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 Supervisor Sarhad University (SUIT)

Dr. Muhammad Naseer ud Din External Examiner Assistant Prof. I.E.R, KUST

Vice-Chancellor Sarhad University (SUIT) Peshawar- Pakistan.

Head Deptt. of Education, Sarhad University (SUIT)

To my loving Parents & Grand Parents

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 nonverbal 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 i

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 iii

Table of Contents
Abstract ............................................................................................................... i Acknowledgements .......................................................................................... iii Table of Contents ............................................................................................. iii List of Tables .................................................................................................... vi List of Abbreviations ..................................................................................... xiii CHAPTER-1 1.1 1.2 1.3 1.4 1.5 1.6 INTRODUCTION.................................................. 1-10 Background of the Study ....................................................................... 1 Statement of the Problem ....................................................................... 8 Objectives of the Study .......................................................................... 8 Need and Significance of the Study ....................................................... 9 Hypotheses of the Study ........................................................................ 9 Delimitation of the Study ..................................................................... 10 REVIEW OF RELATED LITERATURE..........10-43 PROCEDURE OF THE STUDY .........................44-53

CHAPTER-2 CHAPTER-3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 4.1 4.2 4.3 4.4 4.5

Population of the Study ........................................................................ 46 Sample of the Study ............................................................................. 47 Sampling Technique ............................................................................ 47 Tools and Sources of Data Collection ................................................. 48 Construction of the Questionnaires ...................................................... 49 Pilot Study ............................................................................................ 50 Validity and Reliability of the Instruments .......................................... 50 Establishment of Rapport..................................................................... 51 Gamma Correlation .............................................................................. 51 Research Design of the Study .............................................................. 52 Techniques of the Study....................................................................... 53 Paired t-test .......................................................................................... 54 Construction of Pre-Post Tests............................................................. 56 Treatment of Groups ............................................................................ 56 DATA ANALYSIS AND DISCUSSION ...........55-204 Interpretation of Teachers Questionnaire ........................................... 58 Interpretation of Student's Responses to the Questionnaire................. 81 Results and Interpretation of Correlation ........................................... 102 Interpretation of Tests Results .......................................................... 123 Comparison of Test Scores of Rural Urban Students ........................ 167

CHAPTER-4

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CHAPTER-5 5.1 5.2 5.3 5.4

FINDINGS, CONCLUSION, SUMMARY AND RECOMMENDATIONS ................................. 205-217

Findings.............................................................................................. 180 Conclusions ........................................................................................ 183 Summary ............................................................................................ 185 Recommendations .............................................................................. 190

Bibliography ................................................................................................. 193 Appendixes............................................................................................ 200-243

List of Tables
Table No. Table-4.1.1: Table-4.1.2: Table-4.1.3: Table-4.1.4: Table-4.1.5: Table-4.1.6: Table-4.1.7: Table-4.1.8: Table-4.1.9: Title Page

Facial expressions as an important tool in teaching learning process...................................................................................... 59 Facial expressions make teaching more effective and interesting ................................................................................. 59 Use of facial expressions (smile, anger) according to the need and situation ............................................................................. 60 Anger on teachers face during classroom teaching can hinder the attention and understanding of the students ....................... 60 Different facial expressions during teaching help the students to understand the lesson more effectively .................................... 61 Teachers facial expressions positively affect the teaching learning process ....................................................................... 61 Use of facial expressions to appreciate the performance of the students .................................................................................... 62 Understanding of students facial expressions ......................... 62 Understand from students 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: Teachers regular eye contact makes the classrooms 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 vi

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 teachers voice creates problems in understanding the lesson .......................................................... 73 Table-4.1.27: Very low pitch and tone of teachers voice become difficult to understand for the students ...................................................... 74 Table-4.1.28: Soft pitch of teachers voice attracts the attention of the students .................................................................................... 74 Table-4.1.29: Intonation of teachers 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: Table-4.2.2: Table-4.2.3: Table-4.2.4: Table-4.2.5: Table-4.2.6: Teachers facial expressions generated during teaching .......... 82 I notice teacher's facial expressions ......................................... 82 Smile on teachers face motivates............................................ 83 Anger on teachers face also motivates ................................... 83 Different expressions on the face of teacher help me in Understanding the concept....................................................... 84 I become motivated when teacher appreciates my involvement in studies through facial expressions ....................................... 85 Table-4.2.7: Teachers facial expressions positively affect the teaching learning process ....................................................................... 85 Table-4.2.8: Table-4.2.9: Teachers eye contact makes me attentive ............................... 87 Ready for a question from the teacher when he/she makes eye contact ...................................................................................... 87 Table-4.2.10: Teachers regular eye contact provokes me to prepare my lesson........................................................................................ 88 Table-4.2.11: I recognize teachers response from his/her eye contact ......... 89 Table-4.2.12: I recognize teachers appreciation for me from his/her eye contact ...................................................................................... 89 Table-4.2.13: Teachers regular eye contact makes the classrooms 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: Teachers body movements help me to understand and take more interest in stories ............................................................. 94 Table-4.2.20: Very high pitch of the teachers voice creates problems in understanding the teaching ...................................................... 95 Table-4.2.21: Very low pitch and tone of teachers voice also create difficulty in understanding the lesson ...................................................... 96 Table-4.2.22: Soft pitch of teachers voice attracts my attention toward teaching .................................................................................... 96 Table-4.2.23: Intonation or rise and fall in teachers 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: Table-4.3.2: Table-4.3.3: Table-4.3.4: Table-4.3.5: Table-4.3.6: Table-4.3.7: Table-4.3.8: Table-4.3.9: Use of facial expressions in the classroom teaching .............. 103 Facial expressions help the students in understanding lesson 104 Teachers facial expressions positively affect teaching ......... 105 Teachers eye contact makes students attentive..................... 106 Teachers regular eye contact makes the classroom environment alive................................................................... 107 Message of appreciation through eye contact ........................ 108 Body movements of teachers help students understanding .. 109 Use of hands by teachers during lesson ................................. 110 Use of hands, shoulders, and head ......................................... 111 ix

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: Table-4.4.2: Table-4.4.3: Table-4.4.4: Table-4.4.5: Table-4.4.6: Table-4.4.7: Table-4.4.8: Table-4.4.9: Descriptive of Pre & Post tests of class 9th in Control Group 124 Test of Significance Pre & Post tests of class 9th in Control Group ..................................................................................... 125 Descriptive Statistics of Pre & Post tests of Male and Female of class 9th in Control Group ..................................................... 126 Test of Significance of Pre & Post tests of control group of Female students of 9th class .................................................. 127 Test of Significance of Pre & Post tests of control group of Male Students of 9th class ..................................................... 129 Descriptive Statistics of Rural and Urban Area of control group of 9thn class ........................................................................... 130 Test of Significance of Rural Area of control group of 9th class ................................................................................................ 131 Test of Significance of Urban Area of control group of 9th class ........................................................................................ 133 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 x

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: Table-4.5.2: Table-4.5.3: Table-4.5.4: Table-4.5.5: Table-4.5.6: Table-4.5.7: Table-4.5.8: Table-4.5.9: Pre Test on Female Students of Rural and Urban Areas ....... 167 Post Test on Female Students of Rural and Urban Areas ...... 168 Pre Test on Male Students of Rural and Urban Areas ........... 168 Post Test on Male Students of Rural and Urban Areas ......... 169 Pre Test on Female Students of Rural and Urban Areas ....... 170 Post Test on Female Students of Rural and Urban Areas ...... 171 Pre Test on Male Students of Rural and Urban Areas ........... 171 Post Test on Male Students of Rural and Urban Areas ......... 172 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. IER KPK n.d. NVC PITE RITE SLO Government Institute of Education & Research Khyber PakhtunKhwa No Date Non-Verbal Communication Provincial Institute of Teacher Education Regional Institute of Teacher Education Student Learning Outcome

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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 1

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

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 Goffmans 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. Mankinds 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 ORourke (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

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, Peoples 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

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

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 teachers pet, as well as those students the teacher dislikes. To avoid accusation of favoritism, teachers should make a

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 nonverbal 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

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 nonverbal 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.

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.

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 classrooms 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.

