Learner-Teacher Non-Verbal Interaction Effect on Academic Achievement of Learners in Chemistry

Autor/inn/en	Irungu, Mwangi Newton; Nyagah, Grace; Mugambi, Mercy
Titel	Learner-Teacher Non-Verbal Interaction Effect on Academic Achievement of Learners in Chemistry
Quelle	In: African Educational Research Journal, 7 (2019) 2, S.88-96 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Teacher Student Relationship; Nonverbal Communication; Instructional Effectiveness; Academic Achievement; Chemistry; Science Instruction; Hypothesis Testing; Interaction; Correlation; Teaching Methods; Student Attitudes; Observation; Foreign Countries; Secondary School Students; Secondary School Teachers; Kenya + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Unterrichtserfolg; Schulleistung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hypothesenprüfung; Hypothesentest; Interaktion; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Beobachtung; Ausland; Sekundarschüler; Kenia
Abstract	This study aimed at establishing the learner-teacher nonverbal interaction effect on academic achievement of learners in Chemistry. Two null hypotheses were generated for the study: Ho1: There is no statistically significant effect of learner-teacher nonverbal interaction on learners' academic achievement in Chemistry. Ho2: There is no statistically significant relationship between learner-teacher nonverbal interactions on learners' academic achievement in Chemistry. Descriptive survey design was adopted for the study while the study was based on Vygotsky social development theory. Data was analyzed using descriptive and inferential statistics. The results of simple regression analysis revealed that, non-verbal interaction had statistically significant effect on learners' academic achievement [F=37.959, P<0.001]. The regression had a standardized coefficient of (B=0.759, p<0.001) indicating that increasing use of non-verbal interaction by a single unit would lead to an increase in students' performance by 0.759 units. Results of Pearson Product-Moment Correlation Coefficient revealed a strong positive relationship (r = 0.7586) between the independent and the dependent variables. From the results of this study effective use of nonverbal interaction during teaching and learning enhances quality learning leading to high academic achievement. The new knowledge arising from this study indicates that, teachers should adopt nonverbal interaction as a teaching method to enhance higher academic achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01