamma
correlation co-efficient. The result showed that there was significant
correlation between the levels of responses.
105
Table-4.3.3: Teachers’ facial expressions positively affect teaching
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA UD
Teachers' Response
A 15 0 2 1 18
SA 5 0 16 0 21
UD 0 1 0 0 1
Total 20 1 18 1 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .677 .171 3.709 .000
N of Valid Cases 40
Another question, regarding facial expression, was asked from both the
teachers and students whether or not different facial expressions positively
affected the teaching learning process. In response to this 21(52.5%) teachers
strongly agreed while 18 (45%) teachers agreed to the statement asked. In the
category of students approximately the same percentage of responses were
recorded. The correlation between response levels was found through Gamma
correlation co-efficient and it was found that their response levels were
significantly correlated with one another. This illustrates that both teachers
and students agree to the same level of responses.
106
Table-4.3.4: Teachers’ eye contact makes students attentive
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A SA UD
Teachers' Response A 9 3 1 13
SA 1 25 1 27
Total 10 28 2 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .782 .188 3.212 .001
N of Valid Cases 40
One of the most important facets of non-verbal communication is that it makes
the environment of classroom alive. The question asked both from teachers
and students was whether or not eye contact made the students attentive in the
classroom, the responses were recorded with the help of Likert’s scale on the
said question and it was found that majority of 27 (67.5%) teachers strongly
agreed; while 13 (32.5%) respondents agreed to the given statement. In the
students’ category a majority of 28 (70%) respondents strongly agreed and 10
(25%) respondents agreed to the statement. The correlation between levels of
responses was calculated and tested for significance through Gamma
correlation co-efficient, it was found that the response levels were
significantly correlated with one another.
107
Table-4.3.5: Teachers’ regular eye contact makes the classroom
environment alive
Teachers' Response * Students' Response Cross tabulation
Count Students' Response
Total A DA SA
Teachers' Response A 9 0 4 13
SA 3 0 22 25
SD 0 1 0 1
UD 0 1 0 1
Total 12 2 26 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .552 .216 2.418 .016
N of Valid Cases 40
Eye contact is an important tool in the non verbal communication, which a
teacher can utilize for the better learning of the students in the classroom. The
question asked from both the teachers and students required to answer whether
or not the regular eye contact made the classroom alive. In teachers’ responses
25 (62.5%) respondents strongly agreed to the given statement, which was
endorsed by 26 (65%) students. The correlation between the response levels
were calculated and tested the significance through Gamma correlation co-
efficient and were found highly significant, which reflected that both teachers
and students agreed upon the same level of responses.
108
Table-4.3.6: Message of appreciation through eye contact
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA UD
Teachers' Response A 12 1 6 1 20
SA 3 0 15 1 19
SD 0 0 1 0 1
Total 15 1 22 2 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .697 .170 3.288 .001
N of Valid Cases 40
Proper use of eye movement is one of the most important tools in non verbal
communication, which can play an important role in the attainment of teaching
learning outcomes. This feature can be used for appreciation of the students’
response. Teachers were asked whether or not they used this tool for
appreciation and their responses were recorded. The same question was asked
from students and their responses were also recorded on Gamma correlation
co-efficient and were further calculated and tested for the significance
correlation among the responses. The result elicited that there was positive
significant correlation, which meant that teachers and students agreed upon the
same level of response.
109
Table-4.3.7: Body movements of teachers help students’ understanding
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA
Teachers' Response A 11 0 4 15
DA 0 1 1 2
SA 5 0 15 20
UD 2 1 0 3
Total 18 2 20 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .389 .212 1.748 .080
N of Valid Cases 40
The importance of body movement in the teaching learning process was asked
both from teachers and students, which were recorded on ordinal scale. To
check the correlation between teacher and student responses Gamma
correlation co-efficient was calculated and tested. The values suggested that
there was a significant correlation among the responses. This indicated that
both teachers and students were familiar with the importance of body
movement in the process of teaching learning process.
110
Table-4.3.8: Use of hands by teachers during lesson
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA
Teachers' Response A 7 0 3 10
DA 0 1 0 1
SA 6 0 23 29
Total 13 1 26 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .752 .156 2.773 .006
N of Valid Cases 40
Use of hands is considered an important tool in non-verbal communication.
The question was asked from teachers whether or not use of hands gave some
additional information to the students. The responses were recorded on ordinal
scale. Majority of the respondents 29 (72.5%) strongly agreed to the statement
asked. The same question was asked from the students and 26 (65%)
respondents strongly agreed to the given statemnet. The correlation among the
responses was calculated and tested for the significance. The values mentioned
that there was positive significant correlation between the responses. This
suggested that both students and teachers agreed in their responses to the
question asked.
111
Table-4.3.9: Use of hands, shoulders, and head
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA
Teachers' Response A 7 0 1 8
DA 1 1 1 3
SA 6 0 19 25
UD 2 1 1 4
Total 16 2 22 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .431 .218 1.858 .063
N of Valid Cases 40
An important question was asked from teachers and students whether or not
use of hands, shoulders and head made the lesson more interesting. Their
responses were recorded on ordinal scale and 25 (62.5%) teachers and 22
(55%) students strongly agreed or agreed to the given assumption. The
correlation was calculated and tested for significance. The values represented
that there was significant positive correlation between the responses. This
indicated that both teachers and students were agreeable in their responses to
the question asked
112
Table-4.3.10: Students lose interest when teacher sit in chair
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A SA SD UD
Teachers' Response
A 6 4 0 0 10
DA 1 0 0 0 1
SA 4 22 2 1 29
Total 11 26 2 1 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .807 .127 3.089 .002
N of Valid Cases 40
A question was asked both from teachers and students whether or not students
lost interest when the teachers sat in the chair during the class. The responses
of both categories of respondents were recorded on ordinal scale. Majority of
the respondents in both groups 29 (72.5%) and 26 (65%) students strongly
agreed to the statement. The correlation was calculated and tested between the
responses of the both groups. The calculated value and p-value highlighted
that there was strong correlation between the responses, which signified that
both groups mostly agreed to the given statement.
113
Table-4.3.11: Teachers’ body movements make classroom environment
conducive to learning
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA UD
Teachers' Response A 16 0 8 1 25
DA 0 1 1 0 2
SA 1 0 10 1 12
UD 0 0 0 1 1
Total 17 1 19 3 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .791 .127 3.987 .000
N of Valid Cases 40
A question was asked from both the groups of respondents whether or not
body movements of the teacher made the classroom environment more
conducive to learning and their responses were recorded. In both groups
majority of the respondents 32 (80%) strongly agreed to the statement posed.
Hence, the relationship between the responses was calculated and tested
whether both gave same responses or different. The calculated values
suggested a strong correlation between the responses, which reflected that
both the groups mostly agreed upon the same level of response.
114
Table-4.3.12: Use of body movements in teaching of stories
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA
Teachers' Response A 18 1 2 21
DA 1 0 1 2
SA 2 0 13 15
UD 1 0 1 2
Total 22 1 17 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
Tb Approx.
Sig.
Ordinal by Ordinal Gamma .830 .113 5.343 .000
N of Valid Cases 40
Stories are interesting and fascinating part of teaching learning process. A
question was asked from both the groups whether or not body movements of
the teacher made it more interesting for the students and their responses were
recorded. Majority of the students 22 (55%) and teachers 21 (52.5%)
responded strongly agreed or agreed. The relationship between the responses
was calculated and tested. The calculated values suggested that there was
significant relationship between the responses, which revealed that both the
groups were aware of the fact that body movements made the teaching of
stories more interesting and informative for the students.
115
Table-4.3.13: Very high pitch of teachers’ voice create problems
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD UD
Teachers' Response
A 10 0 1 1 0 12
DA 2 3 0 0 1 6
SA 1 0 13 0 1 15
SD 1 0 0 0 1 2
UD 3 0 1 0 1 5
Total 17 3 15 1 4 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .443 .183 2.346 .019
N of Valid Cases 40
Pitch of the voice plays an important role in teaching learning process. It was
asked from both teachers and students whether or not high pitch voice made
problems in teaching learning process. The responses of both the respondents
were recorded. The Relationship between the responses was calculated and
tested with the help of Gamma correlation co-efficient. The values presented
significant correlation between the responses of teachers and students, which
suggested that 29 (72.5%) respondents, both teachers and students, agreed
upon the same level of responses. It clearly indicated a strong relation and
showed that both groups were aware of the fact that high pitch of the teachers’
voice created problems for the students in teaching learning process.
116
Table-4.3.14: Very low pitch of teachers’ voice also create problems
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD
Teachers' Response A 8 0 6 1 15
DA 1 1 0 1 3
SA 3 0 19 0 22
Total 12 1 25 2 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .457 .211 2.008 .045
N of Valid Cases 40
A question was asked from both the teachers and students whether or not low
pitch and tone of the voice made problems in understanding of lesson. The
relationship between the responses of teachers and students was calculated and
tested. The result indicated that there was significant relationship between the
responses of both groups; majority of the respondents, 25 (62.5%) students
and 22 (55%) strongly agreed or agreed and there was significant relationship
between the responses, which revealed that both the groups were aware of the
fact that low pitch and tone of the teacher’s voice made it hard for students to
understand the lesson.
117
Table-4.3.15: Soft pitch of teachers’ voice attracts the attention of
students
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A SA UD
Teachers' Response A 4 5 0 9
SA 0 28 0 28
UD 0 1 2 3
Total 4 34 2 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma 1.000 .000 2.998 .003
N of Valid Cases 40
A question was asked from both teachers and students whether or not soft
pitch attracted the attention of the students towards teaching learning process
in the classroom setting. The relationship between the responses of both
teachers and students was recorded and tested. The result highlighted that
there was significant relationship between the responses of teachers and
students. Both the groups mostly agreed upon the same level of responses, and
28 (70%) teachers and 34 (85%) students strongly agreed to the given
statemnet. This indicated that teachers and students were well aware of the
importance of soft pitch of the teacher’s voice in teaching learning process.
118
Table-4.3.16: Intonation in teachers’ voice provides better understanding
to students
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA UD
Teachers' Response A 9 0 2 1 12
DA 0 1 0 0 1
SA 7 0 19 1 27
Total 16 1 21 2 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .617 .218 2.438 .015
N of Valid Cases 40
Rise and fall in teacher’s voice plays an important role in teaching learning
process. A question was asked whether or not teachers used this technique in
the teaching of poetry. Their responses were recorded on ordinal scale. The
majority of the respondents 27 (67.5%) teachers and 21 (52.5%) students
replied on the scale of strongly agree. To observe the correlation between the
responses of teachers and students it was calculated and tested. The values
mentioned that there was significant correlation between the responses of both
the groups, which clearly demonstrated that both teachers and students were
mostly agreeable and were aware of the fact that rise and fall in teachers’
voice in the teaching of poetry improved the learning outcome of the students.
119
Table-4.3.17: Difficult to understand teachers when they speak very fast
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD UD
Teachers' Response A 7 1 3 0 2 13
SA 1 0 25 1 0 27
Total 8 1 28 1 2 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .569 .254 2.065 .039
N of Valid Cases 40
A question was asked from both teachers and students whether or not it was
difficult to understand teaching when teacher spoke very fast and quick. The
responses on ordinal scale were recorded. Most of the respondents in groups,
28 (70%) students and 27 (67.5%) teachers indicated either strongly agreed or
agreed to the statement asked. To see the correlation between the responses of
both the groups it was calculated and tested, the values showed that there was
a strong relation between the responses of both the groups. This spot lighted
that both the groups were aware of the importance that execution of teaching
quick and fast made the learning process difficult for the students.
120
Table-4.3.18: Teachers keep fair distance from students
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD UD
Teachers' Response
A 9 0 0 0 5 14
DA 0 3 1 1 1 6
SA 2 0 6 0 3 11
UD 0 2 1 0 6 9
Total 11 5 8 1 15 40
Symmetric Measures
ValueAsymp. Std.
ErroraApprox.
TbApprox.
Sig.
Ordinal by Ordinal
Gamma .433 .173 2.384 .017
N of Valid Cases 40
Teacher-students distance in the classroom plays an important role in learning
process. A question was asked from teachers and students, whether or not
teachers kept fair distance from the students in the classroom. The responses
from teachers and students were recorded on ordinal scale. Majority of the
respondents in groups, 14 (35%) teachers and 11 (27.5%) students agreed to
the statement. To see the correlation between the responses it was calculated
and tested. The values showed that there was strong correlation between the
responses of teachers and students, which asserted the importance of distance
between teachers and students in the actual classroom setting.
121
Table-4.3.19: Students get confused when teachers come closer
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD UD
Teachers' Response
A 21 0 3 0 0 24
DA 3 1 1 0 1 6
SA 1 0 4 0 0 5
SD 0 0 0 2 0 2
UD 0 0 2 0 1 3
Total 25 1 10 2 2 40
Symmetric Measures
Value Asymp. Std.