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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 messages impact from verbal communication. While you listen to speakers words, whether you realize it or not, youre also influenced by the way the speaker talks as well as by the speakers 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 youre silent, youre communicating. Before you begin to speak, when you pause, or when you leave the speakers stand, youre 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 students nonverbal expressions serve as an important source in the formation of teachers 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 wagging 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 animated 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 tendfor a number of reasonsto 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

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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 distance or in a noisy crowd." Locker (2004) stated, Communication doesn't use wordstakes place all the time. Smiles, frowns, who sits where at a meeting, the size of an office, how long someone keeps a visitor waitingall 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 symbols (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. However, 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 nonverbal 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 signalsuch as winking an eye as a gesture of approval, or sticking out the tongue to signify playful distastethey 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 persons 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 persons 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

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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 cant see, or dont 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 dont 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. 2. 3. 4. 5.

Having nasty personal habits Always being too stiff Blocking or touching face Including pointless hand gestures 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, stylizedgestures 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

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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 reestablish 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.

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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

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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: Its 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

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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 persons 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 students 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 nonreflexive 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 wideopen 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.

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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.

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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 persons 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.

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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 wringthey can also read Braille, speak in sign languages, and write poetry. Our hands are such incredibly gifted communicators that they always bear watching.

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Young (2006) stated, Physical distance is another dimension that differs among cultures. In the United States, a comfortable distance while communicating in an arms 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. 2. The classroom should offer a variety of stimuli. The classroom should provide a secure, comfortable feeling.

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3. 4.

The classroom should be adopted to fit the activity. 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

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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. 2. 3. 4. 5. 6. Seeking information Showing attention and interest Inviting and controlling interaction Dominating, threatening and influencing others Providing feedback during speech 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. 34

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 werent there before. Its 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.

35

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

36

were the respondents of the study. The students were given an assignment to write a critical moments 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

37

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 patients 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

38

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.

39

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

40

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

41

through questionnaires from the respondents. The hypothesis was tested through one tailed t-test and research question was tested through two tailed ttest.

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 42

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. nonverbal 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 44

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 46

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. 47

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 Likerts 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

49

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, Cronbachs Alpha reliability tests were applied to teachers and students questionnaires. (Appendixes XX, XXII)

Cronbach alpha is a measure (n.d) stated that Cronbachs alpha tests the measure of internal consistency and reliability of the questions items. The Cronbachs 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

51

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:

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Group Experimental Control

Pre-test O1 O3

Treatment

Post-test O2 O4

Treatment effect= [(O2 O1) (O4 O3)] Where: O= = Observation 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

53

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 posttest 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 ttest is that only the matched pair can be used to perform the paired sample t-test. 2. 3. In the paired sample t-test, normal distributions are assumed. Variance in paired sample t-test: In a paired sample t-test, it is assumed that the variance of two samples is same.

54

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, s 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.

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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.

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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.

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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.

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Section-1:

Facial Expressions

Table-4.1.1: Facial expressions as an important tool in teaching learning process Frequency Valid A SA Total 13 27 40 Percent 32.5 67.5 100.0 Valid Percent 32.5 67.5 100.0

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 Valid A DA SA Total 17 2 21 40 Percent 42.5 5.0 52.5 100.0 Valid Percent 42.5 5.0 52.5 100.0

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.

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Table-4.1.3: Use of facial expressions (smile, anger) according to the need and situation Frequency Valid A DA SA UD Total 15 2 22 1 40 Percent 37.5 5.0 55.0 2.5 100.0 Valid Percent 37.5 5.0 55.0 2.5 100.0

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 teachers face during classroom teaching can hinder the attention and understanding of the students Frequency Valid A DA SA Total 17 5 18 40 Percent 42.5 12.5 45.0 100.0 Valid Percent 42.5 12.5 45.0 100.0

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 teachers face could create problem for the students in the classroom teaching.

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Table-4.1.5: Different facial expressions during teaching help the students to understand the lesson more effectively Frequency Valid A SA UD Total 19 20 1 40 Percent 47.5 50.0 2.5 100.0 Valid Percent 47.5 50.0 2.5 100.0

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: Teachers facial expressions positively affect the teaching learning process Frequency Valid A SA UD Total 18 21 1 40 Percent 45.0 52.5 2.5 100.0 Valid Percent 45.0 52.5 2.5 100.0

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.

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Table-4.1.7: Use of facial expressions to appreciate the performance of the students Frequency Valid A SA Total 22 18 40 Percent 55.0 45.0 100.0 Valid Percent 55.0 45.0 100.0

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 Valid A SA UD Total 24 14 2 40 Percent 60.0 35.0 5.0 100.0 Valid Percent 60.0 35.0 5.0 100.0

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.

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Table-4.1.9: Understand from students facial expressions that how much they are interested in the classroom Frequency Valid A SA Total 17 23 40 Percent 42.5 57.5 100.0 Valid Percent 42.5 57.5 100.0

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 Valid A SA SD Total 12 27 1 40 Percent 30.0 67.5 2.5 100.0 Valid Percent 30.0 67.5 2.5 100.0

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.

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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 Valid A SA Total 13 27 40 Percent 32.5 67.5 100.0 Valid Percent 32.5 67.5 100.0

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 Valid A SA SD UD Total 17 21 1 1 40 Percent 42.5 52.5 2.5 2.5 100.0 Valid Percent 42.5 52.5 2.5 2.5 100.0

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

64

same statement, while 1 (2.5%) respondent remained undecided and 1 (2.5%) respondent strongly disagreed to the statement.

Table-4.1.13: Teachers regular eye contact makes the classrooms environment alive Frequency Valid A SA SD UD Total 13 25 1 1 40 Percent 32.5 62.5 2.5 2.5 100.0 Valid Percent 32.5 62.5 2.5 2.5 100.0

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 Valid A DA SA SD Total 25 1 13 1 40 Percent 62.5 2.5 32.5 2.5 100.0 Valid Percent 62.5 2.5 32.5 2.5 100.0

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 Valid A DA SA SD UD Total 22 2 14 1 1 40 Percent 55.0 5.0 35.0 2.5 2.5 100.0 Valid Percent 55.0 5.0 35.0 2.5 2.5 100.0

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 66

(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 Valid A DA SA UD Total 15 2 21 2 40 Percent 37.5 5.0 52.5 5.0 100.0 Valid Percent 37.5 5.0 52.5 5.0 100.0

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.

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Table-4.1.17: I pose questions to the students during lesson who avoid eye contact Frequency Valid A DA SA UD Total 17 2 19 2 40 Percent 42.5 5.0 47.5 5.0 100.0 Valid Percent 42.5 5.0 47.5 5.0 100.0

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 Valid A SA SD Total 20 19 1 40 Percent 50.0 47.5 2.5 100.0 Valid Percent 50.0 47.5 2.5 100.0

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. 68

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 Valid A DA SA UD Total Frequency 15 2 20 3 40 Percent 37.5 5.0 50.0 7.5 100.0 Valid Percent 37.5 5.0 50.0 7.5 100.0

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.

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Table-4.1.20: Students comprehend the lesson more effectively when I use my hands to give them additional visual information Frequency Valid A DA SA Total 10 1 29 40 Percent 25.0 2.5 72.5 100.0 Valid Percent 25.0 2.5 72.5 100.0

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 Valid A DA SA UD Total 8 3 25 4 40 Percent 20.0 7.5 62.5 10.0 100.0 Valid Percent 20.0 7.5 62.5 10.0 100.0

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. 70

Table-4.1.22: Students lose interest and motivation when teacher sits in chair during teaching Frequency Valid A DA SA Total 10 1 29 40 Percent 25.0 2.5 72.5 100.0 Valid Percent 25.0 2.5 72.5 100.0

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 Valid A DA SA UD Total 25 2 12 1 40 Percent 62.5 5.0 30.0 2.5 100.0 Valid Percent 62.5 5.0 30.0 2.5 100.0

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.

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Table-4.1.24: Use of body movements to teach stories in a better way Frequency Valid A DA SA UD Total 21 2 15 2 40 Percent 52.5 5.0 37.5 5.0 100.0 Valid Percent 52.5 5.0 37.5 5.0 100.0

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 Valid A DA SA UD Total 13 6 16 5 40 Percent 32.5 15.0 40.0 12.5 100.0 Valid Percent 32.5 15.0 40.0 12.5 100.0

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.

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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 teachers voice creates problems in understanding the lesson Frequency Valid A DA SA SD UD Total 12 6 15 2 5 40 Percent 30.0 15.0 37.5 5.0 12.5 100.0 Valid Percent 30.0 15.0 37.5 5.0 12.5 100.0

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.

