CHAPTER # 1

INTRODUCTION

1.1 Statement of the problem:

Teaching and learning require communication. Ornstein (1990) indicates that most

classroom activities involve communication. Effective classroom communication

ensures that learning takes place. Thus, all elements of communication such as verbal

and non-verbal communication within the classroom setting should be observed. For

instance, it is important for a lecturer to generate different volumes, tones and

inflections while delivering his lectures. According to Lang, McBeath & Hebert

(1995), a lecturer should not slip into a monotone during class lessons. Different

tones and inflections are useful in attracting students to focus on the lectures

conducted. Non-verbal communication is also a fundamental criterion for class

lectures. A good communicator should be able to express non-verbal cues well. Lang,

McBeath & Hebert (1995) indicate that basic nonverbal skills include the awareness

of eye contact, facial expression, motion, gestures, physical contact and silence.

Different gestures and expressions may indicate different meanings. Therefore, it is

vital for an educator to possess such knowledge and skills in order to communicate

better with the students and to take charge of the class as a whole.

1
1.2 Background of the study:

Jamshoro College of nursing (JCON), Jamshoro consists of students who come from

various parts of the Sindh and from other provinces of the country. These students

come here armed with different cultures, norms and values. Although the majority of

the students are Muslims, they are affected by their social environment. Even the

practices of Islam are affected by the diversity of the social environment that they are

in. Diversity in cultures, norms and values requires lecturers to be sensitive to the

needs and necessities of the students. Lecturers should cater to their different needs so

as to ensure that they are able to maximize their benefits from the class. This includes

the ability to communicate well in class. Another important concern is students’

inability to participate and communicate well in class. Some students tend to

communicate among themselves (intrapersonal) rather than to express their views or

opinions during class. This may be the result of students’ inadequacy in the field of

communication.

2
2.3 Objectives:

Following objectives are set to be achieved at the end of the study:

1. To compare the effects of classroom communication on the academic

performance.

2. To find out the factors which effects on the classroom communication?

3. To facilitate the teacher to adapt the successful techniques.

1.4 Hypothesis:

1 There is no significant difference between classroom communication and

academic performance.

2 There is a significant difference between classroom communication and academic

performance.

3 There is a significant difference in students’ academic performance and classes’

average lecture.

3
 CHAPTER# 2

LITERATURE REVIEW

2.1 Review of related literature:

Several studies have been conducted to provide insight into the teacher-student

communication relationship, in general, and what inspires or motivates a student to learn

or to become interested in a topic, in particular. Bainbridge-Frymier and Houser (2000)

noted the following variables as having a relationship to learning: immediacy,

communicator style, affinity-seeking, compliance gaining, humor, and caring. Perhaps

one of the variables that have attracted the most attention in the study of student

achievement is teacher immediacy.

According to Gorham and Zakahi (1990), immediacy is defined as an action(s) that

decreases the physical and/or psychological distance between individuals with respect to

communication behavior. Baringer and McCroskey (2000) viewed immediacy as being

produced by communicative behaviors that "enhance closeness to and nonverbal

interaction with another". Teacher immediacy then is the communicative behaviors that a

teacher employs to reduce the psychological and physical distance between students and

themselves.

Immediacy communication behaviors consist of or involve verbal and nonverbal

communication. Examples of teacher verbal immediacy behaviors include calling

students by name, encouraging feedback, and soliciting student opinions. The use of

humor, storytelling, and disclosure are other forms of verbal immediacy that Christensen

and Menzel (1998) identified as effective teacher characteristics. Some examples of

nonverbal teacher immediacy behaviors consist of direct eye contact, facial expressions

4
(e.g., smiling, frowning), gestures, and tone of voice among others. Chory and

McCroskey (1999), Christensen and Menzel (1998), Gorham and Zakahi (1990), and

Kelley and Gorham (1988) each investigated the relationship between student academic

performance and teacher immediacy and found a positive relationship between these two

variables. Teachers who were perceived by students to exercise immediacy promoted

student learning. However, Christensen and Menzel (1998) noted a difference between

nonverbal and verbal immediacy behaviors with nonverbal communication appearing to

have a more significant effect on learning than verbal communication.