Errora Approx.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .830 .075 5.039 .000
N of Valid Cases 40
Another delicate and sensitive issue in the classroom teaching is distance
between teacher and student, which plays an important role in teaching
learning process. A question was posed to teachers and students about the
spatial distance in the class and its effect on their teaching and learning
respectively. In reply majority of 18 (45%) teachers agreed and stated that
distance should be kept between teacher and students and whenever teachers
got close to students, it created confusion for the students and 25 (62.5%)
students strongly agreed to it. To see the correlation between the responses of
both groups, it was calculated and tested. The result confirmed that there was
strong relationship between the responses and both the groups agreed upon the
same level of response.
122
Table-4.3.20: Personal distance between teachers and students
Teachers' Response * Students' Response Cross tabulation
Count
Students' Response
Total A DA SA SD UD
Teachers' Response
A 13 0 5 0 0 18
DA 0 2 1 0 0 3
SA 1 0 16 0 0 17
SD 0 0 0 1 0 1
UD 0 0 0 0 1 1
Total 14 2 22 1 1 40
Symmetric Measures
Value Asymp.
Std. ErroraApprox.
Tb Approx.
Sig.
Ordinal by Ordinal
Gamma .904 .068 5.745 .000
N of Valid Cases 40
A question was asked from the respondents; whether or not a fair distance
between teacher and students made the classroom environment more
comfortable and conducive to learning. The responses of teachers and students
were recorded on ordinal scale. Majority of the respondents 17 (42.5%)
teachers and 22 (55%) students strongly agreed to the statement. The
correlation between the responses was calculated and tested for significance
and the values showed that there was strong correlation between the responses,
which reflected that most of the times both teachers and students agreed upon
the same level of response. This reflected that teachers as well as students
were aware of the fact that keeping a fair distance in the classroom could
contribute to the attainment and better understanding of learning process.
123
4.4 Interpretation of Tests’ Results
This part of chapter-IV has been earmarked to discussion of pre and post tests’
results by applying paired t-test as statistical tool to the data collected. The
data were interpreted in the form of percentages, standard deviation and level
of significance. Furthermore, the data were placed under different categories
of male; female, rural; urban of IX-X classes in the subject of English
(compulsory) and discussed for drawing inferences from them.
The data were further categorizes in terms of rural, urban, male, and female.
The analysis encompasses the test results of control and experimental groups
in classes 9th &10th. The data presented pre and post tests of the control group
with standard deviation and results of t-test. Pre and post tests were applied in
the actual setting of the classroom teaching.
124
Table-4.4.1: Descriptive of Pre & Post tests of Class 9th in Control Group
Descriptive Statistics
Situation N Minimum Maximum Mean Std.
Deviation
Pre-test
Marks of the students
100 7 20 14.60 2.964
Valid N (list wise)
100 95 % C.I for mean of the population
(14.01 to 15.19)
Post-test
Marks of the students
100 7 20 14.65 3.220
Valid N (list wise)
100 95 % C.I for mean of the population
(14.01 to 15.29)
Discussion on Pre test
The data analysed in table 4.4.1 provided the overall mean and standard
deviation of the pre test of class 9th in control group. The overall mean of class
9th is 14.60 with standard deviation of 2.964. The word minimum in the table
indicated the minimum marks obtained by the students in pre test of class 9th,
while the word maximum showed the maximum marks obtained by students in
pre test that were 7 and 20 respectively. The 95% confidence interval revealed
the confidence in the average of the population of class 9th, which remained
from 14.01 to 15.19.
Discussion on Post test
The data presented in table 4.4.1 reflected the overall average marks that were
14.65 along with standard deviation of 3.220 of the post test of the class 9th.
The category of minimum brought to light the minimum marks obtained by
the students in post test of class 9th, while the category of maximum indicated
125
the maximum marks obtained by students in post test that were 7 and 20. The
average marks revealed increase from the pre test average. The 95%
confidence interval illustrated the confidence in the mean of the post test of
the population of class 9th, which ranged from 14.01 to 15.29.
Table-4.4.2: Test of Significance Pre & Post tests of Class 9th in Control
Group
Paired Samples Test
Paired Differences
T df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test - Pre test
.05000 3.03307 .30331 -.55183 .65183 .165 99 .869
Discussion
The data put in table 4.4.2 depicted the overall test result of the class 9th. The
test value showed that H0* was accepted and H1
* was rejected. The result
revealed that there was a slight increase in post test score, but the two tailed
significance value revealed that this increase was statistically insignificant.
This clearly indicated that due to the absence of treatment students failed to
improve well in the post test score. The minor increase might be possible due
to the fact that students knew in advance about a test after the completion of
experiment.
126
Table-4.4.3: Descriptive Statistics of Pre & Post tests of Male and
Female of Class 9th in Control Group
Descriptive Statistics
Situation Gender of the Students N Minimum Maximum Mean Std.
Deviation
Pre-test Female Marks of the students
50 7 20 14.34 2.833
Valid N (list wise)
50 95 % C.I for mean of the population
(13.53 to 15.15)
Male Marks of the students
50 7 20 14.86 3.097
Valid N (list wise)
50 95 % C.I for mean of the population
(13.98 to 15.74)
Post-test Female Marks of the students
50 9 20 14.34 3.153
Valid N (list wise)
50 95 % C.I for mean of the population
(13.44 to 15.24)
Male Marks of the students
50 7 20 14.96 3.289
Valid N (list wise)
50 95 % C.I for mean of the population
(17.17 to 18.67)
Discussion on Pre test of Female Students
The data reflected in table 4.4.3 provided the gender wise average of class 9th
in the pre-test. The table highlighted that female students average marks were
14.34 with a standard deviation of 2.833. The category of minimum revealed
the minimum marks secured by the students in pre test of class 9th, while the
category of maximum showed the maximum marks secured by students in pre
test that were 7 and 20 respectively. The 95% confidence interval for female
average is from 13.53 to 15.15, which indicated that there was 95%
confidence about the average of the population of class 9th of female, which
ranged from 13.53 to 15.15.
127
Discussion on Post test of Female Students
The data presented in table 4.4.3 revealed that female students’ average marks
were 14.34 with a standard deviation of 3.153. The section of minimum
showed the minimum marks obtained by the students in post test of class 9th,
while the section of maximum showed the maximum marks obtained by
students in post test, which were 9 and 20 respectively. The 95% confidence
interval for female average ranged from 13.44 to 15.24, which represented
confidence in the average of post test marks of the population of class 9th of
female that ranged from 13.44 to 15.24.
Table-4.4.4: Test of Significance of Pre & Post Tests of Control Group of
Female Students of 9th Class
Paired Samples Test
Paired Differences
T df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest - pretest
.00000 2.57935 .36478 -.73304 .73304 .000 49 1.000
Discussion
The data presented in table 4.4.4 illustrated the test result of overall female
students of class 9th. The test value showed that H0*** was accepted and H1
***
was rejected. The result highlighted that there was no difference between the
pre test and post test scores. The two tailed significance value also showed that
the difference between pre test and post test was statistically insignificant.
128
This clearly indicated that in the absence of treatment the outcomes of the
students of pre test and post test were the same
Discussion on Pre test of Male Students
The average marks for male students were 14.86 with a standard deviation of
3.097. The standard deviation showed the dispersion of the data from the mean
point. The segment of minimum showed the minimum marks obtained by the
students in pre test of class 9th, while the segment of maximum showed the
maximum marks obtained by students in pre test that were 7 and 20
respectively. The 95% confidence interval for male average ranged from 13.98
to 15.74, which revealed the confidence in the average of the population of
class 9th of male, which ranged from 13.98 to 15.74.
Discussion on Post test of Male Students
The average marks for male students in post-test were 14.96 with a standard
deviation of 3.289. The standard deviation showed that the marks of boys were
closer to the mean point. The section of minimum mentioned the minimum
marks secured by the students in post test of class 9th, while the section of
maximum mentioned the maximum marks obtained by students in post test
that were 7 and 20 respectively. The 95% confidence interval for female
average ranged from 14.03 to 15.89, which showed the confidence in the
average marks of the post test of the population of class 9th of male that ranged
from 14.03 to 15.89.
129
Table-4.4.5: Test of Significance of Pre & Post tests of Control Group of
Male Students of 9th Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test –
Pre test .10000 3.45378 .48844 -.88155 1.08155 .205 49 .839
Discussion
The data analyzed in table 4.4.5 indicated the test result of overall male
students of class 9th. The test value showed that H0** was accepted and H1
**
was rejected. The result depicted that there was no discrepancy between the
pre test and post test scores. The two tailed significance value also revealed
that the difference between pre test and post test was statistically insignificant.
This clearly showed that in the absence of treatment the outcomes of the
students of pre test and post test were the same.
130
Table-4.4.6: Descriptive Statistics of Rural and Urban Area of Control
Group of 9th Class
Descriptive Statistics
Situation Locality of the
School N Minimum Maximum Mean Std.
Deviation
Pre-test Rural Marks of the students
50 7 20 14.10 3.164
Valid N (list wise)
50 95 % C.I for mean of the population
(13.20 to 15.00)
Urban Marks of the students
50 7 20 15.10 2.690
Valid N (list wise)
50 95 % C.I for mean of the population
(14.34 to15.86)
Post-test Rural Marks of the students
50 7 20 14.12 3.230
Valid N (list wise)
50 95 % C.I for mean of the population
(13.20 to 15.04)
Urban Marks of the students
50 7 20 15.18 3.154
Valid N (list wise)
50 95 % C.I for mean of the population
(14.28 to 16.08)
Discussion of Pre test Rural Area
The data in table 4.4.6 brought to light area wise average scores of pre-test of
class 9th. The average marks of class 9th students in the pre test of rural area
were 14.10 with a standard deviation of 3.164. The section of minimum
illustrated the minimum marks obtained by the students in pre test of class 9th
of rural area, whereas, the section of maximum indicated the maximum marks
obtained by students in pre test that were 7 and 20 respectively. The 95%
confidence interval for rural average ranged from 13.20 to 15.00, which meant
95% certainty about the average of the population of class 9th of rural area that
ranged from 13.20 to 15.00.
131
Discussion of Post test of Rural Area
The average marks of the students in class 9th in the post test of rural area were
14.12 with a standard deviation of 3.230. The segment of minimum
highlighted the minimum marks obtained by the students in post test of class
9th of rural area, while the segment of maximum showed the maximum marks
obtained by students in post test that were 7 and 20 respectively. The 95%
confidence interval for rural average ranged from 15.89 to 17.59, which
revealed confidence in the post test average of the population of class 9th of
rural area that ranged from 13.20 to 15.04.
Table-4.4.7: Test of Significance of Rural Area of Control Group of 9th
Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test .02000 2.87487 .40657 -.79703 .83703 .049 49 .961
Discussion
The data depicted in table 4.4.7 revealed the test result of overall students of
class 9th of rural area. The test value showed that H0**** was accepted and
H1**** was rejected. The result portrayed that there was no significant
difference between the scores of pre and post tests. The two tailed significance
value also suggested that the difference between pre test and post test was
132
statistically insignificant. This clearly indicated that due to the absence of
treatment the pre test and post test scores of the students were the same.
Discussion on Pre test of Urban Area
In the urban area the average marks of the students of class 9th were 15.10 with
a standard deviation of 2.69. The category of minimum showed the minimum
marks obtained by the student in pre test of class 9th of urban area, while the
category of maximum showed the maximum marks obtained by students in
pre test that were 7 and 20 respectively. The 95% confidence interval for
urban area average was from 14.34 to 15.86, which revealed the confidence in
the average of the population of class 9th in urban area that ranged from 14.34
to 15.86.
Discussion on Post test of Urban Area
In the urban area the post test average marks of the students of class 9th were
15.18 with a standard deviation of 3.154. The section of minimum reflected
the minimum marks obtained by the students in post test of class 9th of urban
area, while the section of maximum showed the maximum marks obtained by
students in post test that were 7 and 20 respectively. The 95% confidence
interval for urban area post test average ranged from 14.28 to 16.08, which
revealed the confidence in the average of post test of the population of class 9th
in urban area that ranged from 14.28 to 16.08.
133
Table-4.4.8: Test of Significance of Urban Area of Control Group of 9th
Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test –
Pre test .08000 3.21248 .45431 -.83298 .99298 .176 49 .861
Discussion
The data put in table 4.4.8 showed the test result of overall students of class 9th
of urban area. The test value showed that H0***** was accepted and H1
***** was
rejected. The result reflected that there was no significant difference between
the pre test and post test scores. The two tailed significance value also showed
that the difference between pre test and post test was statistically insignificant.
This clearly signified that the absence of treatment brought no change in the
students’ pre and post tests’ scores.
134
The results given by the data analyzed revealed the test results of experimental
group of class 9th. The results were further classified in terms of rural, urban,
male, and female. The data presented pre and post tests of the experimental
group with standard deviation and results of t-test.
Table-4.4.9: Descriptive Statistics of Pre & Post test of Experimental
Group of 9th Class
Descriptive Statistics
Situation N Minimum Maximum Mean Std.