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Table-4.1.27: Very low pitch and tone of teachers voice become difficult to understand for the students Frequency Valid A DA SA Total 15 3 22 40 Percent 37.5 7.5 55.0 100.0 Valid Percent 37.5 7.5 55.0 100.0

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 teachers voice attracts the attention of the students Frequency Valid A SA UD Total 9 28 3 40 Percent 22.5 70.0 7.5 100.0 Valid Percent 22.5 70.0 7.5 100.0

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.

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Table-4.1.29: Intonation of teachers voice provides the students better understanding Frequency Valid A DA SA Total 12 1 27 40 Percent 30.0 2.5 67.5 100.0 Valid Percent 30.0 2.5 67.5 100.0

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 Valid A SA Total 13 27 40 Percent 32.5 67.5 100.0 Valid Percent 32.5 67.5 100.0

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 Valid A SA UD Total 21 17 2 40 Percent 52.5 42.5 5.0 100.0 Valid Percent 52.5 42.5 5.0 100.0

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.

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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 Valid A DA SA UD Total 14 6 11 9 40 Percent 35.0 15.0 27.5 22.5 100.0 Valid Percent 35.0 15.0 27.5 22.5 100.0

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.

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Table-4.1.33: Proper distance with the students to make them at ease during teaching Frequency Valid A DA SA UD Total 21 3 13 3 40 Percent 52.5 7.5 32.5 7.5 100.0 Valid Percent 52.5 7.5 32.5 7.5 100.0

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.

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Table-4.1.34: When come close to the students during teaching they get confused Frequency Valid A DA SA SD UD Total 24 6 5 2 3 40 Percent 60.0 15.0 12.5 5.0 7.5 100.0 Valid Percent 60.0 15.0 12.5 5.0 7.5 100.0

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 Valid A DA SA SD UD Total 18 3 17 1 1 40 Percent 45.0 7.5 42.5 2.5 2.5 100.0 Valid Percent 45.0 7.5 42.5 2.5 2.5 100.0

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 Valid A DA SA UD Total 21 4 14 1 40 Percent 52.5 10.0 35.0 2.5 100.0 Valid Percent 52.5 10.0 35.0 2.5 100.0

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: Teachers facial expressions generated during teaching Frequency Valid A SA UD Total 148 623 29 800 Percent 18.5 77.9 3.6 100.0 Valid Percent 18.5 77.9 3.6 100.0

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 Valid A SA UD Total 329 457 14 800 Percent 41.1 57.1 1.8 100.0 Valid Percent 41.1 57.1 1.8 100.0

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

82

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 teachers face motivates Frequency Valid A SA SD Total 121 665 14 800 Percent 15.1 83.1 1.8 100.0 Valid Percent 15.1 83.1 1.8 100.0

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 teachers 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 teachers face also motivates Frequency Valid A DA SA SD UD Total 411 50 135 161 43 800 Percent 51.4 6.2 16.9 20.1 5.4 100.0 Valid Percent 51.4 6.2 16.9 20.1 5.4 100.0

The data given in table 4.2.4 and figure 4.2.4 revealed that anger on teachers 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 83

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 Valid A DA SA UD Total 164 59 514 63 800 Percent 20.5 7.4 64.2 7.9 100.0 Valid Percent 20.5 7.4 64.2 7.9 100.0

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.

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Table-4.2.6: I

become

motivated

when

teacher

appreciates

my

involvement in studies through facial expressions Frequency Valid A SA UD Total 108 685 7 800 Percent 13.5 85.6 .9 100.0 Valid Percent 13.5 85.6 .9 100.0

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: Teachers facial expressions positively affect the teaching learning process Frequency Valid A SA SD UD Total 367 334 35 64 800 Percent 45.9 41.8 4.4 8.0 100.0 Valid Percent 45.9 41.8 4.4 8.0 100.0

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 teachers 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

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(4.4%) respondents strongly disagreed to the given statement. The remaining 64 (8.0%) respondents stayed undecided.

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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: Teachers eye contact makes me attentive Frequency Valid A SA UD Total 149 630 21 800 Percent 18.6 78.8 2.6 100.0 Valid Percent 18.6 78.8 2.6 100.0

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 Valid A DA SA UD Total 273 28 477 22 800 Percent 34.1 3.5 59.6 2.8 100.0 Valid Percent 34.1 3.5 59.6 2.8 100.0

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

87

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: Teachers regular eye contact provokes me to prepare my lesson Frequency Valid A DA SA UD Total 270 14 473 43 800 Percent 33.8 1.8 59.1 5.4 100.0 Valid Percent 33.8 1.8 59.1 5.4 100.0

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.

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Table-4.2.11: I recognize teachers response from his/her eye contact Frequency Valid A SA SD UD Total 283 433 7 77 800 Percent 35.4 54.1 .9 9.6 100.0 Valid Percent 35.4 54.1 .9 9.6 100.0

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 teachers appreciation for me from his/her eye contact Frequency Valid A DA SA SD UD Total 313 7 347 49 84 800 Percent 39.1 .9 43.4 6.1 10.5 100.0 Valid Percent 39.1 .9 43.4 6.1 10.5 100.0

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 89

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: Teachers regular eye contact makes the classrooms environment alive Frequency Valid A DA SA UD Total 276 44 457 23 800 Percent 34.5 5.5 57.1 2.9 100.0 Valid Percent 34.5 5.5 57.1 2.9 100.0

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.

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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 Valid A DA SA Total 224 15 561 800 Percent 28.0 1.9 70.1 100.0 Valid Percent 28.0 1.9 70.1 100.0

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 Valid A DA SA Total 342 14 444 800 Percent 42.8 1.8 55.5 100.0 Valid Percent 42.8 1.8 55.5 100.0

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 91

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 Valid A DA SA UD Total 228 7 530 35 800 Percent 28.5 .9 66.2 4.4 100.0 Valid Percent 28.5 .9 66.2 4.4 100.0

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.

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Table-4.2.17: I lose interest and feel unmotivated when my teacher sits in the chair Frequency 237 42 386 91 44 800 Percent 29.6 5.2 48.2 11.4 5.5 100.0 Valid Percent 29.6 5.2 48.2 11.4 5.5 100.0

Valid

A DA SA SD UD Total

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 Valid A DA SA UD Total 271 22 450 57 800 Percent 33.9 2.8 56.2 7.1 100.0 Valid Percent 33.9 2.8 56.2 7.1 100.0

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

93

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: Teachers body movements help me to understand and take more interest in stories Frequency Valid A DA SA UD Total 306 7 466 21 800 Percent 38.2 .9 58.2 2.6 100.0 Valid Percent 38.2 .9 58.2 2.6 100.0

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.

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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 teachers voice creates problems in understanding the teaching Frequency Valid A DA SA SD UD Total 465 51 119 98 67 800 Percent 58.1 6.4 14.9 12.2 8.4 100.0 Valid Percent 58.1 6.4 14.9 12.2 8.4 100.0

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.

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Table-4.2.21: Very low pitch and tone of teachers voice also create difficulty in understanding the lesson Frequency 207 58 430 98 7 800 Percent 25.9 7.2 53.8 12.2 .9 100.0 Valid Percent 25.9 7.2 53.8 12.2 .9 100.0

Valid

A DA SA SD UD Total

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 teachers voice attracts my attention toward teaching Frequency Valid A SA SD UD Total 79 679 28 14 800 Percent 9.9 84.9 3.5 1.8 100.0 Valid Percent 9.9 84.9 3.5 1.8 100.0

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

96

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 teachers voice provide me better understanding of poems Frequency Valid A DA SA UD Total 231 22 505 42 800 Percent 28.9 2.8 63.1 5.2 100.0 Valid Percent 28.9 2.8 63.1 5.2 100.0

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.

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Table-4.2.24: Difficult to understand the teaching when teacher speaks very fast and quick Frequency 156 35 494 52 63 800 Percent 19.5 4.4 61.8 6.5 7.9 100.0 Valid Percent 19.5 4.4 61.8 6.5 7.9 100.0

Valid

A DA SA SD UD Total

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.

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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 Valid A DA SA SD UD Total 270 28 369 105 28 800 Percent 33.8 3.5 46.1 13.1 3.5 100.0 Valid Percent 33.8 3.5 46.1 13.1 3.5 100.0

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.