Immediacy enhances student learning from a number of perspectives (Gorham & Zakahi,

1990). First, immediacy behaviors are associated with the use of positive or encouraging

feedback via verbal and nonverbal messages. Positive interaction creates a warm and

open environment for learning that is free from negative or insulting teacher behavior(s)

that usually lead to less student participation and involvement (Chory & McCroskey,

1999). Ryan and Cooper (2000) supported this finding and noted that a school

environment that is "calm, safe, pleasant, and orderly is conducive to learning". Second,

immediacy behaviors are closely linked to liking; that is individuals are drawn to people,

objects, or things they find to be attractive. The liking of someone or something creates

an interest that stimulates memory, recognition, and involvement. Interest and liking

prompt a desire to please and heighten the awareness of the information to be studied and

learned. Students who feel that a teacher uses immediacy behaviors are more likely to

feel a relationship exists and it is built on liking, encouragement, and support (Kelley &

Gorham, 1988). Therefore, students work harder to continue the development of the

relationship.

5
According to Kelley and Gorham (1988), the two fundamental areas of investigation

regarding teacher immediacy and student achievement are cognitive and affective

learning. Student cognitive learning, the development of knowledge and thinking skills, is

usually assessed via course grades that are determined by a number of factors such as

attendance, participation, performance, and the student's motivation level. Each of these

factors, of course, is based on a teacher's perception of a given student's behavior.

Affective learning, the emotional attachment or influence the teacher has in the teacher-

student relationship, is also of importance. Liking and motivation are associated with

students' affective learning. Christenson and Menzel (1998) stated that teacher

immediacy behaviors have been found to influence affective learning, which results in

increased motivation that ultimately affects cognitive learning. In addition, affective

learning is the catalyst for students' class attendance, participation, involvement, and

study habits.

Immediacy effects have been examined with respect to the ethnic and cultural diversity of

the teacher and various student populations as well. Just as immediacy behaviors vary

individually, they also vary culturally and ethnically. Student and teacher ethnicity has

been explored via a comparison of African-American and Euro-American teachers and

their students' perception of their immediacy. Nueliep (1995) noted that student learning

was positively affected by teacher immediacy, regardless of ethnicity; however, African-

American teachers were perceived to be more immediate in the classroom than were

Euro-American teachers. Additional research conducted cross-culturally by McCroskey,

Sallinen, Fayer, Richmond, and Barraclough (1996) involving the United States, Finland,

Australia, and Puerto Rico found a positive relationship between teacher immediacy and

6
student achievement in each country. Each of these studies revealed that teacher

immediacy positively influences students of various ethnic and cultural groups.

A second communication variable that has been researched is teacher perceived caring.

Teven (2001) argued that "a vital requisite to effective teaching is establishing a climate

of warmth, understanding, and caring within the classroom”. Due to the nature of

classroom instruction, length of time spent with students, issues of cultural and cognitive

diversity, it is essential that teachers develop a caring atmosphere in which to work with

their students. Students who feel that teachers care for them tend to achieve academically.

Various behaviors have been identified that teachers use to communicate caring. One

factor is communicator style (Norton, 1977), the way in which one communicates

verbally and paraverbally with others. There are nine basic communicator styles

consisting of: animated, attentive, contentious, dominant, dramatic, friendly, impression

leaving, open, and relaxed. Sallinen-Kupariner (1992) reported that effective teachers

demonstrate communicator styles that are attentive, friendly, impression leaving, and

relaxed, whereas, ineffective teachers are low in animation, attentiveness, friendliness,

and relaxation.

Verbal aggression, communication that attacks the self-concept of another, has also been

examined in relation to perceived caring. Teven (2001) reported that verbal aggression

has been researched in a number of contexts ranging from interpersonal to organizational

communication settings; however, the exploration of instructional environments is a

recent phenomenon. Research reveals that teachers who use verbal expressions to

discourage students or who express dislike for their students are perceived to be less

caring and, therefore, impede student achievement. In addition, perceived caring has been

7
linked to nonverbal immediacy behaviors; specifically, teachers who utilize body

movement, eye contact, gestures, smiling, and vocal expressiveness are perceived as

caring. It appears that teachers, who have open and friendly communication styles, do not

exhibit verbal aggressiveness, and use a variety of nonverbal immediacy behaviors are

perceived as caring; in turn, these characteristics promote student achievement.

The first two communication factors discussed in this paper were related to teacher

communication. In contrast, the third communication variable, communication

apprehension, concerns student communication and is also linked to student achievement.

McCroskey and Andersen (1976) defined communication apprehension as levels of

anxiety or fear that impede an individual's communication effort. In the classroom

setting, students may experience communication apprehension that renders them unable

to express themselves. According to the researchers, at least of all students suffer from

communication apprehension. The fear of speaking to teachers or peers severely

handicaps the student's learning because of a lack of interaction, inquiry, and feedback.