Deviation
Pre-test Marks 100 7 21 14.72 3.124
Valid N (list wise)
100 95 % C.I for mean of the population
(14.10 to 15.34)
post-test Marks 100 9 23 17.59 2.745
Valid N (list wise)
100 95 % C.I for mean of the population
(17.05 to 18.13)
Discussion on Pre test
The data in table 4.4.9 showed the overall mean and standard deviation of
class 9th. The overall mean of class 9th was 14.72 with standard deviation of
3.124. The category of minimum reflected the minimum marks obtained by
the students in pre test of class 9th, while the category of maximum indicated
the maximum marks obtained by students in pre test that were 7 and 21
respectively. The standard deviation showed that there was not much variation
in the students’ marks. The 95% confidence interval revealed the level of
confidence on the average of the population of class 9th, which ranged from
14.10 to 15.34.
135
Discussion on Post test
The interpretation of the data in the aforementioned table provided the clue to
the overall average marks that were 17.59 along with standard deviation of
2.745 of the post test of class 9th. The section of minimum showed the
minimum marks secured by the students in post test of class 9th, whereas the
section of maximum showed the maximum marks secured by students in post
test that were 9 and 23. The average marks showed increase from the pre test
average. The standard deviation indicated that there was not much variation in
the students’ marks of the post test. The 95% confidence interval illustrated
95% confidence about the mean of the post test of the population of class 9th,
which ranged from 17.05 to 18.13.
Table-4.4.10: Test of Significance of Pre & Post tests of Experimental
Group of 9th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test - Pre test
2.87000 2.77308 .27731 2.31976 3.42024 10.349 99 .000
Discussion
The data in table 4.4.10 revealed the overall result of the experimental group
of class 9th. The test value showed that H0* was rejected and H1
* was accepted.
The result showed that there was high increase in the pre test and post test
136
scores. The difference between pre test and post test score was tested through
paired t-test. The t value and two tailed significance value showed that there
was significant increase in the post test scores. This clearly indicated that the
treatment brought significant impact on the learning outcomes of students of
class 9th.
Table 4.4.11: Descriptive Statistics of Male and Female Students of
Experimental Group of 9th Class
Descriptive Statistics
Situation Gender N Minimum Maximum Mean Std.
Deviation
Pre-test Female Marks 50 7 21 14.32 3.223
Valid N (list wise)
50 95 % C.I for mean of the population
(13.40 to 15.24)
Male Marks 50 7 21 15.12 3.001
Valid N (list wise)
50 95 % C.I for mean of the population
(14.27 to 15.97)
post-test Female Marks 50 10 22 17.26 2.827
Valid N (list wise)
50 95 % C.I for mean of the population
(16.46 to 18.04)
Male Marks 50 9 23 17.92 2.648
Valid N (list wise)
50 95 % C.I for mean of the population
(17.17 to 18.67)
Discussion on Pre test of Female Students
The analysis of data in table 4.4.12 indicated the gender wise average of class
9th. The table projected that female students average marks were 14.32 with a
standard deviation of 3.23. The category of minimum presented the minimum
marks obtained by the students in pre test of class 9th, while the category of
maximum presented the maximum marks obtained by students in pre test that
were 7 and 21 respectively. The 95% confidence interval for female average is
137
from 13.40 to 15.24, which revealed the confidence in the average of the
population of class 9th of female, which ranged from 13.40 to 15.24.
Discussion on Post test of Female Students
The data put in table 4.4.12 showed that female students’ average marks were
17.26 with a standard deviation of 2.827. The standard deviation showed that
there was not much variation in the marks of students. The section of
minimum presented the minimum marks obtained by the students in post test
of class 9th, while the section of maximum presented the maximum marks
obtained by students in post test that were 10 and 22 respectively. The 95%
confidence interval for female average ranged from 13.40 to 15.24, which
allowed the range of confidence in the average of post test marks of the
population of class 9th of female that ranged from 16.46 to 18.06.
Table-4.4.12: Test of significance of Pre & Post tests of Female Students
of Experimental Group of 9th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test – Pre test
2.94000 2.75096 .38904 2.15819 3.72181 7.557 49 .000
Discussion
The analysis of data in table 4.4.12 indicated the overall result of female
students of the experimental group of class 9th. The test value showed that
138
H0*** was rejected and H1
*** was accepted. The result revealed that there was
high increase in the pre test and post test scores. The difference between pre
test and post test scores was tested through paired t test, the t value and two
tailed significance value depicted that there was significant increase in the post
test scores. This clearly indicated that the treatment made significant affect on
the learning outcomes of students of 9th class.
Discussion on Pre test of Male Students
The average marks of male students were 15.12 with a standard deviation of
3.001. The standard deviation showed that the marks of boys were relatively
close to the mean point as compared to female. The category of minimum
showed the minimum marks obtained by the students in pre test of class 9th,
while the category of maximum showed the maximum marks obtained by
students in pre test that were 7 and 21 respectively. The 95% confidence
interval for male average was from 14.27 to 15.97, which reflected the level of
confidence in the average of the population of class 9th of male that ranged
from 14.27 to 15.97.
Discussion on Post test Male Students
The average post test marks of male students were 17.92 with a standard
deviation of 2.648. The standard deviation showed that the marks of boys were
relatively closer to the mean point as compared to female. The category of
minimum mentioned the minimum marks obtained by the students in post test
of class 9th, whereas the category of maximum mentioned the maximum marks
obtained by students in post test, which were 9 and 23 respectively. The 95%
139
confidence interval for female average ranged from 14.27 to 15.97. This
indicated the level of confidence in the average marks of the post test of the
population of class 9th of male that ranged from 17.17 to 18.67.
Table-4.4.13: Test of significance of Pre & Post tests of Male Students of
Experimental Group of 9th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest – pretest
2.80000 2.82120 .39898 1.99822 3.60178 7.018 49 .000
Discussion
The statistical measures used in table 4.4.13 indicated the overall result of
male students of the experimental group of 9th class. The test value showed
that H0** was rejected and H1
** was accepted. The result demonstrated that
there was high increase in the score of pre and post tests. The difference
between pre test and post test scores was tested through paired t test, the t
value and two tailed significance value showed that there was significant
increase in the post test scores. This clearly indicated that the treatment made
significant affect on the learning outcomes of class 9th students.
140
Table-4.4.14: Descriptive Statistics Pre & Post tests of Rural & Urban
Students of Experimental Group of 9th Class
Descriptive Statistics
Situation Area N Minimum Maximum Mean Std.
Deviation
Pre-test Rural Marks 50 7 20 14.18 3.379
Valid N (list wise)
50 95 % C.I for mean of the population
(13.22 to 15.14)
Urban Marks 50 10 21 15.26 2.776
Valid N (list wise)
50 95 % C.I for mean of the population
(14.47 to 16.05)
post-test Rural Marks 50 9 22 16.74 2.995
Valid N (list wise)
50 95 % C.I for mean of the population
(15.89 to 17.59)
Urban Marks 50 12 23 18.44 2.187
Valid N (list wise)
50 95 % C.I for mean of the population
(17.82 to 19.06)
Discussion on Pre test of Rural Area
The data in table 4.4.14 reflected area wise average scores of class 9th. The
average marks of class 9th students in the pre test of rural area were 14.18 with
a standard deviation of 3.379. The section of minimum brought up the
minimum marks secured by the students in pre test of class 9th of rural area,
whereas, the section of maximum highlighted the maximum marks secured by
students in pre test that were 7 and 20 respectively. The 95% confidence
interval for rural average ranged from 13.22 to 15.14, which indicated the
confidence in the average of the population of class 9th of rural, which ranged
from 13.22 to 15.14.
141
Discussion on Post test of Rural Area
The data put in table 4.4.15 showed area wise post test average scores of the
class 9th. The average marks of class 9th students in the post test of rural area
were 16.74 with a standard deviation of 2.995. The category of minimum
denoted the minimum marks obtained by the students in post test of class 9th
of rural area, while the category of maximum showed the maximum marks
obtained by students in pre test, which were 9 and 22 respectively. The 95%
confidence interval for rural average ranged from 15.89 to 17.59. This
confidence interval revealed the post test average of the population of class 9th
of rural that ranged from 15.89 to 17.59.
Table-4.4.15: Test of Significance of Pre & Post Tests of Rural Students of
Experimental Group of 9th Class
Paired Samples Test
Paired Differences
T df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test - Pre test
2.56000 2.71924 .38456 1.78720 3.33280 6.657 49 .000
Discussion
The analysis of data in table 4.4.15 documented the test of significance
between pre-test and post-test scores. The t-value and two tailed significance
value clearly indicated that there was significant difference between pre and
post test scores, which showed that H0**** was rejected and H1
**** was
accepted. It further revealed that the average marks of post test were higher
than the pre test marks. The increase was tested for statistical significance and
142
the test value suggested that the average marks of post test were significantly
higher than the average marks of pre test. The increase clearly revealed that
the treatment made a significant affect on the learning outcomes of the
students.
Discussion on Pre test of Urban Area
In the urban area the average marks of the students of class 9th were 15.26 with
a standard deviation of 2.776. The segment of minimum exhibited the
minimum marks obtained by the students in pre test of class 9th of urban area,
while the segment of maximum highlighted the maximum marks obtained by
students in pre test that were 10 and 21 respectively. The 95% confidence
interval for urban area average remained from 14.47 to 16.05, which showed
95% confidence at the average of the population of class 9th in urban area,
which ranged from 14.47 to 16.05.
Discussion on Post test of Urban Area
Likewise in the urban area, the post test average marks of the students of class
9th were 18.44 with a standard deviation of 2.187. The section of minimum
depicted the minimum marks obtained by the students in post test of class 9th
of urban area, whereas, the section of maximum showed the maximum marks
obtained by students in post test that were 12 and 23 respectively. The 95%
confidence interval for urban area post test average remained from 17.82 to
19.06, which clearly presented the confidence in the average of post test of the
population of class 9th in urban area that ranged from 17.82 to 19.06.
143
Table-4.4.16: Test of Significance of Pre & Post tests of Urban Students of
Experimental Group of 9th Class
Paired Samples Test
Paired Differences
T df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test - Pre test
3.18000 2.81896 .39866 2.37886 3.98114 7.977 49 .000
Discussion
The data documented in table 4.4.16 revealed the significance between pre-test
and post-test scores. The t-value and two tailed significance value clearly
indicated that H0***** was rejected and H1
***** was accepted. This meant that
there was significant difference between pre and post tests’ scores. The above
table revealed that the average marks of post test were higher than the pre test
marks. The increase was tested for statistical significance and the test value
suggested that the average marks of post test was significantly higher than the
average marks of pre test, which clearly indicated the significance of treatment
on the attainment of learning outcomes of the students.
144
The data put in table 4.4.18 analyzed the test results of control group of class
10th. The data were further classified in terms of rural; urban, male; female,
which showed pre and post tests of the control group with standard deviation
and results of T-test.
Table-4.4.17: Descriptive Statistics Pre & Post tests of Control Group of
10th Class
Descriptive Statistics
Situation N Minimum Maximum Mean Std.
Deviation
Pre-test Marks 100 8 20 15.12 2.500
Valid N (list wise)
100 95 % C.I for mean of the population
(14.62 to 15.62)
Post-test
Marks 100 9 20 15.45 2.176
Valid N (list wise)
100 95 % C.I for mean of the population
(15.02 to 15.88)
Discussion on Pre test
The analysis of the data in table 4.4.17 presented the overall average marks
that were 15.12 along with standard deviation of 2.500 of the pre test of the
class 10th. The category of minimum showed the minimum marks obtained by
the students in pre test of class 10th, while the category of maximum indicated
the maximum marks obtained by the students in pre test, which were 8 and 20
respectively. The standard deviation showed that there was not much variation
in the students’ marks of the post test. The 95% confidence interval showed
that we were 95% confident about the mean of the pre test of the population of
class 10th, which ranged from 14.62 to 15.62.
145
Discussion on Post test
The above mentioned table reflected the overall average marks that were 15.45
along with standard deviation of 2.176 of the post test of the class 10th. The
section of minimum indicated the minimum marks secured by the students in
post test of class 10th, whereas, the section of maximum reflected the
maximum marks obtained by the students in post test, which were 9 and 20
respectively. The standard deviation showed that there was not much variation
in the students’ marks of the post test. The 95% confidence interval reflected
the confidence in the mean of the post test of the population of class 10th,
which ranged from 15.02 to 15.88.
Standard deviation of the post test was lesser than pre test while mean of post
test slightly increased. This indicated that students might have thought of a test
after completion of experiment; therefore they prepared themselves for the test
and got approximately closer marks to one another but due to the absence of
treatment they could not increase their marks significantly.
146
Table-4.4.18: Test of Significance of Pre & Post Tests of Control Group of
10th Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test .330 2.075 .207 -.082 .742 1.591 99 .115
The data put in table 4.4.18 presented the test of significance between pre and
post tests of overall class 10th. The test value showed that H0* was accepted
and H1* was rejected. The result depicted that there was a slight increase in the
mean score of post test but this increase was statistically insignificant. It was
perhaps due to the fact that students were aware of a test after completion of
experimental period. Due to the absence of treatment the students did not
show improvement in the scores of post test as compared to pre test.