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Table-4.2.26: Fair distance with the students from 14 inches to 4 feet Frequency Valid A DA SA SD UD Total 215 77 113 21 374 800 Percent 26.9 9.6 14.1 2.6 46.8 100.0 Valid Percent 26.9 9.6 14.1 2.6 46.8 100.0

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 Valid A SA UD Total 401 356 43 800 Percent 50.1 44.5 5.4 100.0 Valid Percent 50.1 44.5 5.4 100.0

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 100

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 Valid A DA SA SD UD Total 363 14 338 49 36 800 Percent 45.4 1.8 42.2 6.1 4.5 100.0 Valid Percent 45.4 1.8 42.2 6.1 4.5 100.0

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.

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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 Likerts 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.

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Table-4.3.1: Use of facial expressions in the classroom teaching Teachers' Response * Students' Response Cross tabulation Count Students' Response Total Teachers' Response A DA SA UD A 10 1 5 1 17 SA 5 0 16 0 21 UD 0 1 1 0 2 15 2 22 1 40

Total

Symmetric Measures Asymp. Std. Approx. Errora Tb Value Ordinal by Ordinal Gamma .473 40 .215 2.098 N of Valid Cases

Approx. Sig. .036

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 Likerts 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 Likerts 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.

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Table-4.3.2: Facial expressions help the students in understanding lesson Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A SA UD Total 15 4 0 19 DA 0 0 1 1 SA 4 16 0 20 Total 19 20 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .756 40 Asymp. Std. Approx. Errora Tb .141 4.344 Approx. Sig. .000

N of Valid Cases

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 Likerts 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.

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Table-4.3.3: Teachers facial expressions positively affect teaching Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response Total A SA UD 15 5 0 20 DA 0 0 1 1 SA 2 16 0 18 UD 1 0 0 1 Total 18 21 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .677 40 Asymp. Std. Approx. Errora Tb .171 3.709 Approx. Sig. .000

N of Valid Cases

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.

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Table-4.3.4: Teachers eye contact makes students attentive Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response Total A SA 9 1 10 SA 3 25 28 UD 1 1 2 Total 13 27 40

Symmetric Measures Value Ordinal by Ordinal Gamma .782 40 Asymp. Std. Errora .188 Approx. Approx. Tb Sig. 3.212 .001

N of Valid Cases

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 Likerts 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.

106

Table-4.3.5: Teachers regular eye contact makes the classroom environment alive Teachers' Response * Students' Response Cross tabulation Count A Teachers' Response A SA SD UD Total 9 3 0 0 12 Students' Response DA 0 0 1 1 2 SA 4 22 0 0 26 Total 13 25 1 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .552 40 Asymp. Std. Approx. Errora Tb .216 2.418 Approx. Sig. .016

N of Valid Cases

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 coefficient and were found highly significant, which reflected that both teachers and students agreed upon the same level of responses.

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Table-4.3.6: Message of appreciation through eye contact Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A SA SD Total 12 3 0 15 DA 1 0 0 1 SA 6 15 1 22 UD 1 1 0 2 Total 20 19 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .697 40 Asymp. Std. Approx. Errora Tb .170 3.288 Approx. Sig. .001

N of Valid Cases

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.

108

Table-4.3.7: Body movements of teachers help students understanding Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA UD Total 11 0 5 2 18 DA 0 1 0 1 2 SA 4 1 15 0 20 Total 15 2 20 3 40

Symmetric Measures Value Ordinal by Ordinal Gamma .389 40 Asymp. Std. Approx. Errora Tb .212 1.748 Approx. Sig. .080

N of Valid Cases

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.

109

Table-4.3.8: Use of hands by teachers during lesson Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA Total 7 0 6 13 DA 0 1 0 1 SA 3 0 23 26 Total 10 1 29 40

Symmetric Measures Value Ordinal by Ordinal Gamma .752 40 Asymp. Std. Approx. Errora Tb .156 2.773 Approx. Sig. .006

N of Valid Cases

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.

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Table-4.3.9: Use of hands, shoulders, and head Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA UD Total 7 1 6 2 16 DA 0 1 0 1 2 SA 1 1 19 1 22 Total 8 3 25 4 40

Symmetric Measures Value Ordinal by Ordinal Gamma .431 40 Asymp. Std. Approx. Errora Tb .218 1.858 Approx. Sig. .063

N of Valid Cases

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

111

Table-4.3.10: Students lose interest when teacher sit in chair Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response Total A DA SA 6 1 4 11 SA 4 0 22 26 SD 0 0 2 2 UD 0 0 1 1 Total 10 1 29 40

Symmetric Measures Value Ordinal by Ordinal Gamma .807 40 Asymp. Std. Approx. Errora Tb .127 3.089 Approx. Sig. .002

N of Valid Cases

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.

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Table-4.3.11: Teachers body movements make classroom environment conducive to learning Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA UD Total 16 0 1 0 17 DA 0 1 0 0 1 SA 8 1 10 0 19 UD 1 0 1 1 3 Total 25 2 12 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .791 40 Asymp. Std. Approx. Errora Tb .127 3.987 Approx. Sig. .000

N of Valid Cases

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.

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Table-4.3.12: Use of body movements in teaching of stories Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA UD Total 18 1 2 1 22 DA 1 0 0 0 1 SA 2 1 13 1 17 Total 21 2 15 2 40

Symmetric Measures Value Ordinal by Ordinal Gamma .830 40 N of Valid Cases Asymp. Std. Approx. Errora Tb .113 5.343 Approx. Sig. .000

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.

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Table-4.3.13: Very high pitch of teachers voice create problems Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA SD UD Total 10 2 1 1 3 17 DA 0 3 0 0 0 3 SA 1 0 13 0 1 15 SD 1 0 0 0 0 1 UD 0 1 1 1 1 4 Total 12 6 15 2 5 40

Symmetric Measures Value Ordinal by Ordinal Gamma .443 40 Asymp. Std. Approx. Errora Tb .183 2.346 Approx. Sig. .019

N of Valid Cases

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.

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Table-4.3.14: Very low pitch of teachers voice also create problems Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA Total 8 1 3 12 DA 0 1 0 1 SA 6 0 19 25 SD 1 1 0 2 Total 15 3 22 40

Symmetric Measures Value Ordinal by Ordinal Gamma .457 40 Asymp. Std. Approx. Errora Tb .211 2.008 Approx. Sig. .045

N of Valid Cases

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 teachers voice made it hard for students to understand the lesson.

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Table-4.3.15: Soft pitch of teachers voice attracts the attention of students Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A SA UD Total 4 0 0 4 SA 5 28 1 34 UD 0 0 2 2 Total 9 28 3 40

Symmetric Measures Value Ordinal by Ordinal Gamma 1.000 40 Asymp. Std. Approx. Errora Tb .000 2.998 Approx. Sig. .003

N of Valid Cases

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 teachers voice in teaching learning process.

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Table-4.3.16: Intonation in teachers voice provides better understanding to students Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA Total 9 0 7 16 DA 0 1 0 1 SA 2 0 19 21 UD 1 0 1 2 Total 12 1 27 40

Symmetric Measures Value Ordinal by Ordinal Gamma .617 40 Asymp. Std. Approx. Errora Tb .218 2.438 Approx. Sig. .015

N of Valid Cases

Rise and fall in teachers 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.

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Table-4.3.17: Difficult to understand teachers when they speak very fast Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response Total A SA 7 1 8 DA 1 0 1 SA 3 25 28 SD 0 1 1 UD 2 0 2 Total 13 27 40

Symmetric Measures Value Ordinal by Ordinal Gamma .569 40 Asymp. Std. Approx. Errora Tb .254 2.065 Approx. Sig. .039

N of Valid Cases

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.

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Table-4.3.18: Teachers keep fair distance from students Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA UD Total 9 0 2 0 11 DA 0 3 0 2 5 SA 0 1 6 1 8 SD 0 1 0 0 1 UD 5 1 3 6 15 Total 14 6 11 9 40

Symmetric Measures Value Ordinal by Ordinal Gamma .433 40 Asymp. Std. Approx. Errora Tb .173 2.384 Approx. Sig. .017

N of Valid Cases

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.

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Table-4.3.19: Students get confused when teachers come closer Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA SD UD Total 21 3 1 0 0 25 DA 0 1 0 0 0 1 SA 3 1 4 0 2 10 SD 0 0 0 2 0 2 UD 0 1 0 0 1 2 Total 24 6 5 2 3 40

Symmetric Measures Value Ordinal by Ordinal Gamma .830 40 Asymp. Std. Approx. Errora Tb .075 5.039 Approx. Sig. .000

N of Valid Cases

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.

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Table-4.3.20: Personal distance between teachers and students Teachers' Response * Students' Response Cross tabulation Count Students' Response A Teachers' Response A DA SA SD UD Total 13 0 1 0 0 14 DA 0 2 0 0 0 2 SA 5 1 16 0 0 22 SD 0 0 0 1 0 1 UD 0 0 0 0 1 1 Total 18 3 17 1 1 40

Symmetric Measures Value Ordinal by Ordinal Gamma .904 40 Asymp. Std. Errora .068 Approx. Approx. Tb Sig. 5.745 .000

N of Valid Cases

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.

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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.

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Table-4.4.1: Descriptive of Pre & Post tests of Class 9th in Control Group Descriptive Statistics Situation Pretest Marks of the students Valid N (list wise) Posttest Marks of the students Valid N (list wise) N 100 100 100 100 Minimum Maximum Mean 7 20 14.60 Std. Deviation 2.964

95 % C.I for mean of the population (14.01 to 15.19) 7 20 14.65 3.220

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

124

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 Std. Error Mean 95% Confidence Interval of the Difference Lower Upper

Std. Mean Deviation Pair Post 1 test .05000 3.03307 Pre test Discussion

Sig. (2T df tailed)

.30331

-.55183

.65183 .165 99 .869

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.

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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 Pre-test Female Marks of the students Valid N (list wise) Male Marks of the students Valid N (list wise) Post-test Female Marks of the students Valid N (list wise) Male Marks of the students Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 7 20 14.34 2.833

95 % C.I for mean of the population (13.53 to 15.15) 7 20 14.86 3.097

95 % C.I for mean of the population (13.98 to 15.74) 9 20 14.34 3.153

95 % C.I for mean of the population (13.44 to 15.24) 7 20 14.96 3.289

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. 126

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 Std. Std. Error Mean Deviation Mean Pair posttest .00000 2.57935 .36478 1 - pretest 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. 95% Confidence Interval of the Difference Lower -.73304 Upper

Sig. (2T df tailed)

.73304 .000 49 1.000

127

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.

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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 Std. Std. Error Mean Deviation Mean Pair Post 1 test .10000 3.45378 .48844 Pre test 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. 95% Confidence Interval of the Difference Lower -.88155 Upper t

Sig. (2df tailed)

1.08155 .205 49 .839

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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 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 7 20 14.10 3.164

Pre-test Rural Marks of the students Valid N (list wise) Urban Marks of the students Valid N (list wise) Post-test Rural Marks of the students Valid N (list wise) Urban Marks of the students Valid N (list wise)

95 % C.I for mean of the population (13.20 to 15.00) 7 20 15.10 2.690

95 % C.I for mean of the population (14.34 to15.86) 7 20 14.12 3.230

95 % C.I for mean of the population (13.20 to 15.04) 7 20 15.18 3.154

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. 130

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - .02000 2.87487 .40657 Pre test 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 95% Confidence Interval of the Difference Lower -.79703 Upper t

Sig. (2df tailed)

.83703 .049 49 .961

131

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.

132

Table-4.4.8: Test of Significance of Urban Area of Control Group of 9th Class Paired Samples Test Paired Differences Std. Std. Error Mean Deviation Mean Pair Post 1 test .08000 3.21248 .45431 Pre test 95% Confidence Interval of the Difference Lower -.83298 Upper t

Sig. (2df tailed)

.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.

133

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 Pre-test Marks Valid N (list wise) post-test Marks Valid N (list wise) 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. N 100 100 100 100 Minimum Maximum Mean Std. Deviation

7 21 14.72 3.124 95 % C.I for mean of the population (14.10 to 15.34) 9 23 17.59 2.745 95 % C.I for mean of the population (17.05 to 18.13)

134

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair Post 1 test 2.87000 2.77308 .27731 2.31976 3.42024 10.349 99 .000 Pre test 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

135

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 Marks Valid N (list wise) Male Marks Valid N (list wise) post-test Female Marks Valid N (list wise) Male Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 7 21 14.32 3.223 95 % C.I for mean of the population (13.40 to 15.24) 7 21 15.12 3.001 95 % C.I for mean of the population (14.27 to 15.97) 10 22 17.26 2.827 95 % C.I for mean of the population (16.46 to 18.04) 9 23 17.92 2.648 95 % C.I for mean of the population (17.17 to 18.67)

Pre-test Female

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

136

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair Post 1 test 2.94000 2.75096 .38904 2.15819 Pre test Discussion

3.72181 7.557 49 .000

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 137

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% 138

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 95% Confidence Interval of the Std. Difference Std. Error Mean Deviation Mean Lower Upper

Sig. (2df tailed) .000

Pair posttest 1 2.80000 2.82120 .39898 1.99822 3.60178 7.018 49 pretest

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.

139

Table-4.4.14: Descriptive Statistics Pre & Post tests of Rural & Urban Students of Experimental Group of 9th Class Descriptive Statistics Situation Pre-test Rural Area Marks Valid N (list wise) Urban Marks Valid N (list wise) post-test Rural Marks Valid N (list wise) Urban Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 7 20 14.18 3.379 95 % C.I for mean of the population (13.22 to 15.14) 10 21 15.26 2.776 95 % C.I for mean of the population (14.47 to 16.05) 9 22 16.74 2.995 95 % C.I for mean of the population (15.89 to 17.59) 12 23 18.44 2.187 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.

140

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 95% Confidence Std. Interval of the Difference Std. Error Mean Deviation Mean Lower Upper Pair Post test 1 Pre test 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 141 Sig. (2df tailed) .000

2.56000 2.71924 .38456 1.78720 3.33280 6.657 49

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.

142

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper T Sig. (2df tailed)

Pair Post 1 test 3.18000 2.81896 .39866 2.37886 Pre test Discussion

3.98114 7.977 49 .000

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.

143

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 Pre-test Marks Valid N (list wise) Posttest Marks Valid N (list wise) N 100 100 100 100 Minimum Maximum Mean Std. Deviation

8 20 15.12 2.500 95 % C.I for mean of the population (14.62 to 15.62) 9 20 15.45 2.176 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.

144

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.

145

Table-4.4.18: Test of Significance of Pre & Post Tests of Control Group of 10th Class Paired Samples Test Paired Differences Std. Std. Error Mean Deviation Mean Pair 1 Post test - .330 Pre test 2.075 .207 95% Confidence Interval of the Difference Lower -.082 Upper .742 t

Sig. (2df tailed)

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.

146

Table-4.4.19: Descriptive Statistics Pre & Post tests of Male & Female Students of Control Group of 10th Class Descriptive Statistics Situation Gender Marks Valid N (list wise) Male Marks Valid N (list wise) Post-test Female Marks Valid N (list wise) Male Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 9 20 15.12 2.520 95 % C.I for mean of the population (14.40 to 15.84) 8 20 15.12 2.504 95 % C.I for mean of the population (14.41 to 15.83) 9 20 15.38 2.381 95 % C.I for mean of the population (14.70 to 16.06) 10 19 15.52 1.972 95 % C.I for mean of the population (14.96 to 16.08)

Pre-test Female

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.

147

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair posttest .64000 3.02884 .42834 -.22079 1 - pretest

1.50079 1.494 49 .142

148

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 149

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair posttest .74000 2.56992 .36344 .00964 1 - pretest

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

150

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 Pre-test Urban Area Marks Valid N (list wise) Rural Marks Valid N (list wise) Post-test Urban Marks Valid N (list wise) Rural Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 8 20 15.10 2.517 95 % C.I for mean of the population (14.38 to 15.82) 9 20 15.14 2.507 95 % C.I for mean of the population (14.43 to 15.85) 10 20 15.60 2.185 95 % C.I for mean of the population (14.98 to 16.22) 9 19 15.30 2.178 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.

151

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair posttest .78000 3.08578 .43640 -.09697 1 - pretest

1.65697 1.787 49 .080

152

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

153

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 Std. Std. Error Mean Deviation Mean 95% Confidence Interval of the Difference Lower Upper t Sig. (2df tailed)

Pair posttest .60000 2.49898 .35341 -.11020 1.31020 1.698 49 .096 1 - pretest 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.