147
Table-4.4.19: Descriptive Statistics Pre & Post tests of Male & Female
Students of Control Group of 10th Class
Descriptive Statistics
Situation Gender N Minimum Maximum Mean Std.
Deviation
Pre-test Female Marks 50 9 20 15.12 2.520
Valid N (list wise)
50 95 % C.I for mean of the population
(14.40 to 15.84)
Male Marks 50 8 20 15.12 2.504
Valid N (list wise)
50 95 % C.I for mean of the population
(14.41 to 15.83)
Post-test Female Marks 50 9 20 15.38 2.381
Valid N (list wise)
50 95 % C.I for mean of the population
(14.70 to 16.06)
Male Marks 50 10 19 15.52 1.972
Valid N (list wise)
50 95 % C.I for mean of the population
(14.96 to 16.08)
Discussion on the Pre test of Female Students
The data analysed in table 4.4.19 revealed the gender wise average marks of
pre test of class 10th. The table reflected that female students’ average marks
were 15.12 with a standard deviation of 2.52. The category of minimum
indicated the minimum marks obtained by the students in pre test of class 10th,
while the category of maximum showed the maximum marks obtained by
students in post test, which were 9 and 20 respectively. The 95% confidence
interval for female average ranged from 14.40 to 15.84, which signified the
confidence in the average of post test marks of the population of class 9th of
female students that ranged from 14.40 to 15.84.
148
Discussion on the Post test of Female Students
The above mentioned table revealed the gender wise average marks of post
test of class 10th. The table showed that female students’ average marks were
15.38 with a standard deviation of 2.381. The word minimum showed the
minimum marks obtained by the students in post test of class 10th, while the
word maximum indicated the maximum marks obtained by students in post
test, which were 10 and 19 respectively. The 95% confidence interval for
female average ranged from 14.70 to 16.06, which showed the confident in the
average of post test marks of the population of class 10th of females that
ranked from 14.70 to 16.06. The standard deviation of the post test was lesser
than pre test, while mean of post test slightly increased. This indicated that
students might have thought about a test after completion of experiment and
prepared themselves for the test and they all got approximately closer marks to
one another but due to the absence of treatment, they could not increase their
marks significantly in the post test.
Table-4.4.20: Test of Significance of Pre & Post tests of Female Students
of Control Group of 10th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest - pretest
.64000 3.02884 .42834 -.22079 1.50079 1.494 49 .142
149
The data put in table 4.4.20 indicated the test of significance of pre and post
tests of female students of class 10th. The test value showed that H0*** was
accepted and H1*** was rejected. The result showed that there was a slight
increase in the mean score of post test but this increase was statistically
insignificant. It might be due to the fact that students were aware of a test after
completion of experimental period. This clearly revealed the importance of
treatment, which was not given to this group.
Discussion on the Pre test of Male Students
The average marks for male students were 15.12 with a standard deviation of
2.50. The standard deviation showed that the marks of boys were closer to the
mean point. The section of minimum indicated the minimum marks obtained
by the students in pre test of class 10th, while the maximum showed the
maximum marks obtained by students in post test that were 8 and 20
respectively. The 95% confidence interval for female average ranged from
14.41 to 15.83, which showed the confident in the average marks of the pre
test of the population of class 10th of male students and ranged from 14.41 to
15.83.
Discussion on the Post test of Male Students
The average marks of male students were 15.52 with a standard deviation of
1.972. The standard deviation showed that the marks of boys were closer to
the mean point. The category of minimum showed the minimum marks
obtained by the students in post test of class 10th, while the category of
maximum revealed the maximum marks obtained by students in post test that
150
were 10 and 19 respectively. The 95% confidence interval for female students’
average was from 14.96 to 16.08, which reflected the confidence in the
average marks of the post test of the population of class 10th of male students
that ranged from 14.96 to 16.08.
Standard deviation of the post test was lesser than pre test while mean of post
test slightly increased. This indicated that students might have thought that
there would be a test after completion of experiment so they prepared
themselves for the test and got approximately closer marks to one another but
due to the absence of treatment they could not increase their marks
significantly.
Table-4.4.21: Test of Significance of Pre & Post tests of Male Students of
Control Group of 10th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest - pretest
.74000 2.56992 .36344 .00964 1.47036 2.036 49 .047
The data put in table 4.4.21 indicated test of significance of pre and post tests
of class 10th. The test value showed that H0** was accepted and H1
** was
rejected. The result showed that there was a slight increase in the mean score
of post test but that increase was statistically insignificant. It might be due to
the fact that students were aware about the test after completion of
experimental period. It justified the importance of the treatment, which was
151
not given to this group and the group did not score high marks in post test as
compared to the pre test.
Table-4.4.22: Descriptive Statistics Pre & Post tests of Rural & Urban
Students of Control Group of 10th Class
Descriptive Statistics
Situation Area N Minimum Maximum Mean Std.
Deviation
Pre-test Urban Marks 50 8 20 15.10 2.517
Valid N (list wise)
50 95 % C.I for mean of the population
(14.38 to 15.82)
Rural Marks 50 9 20 15.14 2.507
Valid N (list wise)
50 95 % C.I for mean of the population
(14.43 to 15.85)
Post-test Urban Marks 50 10 20 15.60 2.185
Valid N (list wise)
50 95 % C.I for mean of the population
(14.98 to 16.22)
Rural Marks 50 9 19 15.30 2.178
Valid N (list wise)
50 95 % C.I for mean of the population
(14.88 to 15.92)
Discussion on Pre test of Rural Area The data reflected in table 4.4.22 showed area wise pre test average scores of
class 10th. The average marks of class 10th students in the post test of rural area
were 15.14 with a standard deviation of 2.507. The section of minimum
revealed the minimum marks obtained by the students in pre test of class10th
of rural area, while the section of maximum revealed the maximum marks
obtained by students in pre test that were 9 and 20 respectively. The 95%
confidence interval for rural average ranged from 14.43 to 15.85, which
revealed the confidence in the pre test average of the population of class 10th
of rural area, which ranged from 14.43 to 15.85.
152
Discussion on Post test of Rural Area
The analysis of the data in table 4.4.22 revealed area wise post test average
scores of class 10th. The average marks of class 10th students in the post test of
rural area were 15.30 with a standard deviation of 2.178. The section of
minimum showed the minimum marks secured by the students in post test of
class10th of rural area, while the section of maximum indicated the maximum
marks secured by the students in pre test that were 9 and 19 respectively. The
95% confidence interval for rural average ranged from 14.88 to 15.92, which
meant that we were 95% confident that the post test average of the population
of class 10th of rural ranged from 14.88 to 15.92.
Standard deviation of the post test was lesser than pre test while mean of post
test slightly increased. It revealed that students might have got the idea about a
test after completion of experiment, and consequently they prepared
themselves for the test and got approximately closer marks to one another but
due to the absence of treatment they could not increase their marks
significantly.
Table-4.4.23: Test of Significance of Pre & Post tests of Rural Students of
Control Group of 10th Class
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest - pretest
.78000 3.08578 .43640 -.09697 1.65697 1.787 49 .080
153
The data put in table 4.4.23 showed the test of significance of pre and post
tests of overall class 10th. The test value showed that H0**** was accepted and
H1**** was rejected. The result indicated that there was a minor increase in the
mean score of post test but that was statistically insignificant. It might be due
to the fact that students were aware of a test after completion of experimental
period. It meant that due to the absence of treatment students did not score
high in post test as compared to pre test.
Discussion on Pre test of Urban Area
The pre test average marks of the students of 10th class in urban area were
15.10 with a standard deviation of 2.517. The category of minimum showed
the minimum marks obtained by the students in pre test of class 10th of urban
area, while the category of maximum revealed the maximum marks obtained
by students in post test that were 8 and 20 respectively. The 95% confidence
interval for urban area post test average ranged from 14.38 to 15.82, which
showed the confidence in the average of pre test of the population of class 10th
of urban area that ranged from 14.38 to 15.82.
Discussion on Post test of Urban Area
In the urban area the post test average marks of the students of class 10th were
15.60 with a standard deviation of 2.185. The category of minimum showed
the minimum marks secured by the students in post test of class10th of urban
area, while the category of maximum indicated the maximum marks secured
by students in post test that were 10 and 20 respectively. The 95% confidence
interval for urban area post test average ranged from 14.98 to 16.22, which
154
revealed the confidence in the average of post test of the population of class
10th in urban area that ranged from 14.98 to 16.22.
Standard deviation of the post test was lesser than pre test while mean of post
test slightly increased. It suggested that students might have thought about a
test after completion of experiment. As a result they prepared themselves for
the test and got approximately closer marks to one another. However due to
the absence of treatment they could not improve their marks significantly.
Table-4.4.24: Test of Significance of Pre & Post tests of Urban Students of
Control Group of 10th Class
Paired Differences
t df
Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
posttest - pretest
.60000 2.49898 .35341 -.11020 1.31020 1.698 49 .096
The data analysed in table 4.4.24 showed the test of significance of pre and
post tests of overall class10th. The test value showed that H0***** was accepted
and H1***** was rejected. The result showed that there was a small increase in
the mean score of post test. However the increase was statistically
insignificant. It might be due to the fact that students were aware about a test
after completion of experimental period. It suggested the significance of
treatment, which was not given to the control group and the students of this
group did not score well in the post test.
155
The data given in the table 4.4.26 elaborated the test results of experimental
group of class 10th. The data were further explained in terms of gender, rural,
and urban. They represented pre and post tests of the experimental group with
standard deviation and results of T-test.
Table-4.4.25: Descriptive Statistics of Pre & Post tests of Experimental
Group of 10th Class
Descriptive Statistics
Situation N Minimum Maximum Mean Std.
Deviation
Pre-test Marks 100 9 19 13.72 2.310
Valid N (list wise)
100 95 % C.I for mean of the population
(13.26 to 14.18)
Post-test Marks 100 11 22 17.81 2.135
Valid N (list wise)
100 95 % C.I for mean of the population
(17.39 to 18.23)
Discussion on Pre test
The data provided in table 4.4.25 showed the overall mean and standard
deviation of class 10th. The overall mean was 13.72 with standard deviation of
2.310. The group of minimum showed the minimum marks obtained by the
students in pre test of class 10th, while the group of maximum showed the
maximum marks obtained by students in pre test, which were 9 and 19
respectively. The standard deviation represented that there was not much
variation in the students’ marks. The 95% confidence interval reflected the
confidence in average of the population of class 10th, which ranged from 13.26
to 14.18.
156
Discussion on Post test
The data given in table 4.4.25 depicted the cumulative average marks that
were 17.81 with standard deviation of 2.135 of the post test of class 10th. The
section of minimum presented the minimum marks secured by the students in
post test of class 10th, while the section of maximum presented the maximum
marks secured by student in post test, which were 11 and 22 respectively. The
average marks revealed increase from the pre test average. The 95%
confidence interval showed that we were 95% confident about the mean of the
post test of the population of 10th class that ranged from 17.39 to 18.23.
Standard deviation of the post test was lesser than pre test of the experimental
group; that revealed the impact of nonverbal communication on the
achievement level of the students. All the students received almost the same
level of understanding on given treatment. The result revealed that all the
students secured almost same marks in post test.
Table-4.4.26: Test of Significance of Pre & Post tests of Experimental
Group of 10th Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test 4.090 2.708 .271 3.553 4.627 15.101 99 .000
157
The data provided in table 4.4.26 showed the test of significance between pre-
test and post-test scores. The t-value and two tailed significance value clearly
indicated that H0* was rejected and H1
* was accepted. This means that there
was significant difference between pre and post test scores. It clearly
suggested that the average marks of post test were higher than the pre test
marks. The increase was tested for statistical significance and the test value
suggested that the average marks of post test were significantly higher than the
average marks of pre test. The increase in the marks of post test lucidly
communicated the significance of treatment on the achievement of learning
outcomes of students.
Table-4.4.27: Descriptive Statistics of Pre & Post tests of Male & Female
Students of Experimental Group of 10th Class
Descriptive Statistics
Situation Gender N Minimum Maximum Mean Std.
Deviation
Pre-test Female Marks 50 9 19 13.76 2.471
Valid N (list wise)
50 95 % C.I for mean of the population
(13.06 to 14.46)
Male Marks 50 9 19 13.68 2.161
Valid N (list wise)
50 95 % C.I for mean of the population
(13.07 to 14.29)
Post-test Female Marks 50 12 21 17.76 2.143
Valid N (list wise)
50 95 % C.I for mean of the population
(17.15 to 18.37)
Male Marks 50 11 22 17.86 2.148
Valid N (list wise)
50 95 % C.I for mean of the population
(17.20 to 18.40)
158
Discussion on the Pre test of Female Students
The above data highlighted gender wise average of the class 10th. The data
illustrated that female students’ average marks were 13.76 with a standard
deviation of 2.471, which pointed out that there was not much deviation in the
marks. The section of minimum reflected the minimum marks acquired by the
students in pre test of class 10th; whereas the section of maximum showed the
maximum marks obtained by students in pre test, which were 9 and 19
respectively. The 95% confidence interval for female average ranged from
13.06 to 14.46, which indicated the confidence in average of the population of
class 9th of female that ranged from 13.06 to 14.46.