154

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 Pre-test Marks Valid N (list wise) Post-test Marks Valid N (list wise) 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. N 100 100 100 100 Minimum Maximum Mean Std. Deviation

9 19 13.72 2.310 95 % C.I for mean of the population (13.26 to 14.18) 11 22 17.81 2.135 95 % C.I for mean of the population (17.39 to 18.23)

155

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - 4.090 Pre test 2.708 .271 95% Confidence Interval of the Difference Lower 3.553 Upper 4.627 t

Sig. (2df tailed)

15.101 99 .000

156

The data provided in table 4.4.26 showed the test of significance between pretest 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 Marks Valid N (list wise) Male Marks Valid N (list wise) Post-test Female Marks Valid N (list wise) Male Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 9 19 13.76 2.471 95 % C.I for mean of the population (13.06 to 14.46) 9 19 13.68 2.161 95 % C.I for mean of the population (13.07 to 14.29) 12 21 17.76 2.143 95 % C.I for mean of the population (17.15 to 18.37) 11 22 17.86 2.148 95 % C.I for mean of the population (17.20 to 18.40)

Pre-test Female

157

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.

158

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - 4.000 Pre test 2.921 .413 95% Confidence Interval of the Difference Lower 3.170 Upper 4.830 t

Sig. (2df tailed) .000

9.684 49

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.

159

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 160

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - 4.180 Pre test 2.505 .354 95% Confidence Interval of the Difference Lower 3.468 Upper 4.892 T

Sig. (2df tailed)

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.

161

Table-4.4.30: Descriptive Statistics of Pre & Post tests of Rural & Urban Students of Experimental Group of 10th Class Descriptive Statistics Situation Pre test Rural Area Marks Valid N (list wise) Urban Marks Valid N (list wise) Post test Rural Marks Valid N (list wise) Urban Marks Valid N (list wise) N 50 50 50 50 50 50 50 50 Std. Minimum Maximum Mean Deviation 9 19 13.74 2.146 95 % C.I for mean of the population (12.99 to 14.41) 9 19 13.70 2.485 95 % C.I for mean of the population (13.13 to 14.35) 11 21 17.36 2.284 95 % C.I for mean of the population (16.71 to 18.01) 13 22 18.26 1.893 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.

162

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - 3.620 Pre test 2.656 .376 95% Confidence Interval of the Difference Lower 2.865 Upper 4.375 t

Sig. (2df tailed)

9.636 49 .000

163

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.

164

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 Std. Std. Error Mean Deviation Mean Pair Post 1 test - 4.560 Pre test 2.704 .382 95% Confidence Interval of the Difference Lower 3.791 Upper 5.329 T

Sig. (2df tailed)

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

165

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.

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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 Rural Urban N 25 25 Mean 13.5600 15.1200 Std. Deviation 3.16333 2.26053 Std. Error Mean .63267 .45211

t-test for Equality of Means T -2.006 df 48 Sig. (2-tailed) Mean Difference .050 -1.56000 Std. Error Difference .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.

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Table-4.5.2: Post Test on Female Students of Rural and Urban Areas Group Statistics Area Rural Urban N 25 25 Mean 13.5200 15.1600 Std. Deviation 3.11073 3.03699 Std. Error Mean .62215 .60740

t-test for Equality of Means t -1.886 Df 48 Sig. (2tailed) .065 Mean Difference -1.64000 Std. Error Difference .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 Rural Urban N 25 25 Mean 14.6400 15.0800 Std. Deviation 3.13422 3.10805 Std. Error Mean .62684 .62161

t-test for Equality of Means T -.498 df 48 Sig. (2-tailed) Mean Difference .620 -.44000 Std. Error Difference .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

168

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 Rural Urban N 25 25 Mean 14.7200 15.2000 Std. Deviation 3.29798 3.32916 Std. Error Mean .65960 .66583

t-test for Equality of Means T -.512 df 48 Sig. (2-tailed) Mean Difference .611 -.48000 Std. Error Difference .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.

169

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 Rural Urban N 25 25 Mean 13.6000 15.0400 Std. Deviation 3.52373 2.77609 Std. Error Mean .70475 .55522

t-test for Equality of Means T -1.605 Df 48 Sig. (2-tailed) Mean Difference .115 -1.44000 Std. Error Difference .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.

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Table-4.5.6: Post Test on Female Students of Rural and Urban Areas

Group Statistics Area Rural Urban N 25 25 Mean 16.2800 18.2400 Std. Deviation 3.08923 2.18480 Std. Error Mean .61785 .43696

t-test for Equality of Means t -2.590 df 48 Sig. (2-tailed) Mean Difference Std. Error Difference .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 Rural Urban N 25 25 Mean 14.7600 15.4800 Std. Deviation 3.19218 2.81543 Std. Error Mean .63844 .56309

t-test for Equality of Means T -.846 df 48 Sig. (2-tailed) Mean Difference .402 -.72000 Std. Error Difference .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

171

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 Rural Urban N 25 25 Mean 17.2000 18.6400 Std. Deviation 2.88675 2.21510 Std. Error Mean .57735 .44302

t-test for Equality of Means T -1.979 df 48 Sig. (2-tailed) Mean Difference .054 -1.44000 Std. Error Difference .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.

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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 Urban Rural N 25 25 Mean 15.0000 14.6800 Std. Deviation 2.79881 2.62552 Std. Error Mean .55976 .52510

t-test for Equality of Means T .417 Df 48 Sig. (2-tailed) Mean Difference .679 .32000 Std. Error Difference .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.

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Table-4.5.10: Post Test on Female Students of Rural and Urban Areas Group Statistics Area Urban Rural N 25 25 Mean 15.4400 15.5200 Std. Deviation 2.48462 2.32952 Std. Error Mean .49692 .46590

t-test for Equality of Means T -.117 df 48 Sig. (2-tailed) Mean Difference .907 -.08000 Std. Error Difference .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 Urban Rural N 25 25 Mean 15.0000 14.7600 Std. Deviation 2.48328 2.91947 Std. Error Mean .49666 .58389

t-test for Equality of Means T .313 df 48 Sig. (2-tailed) Mean Difference .756 .24000 Std. Error Difference .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 174

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 Urban Rural N 25 25 Mean 15.7600 15.4800 Std. Deviation 1.87705 2.18174 Std. Error Mean .37541 .43635

t-test for Equality of Means T .486 df 48 Sig. (2-tailed) Mean Difference .629 .28000 Std. Error Difference .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.

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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 Rural Urban N 25 25 Mean 13.8000 13.7200 Std. Deviation 2.59808 2.38956 Std. Error Mean .51962 .47791

t-test for Equality of Means T .113 df 48 Sig. (2-tailed) Mean Difference .910 .08000 Std. Error Difference .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.

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Table-4.5.14: Post Test on Female Students of Rural and Urban Areas Group Statistics Area Rural Urban N 25 25 Mean 17.3600 18.1600 Std. Deviation 2.03879 2.21133 Std. Error Mean .40776 .44227

t-test for Equality of Means T -1.330 df 48 Sig. (2-tailed) Mean Difference .190 -.80000 Std. Error Difference .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.

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Table-4.5.15: Pre Test on Male Students of Rural and Urban Areas Group Statistics Area Rural Urban N 25 25 Mean 13.6800 13.6800 Std. Deviation 1.62583 2.62552 Std. Error Mean .32517 .52510

t-test for Equality of Means T .000 df 48 Sig. (2-tailed) Mean Difference 1.000 .00000 Std. Error Difference .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.

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Table-4.5.16: Post Test on Male Students of Rural and Urban Areas Group Statistics Area Rural Urban N 25 25 Mean 17.3600 18.3600 Std. Deviation 2.54755 1.55134 Std. Error Mean .50951 .31027

t-test for Equality of Means T -1.676 df 48 Sig. (2-tailed) Mean Difference .100 -1.00000 Std. Error Difference .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.

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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.

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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 teachinglearning 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 181

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.

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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.

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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.

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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 teachinglearning 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 nonverbal 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.

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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 corelation 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

186

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 teachinglearning 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

187

process, which consequently enhanced the level of their retention and understanding. It was also inferred from the study that proper use of nonverbal 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

188

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.

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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 teachinglearning 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. 190

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.

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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 Preservice 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.