Discussion on the Post test of Female Students
The given data suggested the gender wise average marks of post test of class
10th. The data revealed that female students’ average marks were 17.76 with a
standard deviation of 2.142. The standard deviation mentioned that there was
not much variation in the marks of students. The segment of minimum showed
the minimum marks secured by the students in post test of class 10th, while the
segment of maximum showed the maximum marks obtained by students in
post test, which were 12 and 21 respectively. The 95% confidence interval for
female average ranged from 17.15 to 18.37, which reflected confidence in the
average of post test marks of the population of class 10th of female students
that ranged from 17.15 to 18.37.
159
Standard deviation of the post test was lesser than pre test of the experimental
group; that revealed the impact of nonverbal communication on the
achievement level of the students. All the students received almost the same
level of understanding on given treatment. According to result all the students
secured almost same marks in post test.
Table-4.4.28: Test of Significance of Pre & Post tests of Female Students
of Experimental Group of 10th Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test 4.000 2.921 .413 3.170 4.830 9.684 49 .000
The data put in table 4.4.28 described the test of significance between pre-test
and post-test scores. The t-value and two tailed significance value clearly
indicated that H0*** was rejected and H1
*** was accepted. This meant that there
was significant difference between pre and post test scores. The same table
showed that the average marks of post test were higher than the pre test marks.
The increase was tested for statistical significance and the test value suggested
that the average marks of post test were significantly higher than the average
marks of pre test. It revealed that the treatment made a significant effect on the
learning outcomes of students.
160
Discussion on the Pre test of Male Students
The average marks for male students were 13.68 with a standard deviation of
2.161. The standard deviation showed that the marks of boys were relatively
close to the mean point as compared to female students. The section of
minimum showed the minimum marks obtained by the students in pre test of
10th class while the section of maximum indicated the maximum marks
obtained by students in pre test that were 9 and 19 respectively. The 95%
confidence interval for male average ranged from 13.07 to 14.29, which meant
that we were 95% confident that the average of the population of 9th class of
male ranged from 13.07 to 14.29.
Discussion on the Post test of Male Students
The average marks for male students were 17.86 with a standard deviation of
2.148. The standard deviation showed that the marks of boys were relatively
close to the mean point as compared to female students. The category of
minimum reflected the minimum marks obtained by the students in post test of
class 10th, whereas the category of maximum reflected the maximum marks
obtained by students in pre test, which were 9 and 19 respectively. The 95%
confidence interval for male average ranged from 17.20 to 18.40, which
signified that we were 95% confident about the average of the population of
10th class of male, which ranged from 17.20 to 18.40.
Standard deviation of the post test was lesser than pre test of the experimental
group, which revealed the impact of nonverbal communication on the
achievement level of the students. It was clearly understood from the data that
161
all the students received almost the same level of understanding on the given
treatment. As a result all the students secured almost same marks in post test.
Table-4.4.29: Test of Significance of Pre & Post tests of Male Students of
Experimental Group of 10th Class
Paired Samples Test
Paired Differences
T df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test 4.180 2.505 .354 3.468 4.892 11.801 49 .000
The data put in table 4.4.29 showed the test of significance between pre-test
and post-test scores. The t-value and two tailed significance value clearly
indicated that H0** was rejected and H1
** was accepted. This meant that there
was significant difference between pre and post test scores. The average marks
of post test were higher than the pre test marks. The increase was tested for
statistical significance and the test value suggested that the average marks of
post test were significantly higher than the average marks of pre test, which
evidently depicted that the treatment made a significant effect on the learning
outcome of students.
162
Table-4.4.30: Descriptive Statistics of Pre & Post tests of Rural & Urban
Students of Experimental Group of 10th Class
Descriptive Statistics
Situation Area N Minimum Maximum Mean Std.
Deviation
Pre test Rural Marks 50 9 19 13.74 2.146
Valid N (list wise)
50 95 % C.I for mean of the population
(12.99 to 14.41)
Urban Marks 50 9 19 13.70 2.485
Valid N (list wise)
50 95 % C.I for mean of the population
(13.13 to 14.35)
Post test Rural Marks 50 11 21 17.36 2.284
Valid N (list wise)
50 95 % C.I for mean of the population
(16.71 to 18.01)
Urban Marks 50 13 22 18.26 1.893
Valid N (list wise)
50 95 % C.I for mean of the population
(17.72 to 18.80)
Discussion on Pre test of Rural Area
The data reflected in table 4.4.30 indicated area wise average scores of class
10th. The average marks of class 10th students in the pre test of rural area were
13.74 with a standard deviation of 2.146. The category of minimum described
the minimum marks obtained by the students in pre test of 10th class of rural
area, whereas the category of maximum showed the maximum marks obtained
by students in pre test, which were 9 and 19 respectively. The 95% confidence
interval for rural average ranged from 12.99 to 14.41, which showed
confidence in the average of the population of class 10th of rural area that
ranged from 12.99 to 14.41.
163
Discussion on Post test of Rural Area
The data put in table 4.4.30 presented area wise post test average scores of 10th
class. The average marks of 10th class students in the post test of rural area
were 17.36 with a standard deviation of 2.284. The category of minimum
showed the minimum marks obtained by the students in post test of 10th class
of rural area, while the maximum showed the maximum marks obtained by
students in pre test that were 11 and 21 respectively. The 95% confidence
interval for rural average ranged from 16.71 to 18.01, which meant that we
were 95% confident that the post test average of the population of 10th class of
rural was in the range of 16.71 to 18.01.
Standard deviation of the post test was lesser than pre test of the experimental
group, which showed that the impact of nonverbal communication was equally
effective over the group and all the students obtained equal level of learning
outcomes; therefore, all the students got closer marks to one another.
Table-4.4.31: Test of Significance of Pre & Post tests of Rural Students of
Experimental Group of 10th Class
Paired Samples Test
Paired Differences
t df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test 3.620 2.656 .376 2.865 4.375 9.636 49 .000
164
The data put in table 4.4.31 showed the test of significance between pre-test
and post-test scores. The t-value and two tailed significance value clearly
indicated that H0**** was rejected and H1
**** was accepted. This meant that
there was significant difference between pre and post test scores. The
abovementioned table showed that the average marks of post test were higher
than the pre test marks. The increase was tested for statistical significance and
the test value suggested that the average marks of post test were significantly
higher than the average marks of pre test, which meant the treatment made a
significant effect on the learning outcomes of students.
Discussion on Pre test of Urban Area
The average marks of the students of class 10th in urban area were 13.74 with a
standard deviation of 2.146. The class of minimum showed the minimum
marks obtained by the students in pre test of class 10th of urban area, while the
class of maximum showed the maximum marks obtained by students in pre
test, which were 9 and 19 respectively. The 95% confidence interval for urban
area average ranged from 13.13 to 14.35, which indicated confidence in the
average of the population of class 10th in urban area that ranged from 13.13 to
14.35.
The difference between the standard deviation also revealed the difference in
the intelligence level of the urban area students as compared to rural area
students, which was also clear from the minimum and maximum marks
obtained by the students.
165
Discussion on Post test of Urban Area
In the urban area the post test average marks of the students of class 10th were
18.26 with a standard deviation of 1.893. The category of minimum showed
the minimum marks secured by the students in post test of class 10th of urban
area, while the category of maximum showed the maximum marks secured by
students in post test, which were 13 and 22 respectively. The 95% confidence
interval for urban area post test average ranged from 17.72 to 18.80, which
meant that we were 95% confident about the average of post test of the
population of class 10th in urban that ranged from 17.72 to 18.80.
Standard deviation of the post test was higher than pre test of the experimental
group, but the overall average increased significantly. As such majority of the
students got influenced by the treatment of nonverbal communication given to
them.
Table-4.4.32: Test of significance of Pre & Post tests of Urban Students of
Experimental Group of 10th Class
Paired Samples Test
Paired Differences
T df Sig. (2-tailed)
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper
Pair 1
Post test -
Pre test 4.560 2.704 .382 3.791 5.329 11.924 49 .000
The data in table 4.4.32 revealed the test of significance between pre-test and
post-test scores. The t-value and two tailed significance value clearly indicated
166
that H0***** was rejected and H1
***** was accepted. This meant that there was
significant difference between pre and post test scores. The tabulated data
showed that the average marks of post test were higher than the pre test marks.
The increase was tested for statistical significance and the test value suggested
that the average marks of post test were significantly higher than the average
marks of pre test, which clearly indicated the significance of treatment on the
achievement of learning outcomes of students.
167
4.5 Comparison of Test Scores of Rural Urban Students
This section of chapter 4 compared the overall test results of the students in
rural and urban areas. The results reflected the competence level of the
students in pre and post test scores.
The following tables explained the pre test and post test results, using t-test as
statistical tool, in rural and urban areas’ students of control group of class 9th
regarding their competence level.
Table-4.5.1: Pre Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 13.5600 3.16333 .63267
Urban 25 15.1200 2.26053 .45211
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-2.006 48 .050 -1.56000 .77760
In the pre test of control group of class 9th the difference between the mean
scores of female students in rural and urban area was significant. The mean
score of female students in urban area was higher than female students in rural
area, which showed that female students of class 9th in urban area were
relatively competent than those in rural area.
168
Table-4.5.2: Post Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 13.5200 3.11073 .62215
Urban 25 15.1600 3.03699 .60740
t-test for Equality of Means
t Df Sig. (2-tailed) Mean Difference Std. Error Difference
-1.886 48 .065 -1.64000 .86948 In the post test of control group of class 9th the difference between the mean
scores of female students in rural and urban areas was significant. The mean
score of female students in urban area was higher than female students in rural
area, which indicated that female students of class 9th in urban area were
relatively competent than the students in rural areas.
Table-4.5.3: Pre Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 14.6400 3.13422 .62684
Urban 25 15.0800 3.10805 .62161
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error Difference
-.498 48 .620 -.44000 .88280
In the pre test of control group of class 9th the difference between the mean
scores of male students in rural and urban areas was insignificant. The mean
169
score of male students in urban area was almost the same as male students of
rural area, which confirmed that male students of class 9th in urban and rural
areas were the same in competence.
Table-4.5.4: Post Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 14.7200 3.29798 .65960
Urban 25 15.2000 3.32916 .66583
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error Difference
-.512 48 .611 -.48000 .93723
In the pre test of control group of class 9th the difference between the mean
scores of male students in rural and urban areas was insignificant. The mean
score of male students in urban area was almost the same as male students in
rural area, which showed that male students of class 9th in urban and rural
areas were same in competence.
170
The subsequent data illustrated the pre test and post test results, using t-test as
statistical tool, of students in rural and urban areas in experimental group of
class 9th regarding their competence level.
Table-4.5.5: Pre Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 13.6000 3.52373 .70475
Urban 25 15.0400 2.77609 .55522
t-test for Equality of Means
T Df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-1.605 48 .115 -1.44000 .89718
In the pre test of experimental group of class 9th the difference between the
mean scores of female students in Rural and Urban areas was insignificant.
The mean score of female students in urban area was almost the same as
female students of rural area, which indicated that female students of class 9th
in urban and rural areas were same in competence.
171
Table-4.5.6: Post Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 16.2800 3.08923 .61785
Urban 25 18.2400 2.18480 .43696
t-test for Equality of Means
t df Sig. (2-tailed) Mean Difference Std. Error Difference
-2.590 48 .013 -1.96000 .75675
In the post test of experimental group of class 9th the difference between the
mean scores of female students in Rural and Urban areas was significant. The
mean score of female students in urban area was higher than female students
in rural area, which showed that female students of class 9th in urban area were
relatively competent than students in rural areas.
Table-4.5.7: Pre Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 14.7600 3.19218 .63844
Urban 25 15.4800 2.81543 .56309
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-.846 48 .402 -.72000 .85127
In the pre test of experimental group of class 9th the difference between the
mean scores of male students in rural and urban area was insignificant. The
172
mean score of male students in urban area was almost the same as that of male
students of rural area, which indicated that male students of class 9th in urban
and rural areas were the same in competence.
Table-4.5.8: Post Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 17.2000 2.88675 .57735
Urban 25 18.6400 2.21510 .44302
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-1.979 48 .054 -1.44000 .72774 In the post test of experimental group of class 9th the difference between the
mean scores of male students in rural and urban areas was significant. The
mean score of male students in urban area was higher than male students in
rural area, which revealed that male students of class 9th in urban area were
relatively competent than those in rural area.
173
The subsequent tables bring forth the pre test and post test results, using t-test
as statistical tool for assessment of students of control group of class 10th in
rural and urban areas regarding their competence level.
Table-4.5.9: Pre Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Urban 25 15.0000 2.79881 .55976
Rural 25 14.6800 2.62552 .52510
t-test for Equality of Means
T Df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
.417 48 .679 .32000 .76751
In the pre test of control group of class 10th the difference between the mean
scores of female students in rural and urban areas was insignificant. The mean
score of female students in urban area was almost the same as that of female
students of rural area, which indicated that female students of class 10th in
urban and rural areas were the same in competence.
174
Table-4.5.10: Post Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Urban 25 15.4400 2.48462 .49692
Rural 25 15.5200 2.32952 .46590
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-.117 48 .907 -.08000 .68118
In the post test of control group of class 10th the difference between the mean
scores of female students in rural and urban areas was insignificant. The mean
score of female students in urban area was almost the same as that of female
students of rural area, which showed that female students of class 10th in urban
and rural areas were the same in competence.
Table-4.5.11: Pre Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Urban 25 15.0000 2.48328 .49666
Rural 25 14.7600 2.91947 .58389
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
.313 48 .756 .24000 .76655 In the pre test of control group of class 10th the difference between the mean
scores of male students in rural and urban areas was insignificant. The mean
score of male students in urban area was almost the same as that of male
175
students of rural area, which indicated that the male students of class 10th in
urban and rural areas were the same in competence.
Table-4.5.12: Post Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Urban 25 15.7600 1.87705 .37541
Rural 25 15.4800 2.18174 .43635
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
.486 48 .629 .28000 .57562 In the post test of control group of class 10th the difference between the mean
scores of male students in rural and urban areas was insignificant. The mean
score of male students in urban area was almost the same as that of male
students of rural area, which revealed that male students of class 10th in urban
and rural areas were the same in competence.
176
The following data depicted the pre test and post test results, using t-test as
statistical tool, in rural and urban areas’ students of experimental group of
class 10th regarding their competence level.
Table-4.5.13: Pre Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 13.8000 2.59808 .51962
Urban 25 13.7200 2.38956 .47791
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
.113 48 .910 .08000 .70597
In the pre test of experimental group of class 10th the difference between the
mean scores of female students in rural and urban areas was insignificant. The
mean score of female students in urban area was almost the same as that of
female students of rural area, which showed that female students of class 10th
in urban and rural areas were the same in competence.
177
Table-4.5.14: Post Test on Female Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 17.3600 2.03879 .40776
Urban 25 18.1600 2.21133 .44227
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-1.330 48 .190 -.80000 .60155 In the post test of experimental group of class 10th the difference between the
mean scores of female students in rural and urban areas was insignificant. The
mean score of female students in urban area was almost the same as that of
female students of rural area, which showed that female students of class 10th
in urban and rural areas were the same in competence.
178
Table-4.5.15: Pre Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 13.6800 1.62583 .32517
Urban 25 13.6800 2.62552 .52510
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
.000 48 1.000 .00000 .61763 In the pre test of experimental group of class 10th the difference between the
mean scores of male students in rural and urban areas was insignificant. The
mean score of male students in urban area was almost the same as that of male
students of rural area, which revealed that male students of class 10th in urban
and rural areas were the same in competence.
179
Table-4.5.16: Post Test on Male Students of Rural and Urban Areas
Group Statistics
Area N Mean Std. Deviation Std. Error Mean
Rural 25 17.3600 2.54755 .50951
Urban 25 18.3600 1.55134 .31027
t-test for Equality of Means
T df Sig. (2-tailed) Mean DifferenceStd. Error
Difference
-1.676 48 .100 -1.00000 .59655 In the post test of experimental group of class 10th the difference between the
mean scores of male students in rural and urban areas was insignificant. The
mean score of male students in urban area was almost the same as that of male
students of rural area, which indicated that male students of class 10th in urban
and rural areas were the same in competence.
180
Chapter-5
FINDINGS, CONCLUSIONS, SUMMARY AND
RECOMMENDATIONS
This chapter deals with the findings, conclusions, summary and
recommendations of the study on the basis of data collected, analyzed and
interpreted with the help of statistical devices. It also makes implement able
recommendations for corrective actions.
5.1 Findings
Based on the analysis of data and review of related literature the study found
that:
1. Facial expression is an important tool of teaching learning process, and
could make the teaching-learning process more effective and
interesting.
2. The skill of nonverbal communication could enhance the
understanding of the students in the classroom and help to improve the
teachers’ role in promoting learning outcomes.
3. Facial expressions of teachers like anger and smile could help the
students to understand the messages, which would be helpful to change
their behaviour according to the learning requirement in the classroom
during teaching learning process.
181
4. Eye contact could play an effective role in the process of teaching and
learning because this technique made the students attentive and alert in
the classroom as a result of direct eye contact with the teachers.
5. Teachers could easily motivate the students with their eye contact and
transfer the messages of appreciation and admiration to the students.
6. Eye contact not only helps in augmenting the attention level of the
students but also increases their understanding
7. Importance of the body movements in classroom teaching was found
lucid from the responses of the respondents who endorsed the
importance of the body movements during teaching learning process.
8. Proper use of hands, shoulders, and head by a teacher developed the
understanding of the story lessons taught during the study and also
provided supplementary information to the students. Body movements
of teachers and students made the learning environment conducive to
learning.
9. The rise and fall in teachers’ voice positively affected teaching-
learning process in the classroom and provided additional information
in the teaching of poetry.
10. Proper use of intonation and pitch of the voice by the teachers further
clarified the concepts of the students.
11. Appropriate distance between teachers and students was viewed very
necessary for the proper learning of the students and acceptable
182
distance in the classroom was found very conducive to learning
environment.
12. Students felt at ease and inclined towards learning activities in the
classroom when teachers kept proper distance with the students.
13. Test results illustrated that non-verbal communication brought
significant difference in the learning outcomes of the students. The
treatment ensured improvement in the learning and understanding of
the students, which were reflected in their learning outcomes.
14. Non-verbal communication demonstrated positive change in the
learning outcomes of both male and female students both in the rural
and urban areas.
183
5.2 Conclusions
The study reported that non-verbal communication had brought positive
change in the learning outcomes of the students. The teachers and students
showed awareness of non-verbal communication and its effectiveness but
teachers were perhaps not motivated to use them in the classroom. Based on
the inferences drawn from the analysis of data and review of related literature
the following conclusions were drawn:
1. Due to the facial expressions of the teachers many difficult concepts
and contents were clarified to the students and they took interest in the
teaching-learning process.
2. Teachers made the learning environment active through their eye
contact whereby students felt alert in the classrooms and took active
participation in the learning process, which consequently enhanced the
level of their retention and understanding.
3. Body movements also provided a strong foundation to the teachers to
teach effectively and their proper use supplied additional information
to the students especially in the teaching of stories. Proper use of head,
shoulders, and hands facilitated the students in better understanding of
difficult learning concepts and the use of this technique by teachers
also reflected their expertise in the field of teaching.
184
4. The study found that pitch or rise and fall in the tone of teachers’ voice
also helped the students in the proper understanding of poetry.
Teachers’ proper voice also caught the attention of students’ attention
for increasing their learning outcomes.
5. Last, but not the least, spatial distance was also used in the study as an
effective non-verbal technique in the classroom, which were used
properly and efficiently by the teachers in order to grab the desired
learning outcomes.
6. It was also inferred from the study that proper use of non-verbal
communication depicted the professional attitude and interest of the
teachers towards teaching as a profession. Due to intentional use of
non-verbal communication not only teachers but students developed a
level of motivation and interest in teaching-learning process that
eventually turned into the attainment of desired learning outcomes of
the students.
7. Contrary to that those teachers who did not properly use non-verbal
communication in the classroom teaching; they not only lost their
interest in the teaching-learning process but also failed to motivate the
students towards classroom teaching and could not achieve desired
learning outcomes.
185
5.3 Summary
It was an experimental research, which studied the importance of non-verbal
communication on the learning outcomes of the students in the teaching-
learning process in the actual classroom setting. The experiment was carried in
the subject of English (Compulsory) at the secondary schools (classes IX-X).
The non-verbal communication was restricted to body movements, facial
expressions, eye contact, pitch of voice, and spatial distance between teachers
and students.
The following were the objectives of the study:
1. To explore the perceptions of teachers and students regarding non-
verbal communication as an important teaching-learning skill.
2. To make an analysis of non-verbal communication in the context of
teaching-learning process
3. To find out how the mechanism of non-verbal communication
contributed to better learning outcomes of students.
The following hypotheses were examined in the study:
1. There is an impact of non-verbal communication on the learning
outcomes of student in rural and urban areas.
2. There is an impact of non-verbal communication on the learning
outcomes of male and female students.
186
The primary sources of collection of data were questionnaires and observation
of teachers and students in actual classroom setting. Two questionnaires were
developed one each for teachers and students. The questionnaires obtained the
data on the importance, awareness, and use of non-verbal communication. For
the purpose of carrying out the experiment in the actual class room setting, 04
Govt. secondary schools, two from each gender, were selected including 01
boys’ and 01 girls’ schools in rural area and 01 boys’ and 01 girls’ schools in
urban area of Peshawar District.
The sample of the study comprised 20 Govt. secondary schools, 10 boys and
10 girls from the rural and urban areas of Peshawar district. The sample
included 2 teachers and 40 students from each school in the subject of English
(compulsory). The total number of sample teachers and students was 40 and
800 respectively. The technique of simple random sampling was used for the
selection of the sample schools and sample respondents.
The experimental design of this study was “The pre-test - post-test
Equivalent Groups Design". In this design same lessons were assigned to
both the groups: experimental and control. The difference between pre and
post tests scores was compared through paired t-test. Furthermore, the co-
relation of the questionnaires of teachers and students was assessed through
Gamma correlation technique.
On the basis of review of related literature and data analysis the study found:
1. Facial expressions of teachers like anger and smile could help the
students to understand the messages, which would be helpful to change
187
their behaviour according to the learning requirement in the classroom
during teaching learning process.
2. Eye contact could play an effective role in the process of teaching and
learning because this technique made the students attentive and alert in
the classroom as a result of direct eye contact with the teachers.
3. Importance of the body movements in classroom teaching was found
lucid from the responses of the respondents who endorsed the
importance of the body movements during teaching learning process.
4. The rise and fall in teachers’ voice positively affected teaching-
learning process in the classroom and provided additional information
in the teaching of poetry.
5. Appropriate distance between teachers and students was viewed very
necessary for the proper learning of the students and acceptable
distance in the classroom was found very conducive to learning
environment.
6. Test results illustrated that non-verbal communication brought
significant difference in the learning outcomes of the students. The
treatment ensured improvement in the learning and understanding of
the students, which reflected in their learning outcomes.
The conclusions of the study indicated that teachers made the learning
environment active through their non-verbal communication whereby students
felt alert in the classrooms and took active participation in the learning
188
process, which consequently enhanced the level of their retention and
understanding. It was also inferred from the study that proper use of non-
verbal communication depicted the professional attitude and interest of the
teachers towards teaching as a profession. Due to intentional use of non-verbal
communication not only teachers but students developed a level of motivation
and interest in teaching-learning process that eventually turned into the
attainment of desired learning outcomes of the students. Contrary to that those
teachers who did not properly use non-verbal communication in the classroom
teaching; they not only lost their interest in the teaching-learning process but
also failed to motivate the students towards classroom teaching and could not
achieve desired learning outcomes
The following recommendations were made for the improvement of the state
of affairs:
1. Teachers at all levels should be given an orientation in non-verbal
communication and the skills thus acquired should be utilized in their
teaching methodologies.
2. Teachers should be aware of the fact that non-verbal communication is
used where and when required because excess of non-verbal
communication can spoil the purpose of its utilization.
3. It is recommended that curriculum planners and policy maker should
also recognize the importance of non-verbal communication and make
189
it a part of the teacher education program so that prospective teachers
are trained in this important technology.
4. Provincial institutes of teachers’ education like IERs, PITE and RITE
should train the teachers in the technology of non-verbal
communication in their In-service and Pre-service teacher education
programs.
190
5.4 Recommendations
On the basis of data interpreted, findings, and conclusions of the study,
following recommendations are made:
1. Non-verbal communication is a skill, which should be utilized by
teachers at all levels of education.
2. Teachers at all levels should be given an orientation in non-verbal
communication and the skills thus acquired should be utilized in their
teaching methodologies.
3. Teachers should be encouraged to use this skill in order to enhance the
interest of the students and make them attentive in the class.
4. Facial expressions are the primary type of non-verbal communication,
which, if utilized properly by teachers, can enhance the understanding
of the students about the concepts taught in the classroom.
5. Teachers should use facial expressions for transmitting the messages of
anger and happiness to the students in order to improve teaching-
learning process.
6. Eye contact with the students in the classroom is very pivotal for active
participation of the students.
7. Students can lose interest and attention in the teaching-learning process
due to the lack of eye contact; hence teachers should ensure the
utilization of eye contact.
191
8. Body movements of the teachers create interest and attentiveness
among the students and especially in the teaching of stories; therefore,
teachers should purposefully use their body movements in their
teaching.
9. Teachers should be aware of the fact that body movements are used
where and when required because excess of body movements can spoil
the purpose of its utilization.
10. In the teaching of poetry, intonation plays a very essential role.
Teachers should vary their tone in the teaching of poetry to create
interest among the students.
11. Rise and fall in the voice of teachers help the students in understanding
the theme, setting, and beauty of the poems. It is highly recommended
that teachers should exercise intonation or rise and fall in the pitch of
their voices in the teaching of poetry.