192

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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 ( )

200

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 2) Agree 3) Un-Decided 4) Disagree 5) Strongly Disagree Facial Expressions Q1.1 Q1.2 Q1.3 I consider facial expression as an important tool in the teaching learning process. I always use facial expression during teaching leaning process to make teaching more effective and interested. I always use facial expressions (smile, anger) according to the need and situation during lesson in the classroom. Anger on teachers face during classroom teaching can hinder the attention and understanding of the students. SA A UD DA SD SA A UD DA SD SA A UD DA SD SA A UD DA SD (SA) (A) (UD) (DA) (SD) Section-I

Q1.4

Different facial expressions during teaching help the students to understand the lesson in a more effective way. Teachers facial expressions positively Q1.6 affect the teaching learning process in classroom. I mostly use my facial expressions to Q1.7 appreciate the performance of the students in the classroom. I mostly understand students facial Q1.8 expressions generated during teaching learning process. I also understand from students facial Q1.9 expressions that how much they are interested in the classroom activities. Students facial expressions during Q1.10 classroom activities help me in improving my teaching style and methodology. Q1.5

SA A UD DA SD SA A UD DA SD SA A UD DA SD SA A UD DA SD SA A UD DA SD SA A UD DA SD

201

Section- II Eye Contact I mostly use my eye contact with the SA A UD DA SD Q2.1 students in the classroom to make them attentive during teaching learning process. Regular eye contact with the students in the SA A UD DA SD Q2.2 classroom enhances their (Students) attention during learning process. Teachers regular eye contact makes the SA A UD DA SD Q2.3 classrooms environment alive to lesson taught. I mostly use eye contact with the students as SA A UD DA SD Q2.4 a smart tool of teaching in the classroom during learning process I appreciate those students in the class who SA A UD DA SD Q2.5 make regular eye contact with the teacher during learning process. I receive, on the spot, the feedback of the SA A UD DA SD Q2.6 students about my teaching through their eye contact during the classroom learning. Q2.7 I pose questions to the students during lesson SA A UD DA SD who avoid eye contact with me in the class. I mostly use eye contact to convey messages SA A UD DA SD Q2.8 of appreciation and anger to the students during teaching.

202

Section- III Body Movements Body movements of the teacher during SA A UD DA SD Q3.1 teaching process help the students in understanding the lesson. Students comprehend the lesson more SA A UD DA SD Q3.2 effectively when I use my hands during teaching to give them additional visual information about the topic. Students enjoy teaching learning process SA A UD DA SD Q3.3 when I use my hands, shoulders, and head to make the lesson more interesting and informative. Students lose the interest and motivation SA A UD DA SD Q3.4 when teacher sits in the chair during teaching learning process. Due to the body movements of the teacher, SA A UD DA SD Q3.5 the classroom environment becomes more conducive to the learning. Q3.6 Q3.7 I use my body movements to teach stories in SA A UD DA SD a better way to the students. Body movements of the students during SA A UD DA SD class show their interest in the lesson.

203

Section- IV Pitch of Voice. Very high pitch of the teachers voice SA A UD DA SD Q4.1 creates problems in understanding the teaching and the lesson. Very low pitch and tone of teachers voice SA A UD DA SD also become difficult and hard to understand Q4.2 the lesson for the students. Soft pitch of teachers voice attracts the SA A UD DA SD Q4.3 attention of the students toward teaching learning process. Intonation or rise and fall in teachers voice SA A UD DA SD provide the students better understanding of Q4.4 the lessons related to poems. It is very difficult for the students to SA A UD DA SD Q4.5 understand the teaching when teacher speaks very fast and quick. I use variations in the pitch of my voice to SA A UD DA SD put emphasis on different concepts during Q4.6 teaching to make them clearer for the students. Section- V Spatial Distance I normally keep a fair distance with the SA A UD DA SD Q5.1 students, from 14 inches to 4 feet, in the classroom. I use proper distance with the students in the SA A UD DA SD class to make them at ease during teaching Q5.2 learning process. When I come close to the students during SA A UD DA SD teaching, they get confused. Proper distance between teacher and student SA A UD DA SD makes the classroom environment more Q5.4 conducive to and comfortable for learning. Q5.3 I prefer proper distance with students during SA A UD DA SD Q5.5 teaching to make my teaching more effective and efficient. In case of any query, information or suggestions, please contact the researcher on nb840@yahoo.com.

204

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: 2. Age years 3. Level of the student: 9th class ( ) 10th class ( ) male ( ) female ( )

4. Name of the school.

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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 2) Agree 3) Un-Decided 4) Disagree 5) Strongly Disagree

(SA) (A) (UD) (D) (SD) Section-I

Facial Expressions I mostly understand teachers facial SA A UD D SD Q1.1 expressions generated during teaching learning process When teacher enters in the class I notice SA A UD D SD Q1.2 his/her facial expressions Smile on teachers face motivates me to take SA A UD D SD Q1.3 interest in the studies. Anger on teachers face also motivates me to SA A UD D SD Q1.4 take interest in the studies. Different expressions on the face of teacher SA A UD D SD during teaching help me in Understanding the Q1.5 concept, he/she is teaching. I become motivated when teacher appreciates SA A UD D SD Q1.6 my involvement in the studies through his/her facial expressions in the classroom Teachers facial expressions positively affect SA A UD D SD Q1.7 the teaching learning process in classroom.

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Section- II Eye Contact Q2.1 Q2.2 Q2.3 Q2.4 Q2.5 Q2.6 Teachers eye contact makes me attentive in the class. I am always ready for a question from the teacher when he/she makes eye contact with me in the classroom. Teachers regular eye contact in the classroom provokes me to prepare my lesson before hand. I recognize teachers response from his/her eye contact during lessons. I recognize teachers appreciation for me during lesson from his/her eye contact. Teachers regular eye contact makes the classrooms environment alive to the lesson taught. Section- III Body Movements Body movements of the teacher during SA A UD D SD Q3.1 teaching process help me in understanding the lesson. I understand the lesson more effectively when SA A UD D SD the teacher uses his/her hands to give us Q3.2 additional meaning of the topic. I enjoy teaching learning process when teacher SA A UD D SD moves his/her hands, shoulders, and head to Q3.3 make the lesson more interesting and informative. I lose interest and feel unmotivated when my SA A UD D SD teacher sits in the chair during teaching Q3.4 process. Due to the body movements of the teacher, the SA A UD D SD Q3.5 classroom environment becomes conducive to learning. Teachers body movements help me to SA A UD D SD Q3.6 understand and take more interest in stories narrated by teacher. SA A UD D SD SA A UD D SD SA A UD D SD SA A UD D SD SA A UD D SD SA A UD D SD

207

Section- IV Pitch of Voice. Very high pitch of the teachers voice creates SA A UD D SD Q4.1 problems in understanding the teaching and the lesson. Very low pitch and tone of teachers voice SA A UD D SD also create difficulty in understanding the Q4.2 lesson. Soft pitch of teachers voice attracts my SA A UD D SD attention toward teaching learning process.

Q4.3

Intonation or rise and fall in teachers voice SA A UD D SD provide me better understanding of the lessons Q4.4 related to poems. I find difficult to understand the teaching SA A UD D SD when my teacher speaks very fast and quick.

Q4.5

Section- V Spatial Distance Personal distance between teacher and student SA A UD D SD makes the Q5.1 classroom environment more conducive to and comfortable for learning. Teachers normally keep a fair distance with SA A UD D SD Q5.2 the students, from 14 inches to 4 feet, in the class. I feel at ease in learning the lesson when my SA A UD D SD teacher keeps proper distance from me in the Q5.3 classroom. I feel uncomfortable and face difficulty in SA A UD D SD understanding the teaching when a teacher Q5.4 does not keep proper distance from me in the classroom. In case of any query, information or suggestions, please contact the researcher on nb840@yahoo.com.

208

Appendix-III Pre Test Question Paper of English For Class 9th C. No. in Figure: _______Subject Teachers 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. 1. Dwell means: 2. Virtuous means: 3. Precise means: 4. Coarse means: 5. Fatal means: a. Live a. Bad a. Exact a. Rough. a. Deadly. b. Stay b. Good b. Fit b. Plain b. Lively Section B Q: 2. Answer the following four questions. 1. 2. 3. 4. Q3. What sort of life did Hazrat Umar (RA) lead? What profitable uses of wealth have been discovered recently? Into how many kinds ate the honey bees divided? How does a good Muslim live? (3) (2) c. Walk c. Evil c. Fine c. Fresh c. End d. Run d. Normal d. False d. Content d. Start (5)

Paraphrase any one of the following stanzas. A people great and strong,

I sought to hear the voice of God, OR And climbed the topmost steeple. But God declared: Go down again, I dwell among the people.

Not gold, but only men can make;

Men who, for truth and honours sake

Stand fast and suffer long 209

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. 2. 3. According to author, what is the effect upon him of entering a bank to do business? Why did the author decide to open an account? What is the equivalent of fifty American dollars in Pakistan currency? Make sentence about each of the following. (2)

Q5.