12. Proper distance between teachers and students in the classroom is very
sensitive; hence should be taken into consideration. Teachers should be
aware of the proper distance with the students and keep it active in the
classroom.
13. Proper distance between teacher and students make the students at ease
during the learning process and they feel better at receiving the given
knowledge.
192
14. It is recommended that curriculum planners and policy makers should
also recognize the importance of non-verbal communication and make
it a part of the teacher education programs so that prospective teachers
are trained in this important technology.
15. All the provincial textbook boards should incorporate the skill of
nonverbal communication in the supplementary material for the
effective use of teachers.
16. Provincial institute like IERs, PITE and RITE should train the teachers
in the skill of non-verbal communication in their In-service and Pre-
service teacher education programs.
17. Review of related literature has provided the importance of nonverbal
communication in the educational process; therefore, it is suggested
that the skill of non-verbal communication should be used in the
educational set up at every level of education.
18. This research study has opened avenues for other researchers to study
the importance and use of non-verbal communication skill on the same
lines in other subjects of the curricula taught at different levels of
education.
193
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APPENDIXES
Appendix-I
QUESTIONNAIRE FOR TEACHERS
Topic: Impact of non-verbal communication on students’ learning
outcomes
Note: This questionnaire is floated in order to elicit information leading to
completion of an important academic study. Your co-operation and
support would go a long way to complete this research, which would
be highly appreciated. The information would be kept confidential and
use only for this research. Please answer the questions to the best of
your knowledge.
Part-I Personal Information
Please provide the following information.
1. Gender: male ( ) female ( )
2. Name of the School…………………………………
3. Teaching experience………… years
4. Subject taught…………………
5. class taught 9th class ( ) 10th class ( )
201
Part II Opinion Towards Non-Verbal Communication Following are the 05 sections of items that relate to (i) facial expression (ii)
eye contact (iii) body movements (iv) spatial distance (v) pitch of voice.
Below is the 5-point Likert scale. Please indicate the degree to which you
agree or disagree to the given statements, as per following abbreviations.
1) Strongly Agree (SA)
2) Agree (A)
3) Un-Decided (UD)
4) Disagree (DA)
5) Strongly Disagree (SD)
Section-I Facial Expressions
Q1.1 I consider facial expression as an important tool in the teaching learning process.
SA A UD DA SD
Q1.2 I always use facial expression during teaching leaning process to make teaching more effective and interested.
SA A UD DA SD
Q1.3 I always use facial expressions (smile, anger) according to the need and situation during lesson in the classroom.
SA A UD DA SD
Q1.4
Anger on teacher’s face during classroom teaching can hinder the attention and understanding of the students.
SA A UD DA SD
Q1.5 Different facial expressions during teaching help the students to understand the lesson in a more effective way.
SA A UD DA SD
Q1.6 Teacher’s facial expressions positively affect the teaching learning process in classroom.
SA A UD DA SD
Q1.7 I mostly use my facial expressions to appreciate the performance of the students in the classroom.
SA A UD DA SD
Q1.8 I mostly understand students’ facial expressions generated during teaching learning process.
SA A UD DA SD
Q1.9 I also understand from student’s facial expressions that how much they are interested in the classroom activities.
SA A UD DA SD
Q1.10 Students’ facial expressions during classroom activities help me in improving my teaching style and methodology.
SA A UD DA SD
202
Section- II Eye Contact
Q2.1
I mostly use my eye contact with the
students in the classroom to make them
attentive during teaching learning process.
SA A UD DA SD
Q2.2
Regular eye contact with the students in the
classroom enhances their (Students)
attention during learning process.
SA A UD DA SD
Q2.3
Teacher’s regular eye contact makes the
classroom’s environment alive to lesson
taught.
SA A UD DA SD
Q2.4
I mostly use eye contact with the students as
a smart tool of teaching in the classroom
during learning process
SA A UD DA SD
Q2.5
I appreciate those students in the class who
make regular eye contact with the teacher
during learning process.
SA A UD DA SD
Q2.6
I receive, on the spot, the feedback of the
students about my teaching through their eye
contact during the classroom learning.
SA A UD DA SD
Q2.7 I pose questions to the students during lesson
who avoid eye contact with me in the class.
SA A UD DA SD
Q2.8
I mostly use eye contact to convey messages
of appreciation and anger to the students
during teaching.
SA A UD DA SD
203
Section- III Body Movements
Q3.1
Body movements of the teacher during
teaching process help the students in
understanding the lesson.
SA A UD DA SD
Q3.2
Students comprehend the lesson more
effectively when I use my hands during
teaching to give them additional visual
information about the topic.
SA A UD DA SD
Q3.3
Students enjoy teaching learning process
when I use my hands, shoulders, and head to
make the lesson more interesting and
informative.
SA A UD DA SD
Q3.4
Students lose the interest and motivation
when teacher sits in the chair during
teaching learning process.
SA A UD DA SD
Q3.5
Due to the body movements of the teacher,
the classroom environment becomes more
conducive to the learning.
SA A UD DA SD
Q3.6 I use my body movements to teach stories in
a better way to the students.
SA A UD DA SD
Q3.7 Body movements of the students during
class show their interest in the lesson.
SA A UD DA SD
204
Section- IV Pitch of Voice.
Q4.1 Very high pitch of the teacher’s voice creates problems in understanding the teaching and the lesson.
SA A UD DA SD
Q4.2
Very low pitch and tone of teacher’s voice also become difficult and hard to understand the lesson for the students.
SA A UD DA SD
Q4.3 Soft pitch of teacher’s voice attracts the attention of the students toward teaching learning process.
SA A UD DA SD
Q4.4
Intonation or rise and fall in teacher’s voice provide the students better understanding of the lessons related to poems.
SA A UD DA SD
Q4.5 It is very difficult for the students to understand the teaching when teacher speaks very fast and quick.
SA A UD DA SD
Q4.6
I use variations in the pitch of my voice to put emphasis on different concepts during teaching to make them clearer for the students.
SA A UD DA SD
Section- V
Spatial Distance
Q5.1 I normally keep a fair distance with the students, from 14 inches to 4 feet, in the classroom.
SA A UD DA SD
Q5.2
I use proper distance with the students in the class to make them at ease during teaching learning process.
SA A UD DA SD
Q5.3 When I come close to the students during teaching, they get confused.
SA A UD DA SD
Q5.4
Proper distance between teacher and student makes the classroom environment more conducive to and comfortable for learning.
SA A UD DA SD
Q5.5 I prefer proper distance with students during teaching to make my teaching more effective and efficient.
SA A UD DA SD
In case of any query, information or suggestions, please contact the researcher on [email protected].
205
Appendix-II
QUESTIONNAIRE FOR STUDENTS
Topic: Impact of non-verbal communication on students’ learning
outcomes
Note: This questionnaire is floated in order to elicit information leading to
completion of an important academic study. Your co-operation and
support would go a long way to complete this research, which would
be highly appreciated. The information would be kept confidential and
use only for this research. Please answer the questions to the best of
your knowledge.
Part-I
Personal Information
Please provide the following information.
1. Gender: male ( ) female ( )
2. Age………… years
3. Level of the student: 9th class ( ) 10th class ( )
4. Name of the school……………………………….
206
Part II
Opinion Towards Non-Verbal Communication Following are the 05 sections of items that relate to (i) facial
expression (ii) eye contact (iii) body movements (iv) spatial distance (v)
pitch of voice. Below is the 5-point scale. Please indicate the degree to which
you agree or disagree to the given statements, as per following abbreviation.
1) Strongly Agree (SA)
2) Agree (A)
3) Un-Decided (UD)
4) Disagree (D)
5) Strongly Disagree (SD)
Section-I
Facial Expressions
Q1.1 I mostly understand teacher’s facial expressions generated during teaching learning process
SA A UD D SD
Q1.2 When teacher enters in the class I notice his/her facial expressions
SA A UD D SD
Q1.3 Smile on teacher’s face motivates me to take interest in the studies.
SA A UD D SD
Q1.4 Anger on teacher’s face also motivates me to take interest in the studies.
SA A UD D SD
Q1.5
Different expressions on the face of teacher during teaching help me in Understanding the concept, he/she is teaching.
SA A UD D SD
Q1.6 I become motivated when teacher appreciates my involvement in the studies through his/her facial expressions in the classroom
SA A UD D SD
Q1.7 Teacher’s facial expressions positively affect the teaching learning process in classroom.
SA A UD D SD
207
Section- II Eye Contact
Q2.1 Teacher’s eye contact makes me attentive in the class.
SA A UD D SD
Q2.2 I am always ready for a question from the teacher when he/she makes eye contact with me in the classroom.
SA A UD D SD
Q2.3 Teacher’s regular eye contact in the classroom provokes me to prepare my lesson before hand.
SA A UD D SD
Q2.4 I recognize teacher’s response from his/her eye contact during lessons.
SA A UD D SD
Q2.5 I recognize teacher’s appreciation for me during lesson from his/her eye contact.
SA A UD D SD
Q2.6 Teacher’s regular eye contact makes the classroom’s environment alive to the lesson taught.
SA A UD D SD
Section- III
Body Movements
Q3.1 Body movements of the teacher during teaching process help me in understanding the lesson.
SA A UD D SD
Q3.2
I understand the lesson more effectively when the teacher uses his/her hands to give us additional meaning of the topic.
SA A UD D SD
Q3.3
I enjoy teaching learning process when teacher moves his/her hands, shoulders, and head to make the lesson more interesting and informative.
SA A UD D SD
Q3.4
I lose interest and feel unmotivated when my teacher sits in the chair during teaching process.
SA A UD D SD
Q3.5 Due to the body movements of the teacher, the classroom environment becomes conducive to learning.
SA A UD D SD
Q3.6 Teacher’s body movements help me to understand and take more interest in stories narrated by teacher.
SA A UD D SD
208
Section- IV Pitch of Voice.
Q4.1
Very high pitch of the teacher’s voice creates
problems in understanding the teaching and
the lesson.
SA A UD D SD
Q4.2
Very low pitch and tone of teacher’s voice also create difficulty in understanding the lesson.
SA A UD D SD
Q4.3 Soft pitch of teacher’s voice attracts my
attention toward teaching learning process.
SA A UD D SD
Q4.4
Intonation or rise and fall in teacher’s voice provide me better understanding of the lessons related to poems.
SA A UD D SD
Q4.5 I find difficult to understand the teaching
when my teacher speaks very fast and quick.
SA A UD D SD
Section- V Spatial Distance
Q5.1
Personal distance between teacher and student makes the classroom environment more conducive to and comfortable for learning.
SA A UD D SD
Q5.2 Teachers normally keep a fair distance with the students, from 14 inches to 4 feet, in the class.
SA A UD D SD
Q5.3
I feel at ease in learning the lesson when my teacher keeps proper distance from me in the classroom.
SA A UD D SD
Q5.4
I feel uncomfortable and face difficulty in understanding the teaching when a teacher does not keep proper distance from me in the classroom.
SA A UD D SD
In case of any query, information or suggestions, please contact the researcher on [email protected].
209
Appendix-III
Pre Test
Question Paper of English
For Class 9th
C. No. in Figure: _______Subject Teacher’s Signature: __________________
Time: 1 hour Total Marks 25
Note: This paper has three sections: A, B and C. Read the given
instruction for each section carefully and answer accordingly.
Attempt all questions.
Section –A (Objective)
Q1. Encircle the correct meaning; from the given. (5)
1. Dwell means: a. Live b. Stay c. Walk d. Run
2. Virtuous means: a. Bad b. Good c. Evil d. Normal
3. Precise means: a. Exact b. Fit c. Fine d. False
4. Coarse means: a. Rough. b. Plain c. Fresh d. Content
5. Fatal means: a. Deadly. b. Lively c. End d. Start
Section – B
Q: 2. Answer the following four questions. (2)
1. What sort of life did Hazrat Umar (RA) lead?
2. What profitable uses of wealth have been discovered recently?
3. Into how many kinds ate the honey bees divided?
4. How does a good Muslim live?
Q3. Paraphrase any one of the following stanzas. (3)
I sought to hear the voice of God, OR Not gold, but only men can make;
And climbed the topmost steeple. A people great and strong,
But God declared: “Go down again, Men who, for truth and honour’s sake
I dwell among the people”. Stand fast and suffer long
210
Q4. Read the following passage carefully and answer the question given at
the end. (3)
When I go into bank I get frightened. The clerks frighten me. The
desks frighten me; the sight of the money frightens me, every thing
frightens me. The moment I passed through the doors of a bank and
attempt to do business there, I become an irresponsible fool. I knew
this before, but my salary had been raised to fifty dollars a month and I
felt that the bank was the only place for it.
Questions
1. According to author, what is the effect upon him of entering a
bank to do business?
2. Why did the author decide to open an account?
3. What is the equivalent of fifty American dollars in Pakistan
currency?
Q5. (i) Make sentence about each of the following. (2)
1. Bullocks and Carts
2. Bees and Honey
Section- C
Q6. Which of the following sentences are statement, questions and
command? (5)
1. What shall we do now?
2. Yes you are much older
3. About what price?
4. Oh, be quiet, Tehmina.
5. Not more than two rupees, any how.
Q7. Write story on any one of the following: (5)
1. The fox and Grapes
2. A farmer and His Three Sons
211
Appendix-IV
Post Test
Question Paper of English
For Class 9th
C. No. in Figure: _______________Subject Teacher’s Signature: __________
Time: 1 hour Total Marks 25
Note: This paper has three sections: A, B and C. Read the given
instruction for each section carefully and answer accordingly.
Attempt all questions.
Section –A (Objective)
Q1. Encircle the correct meaning; from the given. (5)
1. Deprive means: a. Dispose b. Drive c. Poor d. Deep
2. Vendor means: a. Seller b. Sailor c. Sale d. Window
3. Prevent means: a. Previous b. Past c. Stop d. False
4. Eternity means: a. Forever b. Never c. External d. End
5. Worth means: a. Value. b. Devalue c. Currency d. Money
Section – B
Q: 2. Answer the following four questions. (2)
2. What vaccinations have you already had?
2. Why was King John pleased with the shepherd?
3. What is sportsman ship?
4. Who owned the well of drinking water in Madina?
Q3. Paraphrase any one of the following stanzas. (3)
And in the world as in the school,
You know how fate may turn and shift;
The prize be sometimes to the fool,
The race not always to the swift; OR
212
Abou Ben Adhem (may his tribe increaser)
Awoke one night from a deep dream of peace,
And saw, within the moonlight in his room,
Making it rich, and like a lily in bloom,
Q4. Read the following passage carefully and answer the question given at
the end. (3)
A sport is a physical activity or skill for recreation. It can also be for
competition. It can be a combination of these. A sport has physical
activity, side by side, completion and a scoring system. Sportsmanship
is the conduct and attitude, which is considered as befitting a
sportsman. It includes as sense of fair play, courtesy towards
teammates and opponents, a striving spirit, and grace in losing. Sports
are very beneficial. Sports aid in the development of social and
interpersonal skills, health fitness and psychological and mental well
being.
Questions
1. What is sport?
2. What is sportsmanship?
3. Are sports beneficial?
Q5. Define conjunction and give five examples. (2)
Section- C
Q6. Translate into Urdu. (5)
1. Tehmina will be working hard
2. I will be writing a letter.
3. They will not be playing hockey
4. We will be jogging
5. Will you be joining the party?
Q7. Write story on any one of the following: (5)
1. The farmer’s son and the snake
2. Try, Try Again
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Appendix-V
Pre Test
Question Paper of English for Class 10th
C. No. in Figure: __________Subject Teacher’s Signature: ______________
Time: 1 hour Total Marks 25
Note: This paper has three sections: A, B and C. Read the given
instruction for each section carefully and answer accordingly.
Attempt all questions.
Section –A (Objective)
Q1. Encircle the correct meaning; from the given. (5)
1. Stretched means: a. More b. Spread. c. Think d. Told
2. Fantasies mean a. imagination b. sense. c. sleep d. clear
3. Port means a. long b. stayed c. useful. d. harbor.
4. Spectators mean a. moderate. b. on lookers. c. poultry. d. fetch.
5. Mobile means. a. Moving. b. phone. c. telephone. d. Good
6. When the robbers met to ____the loot. a. swallow b. pass. c. small. d. divide
7. Refugees from Kashmir have _________in may towns.
a. inhabited b. settled. c. lived. d. gathered.
8. One day Hazrat Umar (RA) found a new _________with his wife.
a. carpet. b. musk. c. sheet. d. sword.
9. All the communities signing the charter would form the ______nationality.
a. Joined. b. Jew c. common. d. Muslim.
10. It is a very__________fact. a. Sad. b. Tragic c. good. D. Funny.
Section – B
Q: 2. Answer the following four questions. (2)
1. Write three main points of the last address of the Holy prophet (SAW).
2. Which are the most commonly abused drugs?
3. How many types of computers are there?
4. Has Pakistan fully industrialized?
214
Q3. Paraphrase any one of the following stanzas. (3)
The woods are lovely, dark and deep, OR Since to look at things in bloom
But I have promises to keep, fifty springs are little room.
And miles to go before I sleep. About the wood land I will go.
And miles to go before I sleep. To see the cherry hung with snow
Q4. Read the following passage carefully and answer the question given at
the end. (3)
Congress leaders spent most of the Second World War in prison, on
account of their mass civil disobedience plan against India’s
declaration of war. During this time Jinnah won over almost all the
Muslims. When he was not traveling from place to place speaking to
huge meetings, he spent all his time his desk writing to Muslim League
workers in all parts of India.
Questions
1. Who were in prison during the Second World War?
2. On what account they were in prison?
3. How he contacted Muslims all India?
Q5. (i) Use any two pairs of words in your own sentences. (2)
1. Advice, Advise.
2. Bail, Bale.
3. Boy, Bouy.
4. Cell, sell.
5. Cite, sight
Section- C
Q6. Written essay of 100 words on any one of the following. (5)
(i) Allam Iqbal (ii) My Native Town.
(iii) A rainy day
Q7. Write a dialogue between two friends about their best teacher. (5)
215
Appendix-VI
Post Test
Question Paper of English for Class 10th
C. No. in Figure: ____________Subject Teacher’s Signature:_____________
Time: 1 hour Total Marks 25
Note: This paper has three sections: A, B and C. Read the given
instruction for each section carefully and answer accordingly.
Attempt all questions.
Section –A (Objective)
Q1. Do as Directed. (5)
1. The number of drugs addicts is rapidly____________ a. increasing b. decreasing. c. constant
2. He writes very slowly but neatly. The underlined word is a ________ a. verb b. article. C. Noun. d. adverb 3. Did I not tell you to be punctual? The pronoun in this sentence is ____ a. I b. Did c. To d. Be 4. The plural of calfis ___________________ a calfs b. calfies c. calves. D. more calf. 5. I like this pen. The passive voice of this sentence is __________
a. This pen was liked by me. B. This pen is liked by me. c. This pen is being liked by me. D. This pen has liked by me.
6. Nasir Said “I do not want this book. The indirect narration of this
sentence is_______ a. Nasir said that he does not want this book b. Nasir said that he has not wanted this book c. Nasir said that he will want that book d. Nasir said that the did not want that book
7. A drug abuser is the person who uses___________ a. Drugs b. medicine c. dinks
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8. Those who sell killer drugs are____________ people. a. good b. fair c. cruel
9. Abdul Qadir Jilani (RA) when eighteen years asked his mother’s
permission to go to Arab. a. True b. False 10. Abdul Qadir Jilani (RA) prayed for seven years on the bank of the
rivers Tigris a. True b.Flase
Section-B
Q.2 Match column A with column B and write the answer in column C. (3) A B C
1 Rehabilitation wrong use
2 Meadows Child
3 Almighty all powerful
4 Infant grassy grounds
5 Abuse crowded
6 Flocked tending to soothe
Q.3 Answer the following questions (3)
1. What are drugs?
2. Name some drugs that are commonly abused
3. How does a drug addict look like?
Q.4 Explain the following stanza in your own words (2)
All things bright & beautiful,
All creatures great and small,
All things wise and wonderful
The Great God made them all.
Q.5 what are the objects of nature, which remind us of the glory and
greatness of God on the poem “Blessing of God”. (2)
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Section-C
Q.6 Write a story on any one of the following (5)
1. The Dove and Bee
2. The Little Fish
3. The Arab and his Camel
Q7. Write an essay on the following (5)
1. Democracy
2. Advantages of Computer
3. My Favorite book
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Appendix-VII
Classes Taught by Gender
Gender
Total Female Male
Class Taught 9 10 10 20
10 10 10 20
Total 20 20 40
Appendix-VIII
Gender by Locality
Gender
Total Female Male
Rural 10 10 20
Urban 10 10 20
Total 20 20 40
Appendix-IX
Teaching Experience by Gender
Gender
Total Female Male
Experience 1-10 5 6 11
11-20 12 14 26
21-30 2 0 2
31-40 1 0 1
Total 20 20 40
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Appendix-X
Teaching Experience by Gender & Locality
Teaching Experience
Gender
Total Female Male
Rural 1-10 2 6 8
11-20 6 4 10
21-30 2 0 2
Total 10 10 20
Urban 1-10 3 0 3
11-20 6 10 16
31-40 1 0 1
Total 10 10 20
Appendix-XI
Statistics
Gender of the Respondents
Level of the students
Respondents by Locality
N Valid 800 800 800
Missing 0 0 0
Appendix-XII
Gender of the Respondents
Frequency Percent Valid
Percent Cumulative
Percent
Valid Female 400 50.0 50.0 50.0
Male 400 50.0 50.0 100.0
Total 800 100.0 100.0
Appendix-XIII
220
Level of the students
Frequency Percent Valid
Percent Cumulative
Percent
Valid 9 400 50.0 50.0 50.0
10 400 50.0 50.0 100.0
Total 800 100.0 100.0
Appendix-XIV
Respondents by Locality
Frequency Percent Valid PercentCumulative
Percent
Valid Urban 400 50.0 50.0 50.0
Rural 400 50.0 50.0 100.0
Total 800 100.0 100.0
Appendix-XV
Gender of the Respondents * Level of the students *
Respondents by Locality Cross tabulation
Count
Respondents by Locality
Level of the students
Total 9 10
Urban Gender of the Respondents Female 100 100 200
Male 100 100 200
Total 200 200 400
Rural Gender of the Respondents Female 100 100 200
Male 100 100 200
Total 200 200 400
221
Appendix-XVI
List of Schools
1. Govt. Boys High School Civil Quarters Peshawar
2. Govt. Boys High School Gul Bahar No. 2 Peshawar
3. Govt. Boys High School Hayatabad Peshawar
4. Govt. Boys High School Nanak Pura Peshawar
5. Govt. Boys High School Zaryab Colony Peshawar
6. Govt. Boys High School Badber Peshawar
7. Govt. Boys High School Mathra Peshawar
8. Govt. Boys High School Pakha Ghulam Peshawar
9. Govt. Boys High School Pishta Khara Peshawar
10. Govt. Boys High School Wadpaga Peshawar
11. Govt. Girls High School Gulbahar Peshawar
12. Govt. Girls High School jogiwara Peshawar
13. Govt. Girls High School Nishtar Abad Peshawar
14. Govt. Girls High School No.2 Peshawar Cantt
15. Govt. Girls High School Yakkatoot Peshawar
16. Govt. Girls High School Badaber Peshawar
17. Govt. Girls High School Chaghar Matti Peshawar
18. Govt. Girls High School Landi Arbab Peshawar
19. Govt. Girls High School Malgo Peshawar
20. Govt. Girls High School Urmar Miana Peshawar
222
Appendix-XVII
List of Schools for Experiment
1. Govt. Boys High School Civil Quarters Peshawar
2. Govt. Boys High School Mathra Peshawar
3. Govt. Girls High School Banat Peshawar
4. Govt. Girls High School Chaghar Matti Peshawar
223
Appendix-XVIII
Observation schedule
Specimen of Observation Schedule of Actual Classroom Setting Teacher: ______________________Observer: _______________________
School: _______________________ Date: __________________________
The observation of teachers in experimental group setting was made in the
subject of English on the basis of the following parameters basic to the
measuring their non-verbal behaviours.
S.NO NON-VERBAL BEHAVIOURS 1 Teacher uses his/her facial expressions properly
2 Teacher uses facial expressions during teaching leaning process to make teaching
more effective and interested 3 Teacher’s facial expressions positively affect the teaching learning process in
classroom 4 Students’ facial expressions during classroom activities help teacher in improving
his/her teaching style and methodology. 5 Teacher uses eye contact with the students in the classroom to make them
attentive during teaching learning process. 6 Teacher’s regular eye contact makes the classroom’s environment alive to lesson
taught. 7 Teacher appreciates those students in the class who make regular eye contact with
the teacher during learning process. 8 Teacher poses questions to the students during lesson who avoid eye contact with
me in the class. 9 Teacher uses body movements to teach stories in a better way to the students.
10 Teacher is using very high pith voice in classroom teaching.
11 Teacher uses variations in the pitch of his/her voice to put emphasis on different
concepts during teaching to make them clearer for the students. 12 Teacher normally keeps a fair distance with the students, from 14 inches to 4 feet,
in the classroom. 13 When teacher comes close to the students during teaching, they get confused.
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Appendix-XIX
Case Processing of Students
N %
Cases Valid 80 100.0
Excludeda 0 .0
Total 80 100.0
a. List-wise deletion based on all variables in the procedure.
Appendix-XX
Reliability Statistics of Students’ Questionnaire
Cronbach's Alpha N of Items
.72 28
Appendix-XXI
Case Processing of Teachers
N %
Cases Valid 15 100.0
Excludeda 0 .0
Total 15 100.0
a List-Wise deletion based on all variables in the procedure.
Appendix-XXII
Reliability Statistics of Teachers’ Questionnaire
Cronbach's Alpha N of Items
.78 36
225
Appendix-XXIII
Pictures of Experimental Classrooms
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