(i)

1. Bullocks and Carts 2. Bees and Honey Section- C Q6. Which of the following sentences are statement, questions and command? 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: 1. The fox and Grapes 2. A farmer and His Three Sons (5) (5)

210

Appendix-IV Post Test Question Paper of English For Class 9th C. No. in Figure: _______________Subject Teachers 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. 1. Deprive means: 2. Vendor means: 3. Prevent means: 4. Eternity means: 5. Worth means: a. Dispose a. Seller a. Previous a. Forever a. Value. b. Drive b. Sailor b. Past b. Never b. Devalue c. Poor c. Sale c. Stop c. External c. Currency (5) d. Deep d. Window d. False d. End d. Money

Section B Q: 2. Answer the following four questions. 2. 2. 3. 4. What vaccinations have you already had? Why was King John pleased with the shepherd? What is sportsman ship? Who owned the well of drinking water in Madina? (3) (2)

Q3. Paraphrase any one of the following stanzas. 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

211

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. 2. 3. Q5. What is sport? What is sportsmanship? Are sports beneficial? (2)

Define conjunction and give five examples.

Section- C Q6. Translate into Urdu. 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: 1. The farmers son and the snake 2. Try, Try Again 212 (5) (5)

Appendix-V Pre Test Question Paper of English for Class 10 t h

C. No. in Figure: __________Subject Teachers 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. 1. Stretched means: 2. Fantasies mean 3. Port means 4. Spectators mean 5. Mobile means. a. More a. long a. moderate. a. Moving. b. Spread. b. stayed b. phone. c. Think c. sleep c. useful. d. Told d. clear d. harbor. d. fetch. (5)

a. imagination b. sense.

b. on lookers. c. poultry.

c. telephone. d. Good d. divide d. gathered. d. sword. d. Muslim.

6. When the robbers met to ____the loot. a. swallow b. pass. c. small. a. inhabited a. carpet. a. Joined. b. settled. b. musk. b. Jew c. lived. c. sheet. c. common. a. Sad. Section B Q: 2. Answer the following four questions. 1. 2. 3. 4.

7. Refugees from Kashmir have _________in may towns. 8. One day Hazrat Umar (RA) found a new _________with his wife. 9. All the communities signing the charter would form the ______nationality. 10. It is a very__________fact. b. Tragic c. good. D. Funny. (2)

Write three main points of the last address of the Holy prophet (SAW). Which are the most commonly abused drugs? How many types of computers are there? Has Pakistan fully industrialized? 213

Q3. Paraphrase any one of the following stanzas. But I have promises to keep, And miles to go before I sleep. And miles to go before I sleep. Q4.

(3)

The woods are lovely, dark and deep, OR Since to look at things in bloom fifty springs are little room. About the wood land I will go. To see the cherry hung with snow

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 Indias 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. 2. 3. Who were in prison during the Second World War? On what account they were in prison? How he contacted Muslims all India? (2)

Q5. (i) Use any two pairs of words in your own sentences. 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. (i) (iii) Q7. Allam Iqbal A rainy day (ii) My Native Town.

(5)

Write a dialogue between two friends about their best teacher.

(5)

214

Appendix-VI Post Test Question Paper of English for Class 10 t h

C. No. in Figure: ____________Subject Teachers 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. 1. 2. 3. 4. 5. The number of drugs addicts is rapidly____________ a. increasing b. decreasing. c. constant He writes very slowly but neatly. The underlined word is a ________ a. verb b. article. C. Noun. d. adverb Did I not tell you to be punctual? The pronoun in this sentence is ____ a. I b. Did c. To d. Be 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. 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 A drug abuser is the person who uses___________ a. Drugs b. medicine c. dinks

6.

7.

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8. 9. 10.

Those who sell killer drugs are____________ people. a. good b. fair c. cruel Abdul Qadir Jilani (RA) when eighteen years asked his mothers permission to go to Arab. a. True b. False 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 1 2 3 4 5 6 Q.3 Rehabilitation Meadows Almighty Infant Abuse Flocked B wrong use Child all powerful grassy grounds crowded tending to soothe (3) C

Answer the following questions 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 All things bright & beautiful, All creatures great and small, All things wise and wonderful The Great God made them all.

(2)

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 1. 2. 3. Q7. The Dove and Bee The Little Fish The Arab and his Camel (5) (5)

Write an essay on the following 1. 2. 3. Democracy Advantages of Computer My Favorite book

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Appendix-VII Classes Taught by Gender Gender Female Class Taught Total 9 10 10 10 20 Male 10 10 20 Total 20 20 40

Appendix-VIII Gender by Locality Gender Female Rural Urban Total 10 10 20 Male 10 10 20 Total 20 20 40

Appendix-IX Teaching Experience by Gender Gender Female Experience 1-10 11-20 21-30 31-40 Total 5 12 2 1 20 Male 6 14 0 0 20 Total 11 26 2 1 40

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Appendix-X Teaching Experience by Gender & Locality Gender Teaching Experience Rural 1-10 11-20 21-30 Total Urban 1-10 11-20 31-40 Total Female 2 6 2 10 3 6 1 10 Male 6 4 0 10 0 10 0 10 Total 8 10 2 20 3 16 1 20

Appendix-XI Statistics Gender of the Level of the Respondents students N Valid Missing 800 0 800 0 Respondents by Locality 800 0

Appendix-XII Gender of the Respondents Valid Percent 50.0 50.0 100.0 Appendix-XIII 219 Cumulative Percent 50.0 100.0

Frequency Percent Valid Female Male Total 400 400 800 50.0 50.0 100.0

Level of the students Valid Percent 50.0 50.0 100.0 Cumulative Percent 50.0 100.0

Frequency Percent Valid 9 10 Total 400 400 800 50.0 50.0 100.0

Appendix-XIV Respondents by Locality Frequency Valid Urban Rural Total 400 400 800 Percent 50.0 50.0 100.0 Valid Percent 50.0 50.0 100.0 Cumulative Percent 50.0 100.0

Appendix-XV Gender of the Respondents * Level of the students * Respondents by Locality Cross tabulation Count Level of the students Respondents by Locality Urban Gender of the Respondents Female Male Total Rural Gender of the Respondents Female Male Total 9 100 100 200 100 100 200 10 100 100 200 100 100 200 Total 200 200 400 200 200 400

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Appendix-XVI List of Schools 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Govt. Boys High School Civil Quarters Peshawar Govt. Boys High School Gul Bahar No. 2 Peshawar Govt. Boys High School Hayatabad Peshawar Govt. Boys High School Nanak Pura Peshawar Govt. Boys High School Zaryab Colony Peshawar Govt. Boys High School Badber Peshawar Govt. Boys High School Mathra Peshawar Govt. Boys High School Pakha Ghulam Peshawar Govt. Boys High School Pishta Khara Peshawar Govt. Boys High School Wadpaga Peshawar Govt. Girls High School Gulbahar Peshawar Govt. Girls High School jogiwara Peshawar Govt. Girls High School Nishtar Abad Peshawar Govt. Girls High School No.2 Peshawar Cantt Govt. Girls High School Yakkatoot Peshawar Govt. Girls High School Badaber Peshawar Govt. Girls High School Chaghar Matti Peshawar Govt. Girls High School Landi Arbab Peshawar Govt. Girls High School Malgo Peshawar Govt. Girls High School Urmar Miana Peshawar

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Appendix-XVII List of Schools for Experiment

1. 2. 3. 4.

Govt. Boys High School Civil Quarters Peshawar Govt. Boys High School Mathra Peshawar Govt. Girls High School Banat Peshawar Govt. Girls High School Chaghar Matti Peshawar

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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 3 4 5 6 7 8 9 10 11 12 13 Teacher uses facial expressions during teaching leaning process to make teaching more effective and interested Teachers facial expressions positively affect the teaching learning process in classroom Students facial expressions during classroom activities help teacher in improving his/her teaching style and methodology. Teacher uses eye contact with the students in the classroom to make them attentive during teaching learning process. Teachers regular eye contact makes the classrooms environment alive to lesson taught. Teacher appreciates those students in the class who make regular eye contact with the teacher during learning process. Teacher poses questions to the students during lesson who avoid eye contact with me in the class. Teacher uses body movements to teach stories in a better way to the students. Teacher is using very high pith voice in classroom teaching. 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. Teacher normally keeps a fair distance with the students, from 14 inches to 4 feet, in the classroom. 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 Excludeda Total 80 0 80 % 100.0 .0 100.0

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 Excluded Total
a

% 100.0 .0 100.0

15 0 15

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

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Appendix-XXIII Pictures of Experimental Classrooms

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