These students are unable to participate in class or to reach out for assistance. Due to

such limitations, students who suffer from communication apprehension are less likely to

do well in the learning environment and receive lower grades for their lack of

participation or interaction. Therefore, teachers should be aware of such disorders

regarding communication so they can develop instructional strategies to promote success

in the communication apprehensive population.

Chesebro (1992) conducted additional studies of communication apprehension regarding

at-risk student populations in public schools. At-risk students were defined as students

who were most likely to experience school failure due to one of the following factors:

8
member of a single parent home, home alone for more than 3 hours per day, parents with

no high school diploma, or students' possessing limited English speaking skills. The

research revealed that students at-risk had higher levels of communication apprehension

in the classroom environment. The findings also suggested that at-risk students have low

self perceptions and difficulty communicating in both dyads (person to person

communication) and group settings (three or more people). In addition, several

communication strategies were identified to assist students who experience

communication apprehension. Some strategies consist of developing methods to improve

communication skills (e.g., activities that promote public speaking or group

communication), interpersonal skills (e.g., working in teams or dyads on class projects),

and the psychomotor skills of verbal and nonverbal communication.

9
 CHAPTER # 3
METHODOLOGY

3.1 Study design

Research design used in study was descriptive study.

3.2 Setting:
Study was carried out at Jamshoro College of nursing, Jamshoro.

3.3 Duration of study:

Study completed in two and a half months duration, starting from April 20, 2009
to July 04, 2009.

3.4 Sample size:

30 students of diploma in ward administration, diploma in community health
Programme, B.Sc Nursing 1st year and B.Sc Nursing 2nd year class.

3.5 Sampling design

The Jamshoro College of nursing Jamshoro, population was selected for
sampling.

3.6 Instrument
The instrument used to access the effects of classroom communication on
academic performance was questionnaire.

3.7 Data collection procedure:

The requisite data collected from the Jamshoro College of nursing, Jamshoro. The
consent form was taken before implementation of procedure. After that 30
candidates take participate.

10
3.8 Data analysis:
Descriptive characteristics studied:
• For determining level of academic performance analyzed on statistical
package for the social sciences (SPSS) 16.0 version.
3.9 Scope:
The scope of the study would be limited to the nursing students and
administration of college of nursing.

11
 CHAPTER # 4

RESULTS AND ANALYSIS

Demographic table:

Student Variable
Number percent
Number of student 30 100%
Males 29 96.66%
Females 1 3.33%
Age (median) (21.16) -
below 20 were 0 0
20-21 were 2 6.66%
22-23 were 10 33.33%
24-25 were 8 26.66%
26 and above were 10 33.33%
Area of domicile:
Rural 22 73.33%
Urban 8 26.66%
Last semester GPA over3.6 3 10%
Last semester GPA 3.1 – 3.5 5 16.66%
Last semester GPA 2.6 – 3.0 15 50%
Last semester GPA 2.1 – 2.5 5 16.66%
Last semester GPA 2.0 and below 2 6.66%

12
 FIGURE # 1
Course instructor Speaks clearly in class

90.00%
83.33%
80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10%
10.00%
3.33% 3.33%
0%
0.00%
SA A NA D SD

13
 FIGURE # 2
Course instructor acknowledge students ideas

80.00%
73.33%
70.00%

60.00%

50.00%

40.00%

30.00%
FIGURE # 3
Course instructor provides response to students questions
20.00% 16.66%
10%
10.00% 90.00%
90.00%
0 0
0.00%
80.00%
SA A NS D SD

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%
1.00% 0% 0% 0%
0.00%
SA A NS D SD

14
15
 FIGURE: 4
Course instructor teaches the lesson effectively

100.00%
93.33%
90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00% 6.66%
0% 0% 0%
0.00%
SA A FIGURE: NS
5 D SD
Course instructor communicates effectively

80.00%
80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00% 10%
10.00%

0% 0%
0.00%
SA A NS D SD

16
17
 FIGURE: 6
I attend class sessions regularly

90.00%
90.00%

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%
10.00%
10.00% FIGURE: 7
I am always involved in classroom discussion
0% during0%
class 0%
0.00% session
SA A NS D SD

60.00%
60.00%

50.00%

40.00%

30.00%
30.00%

20.00%

10%
10.00%

0% 0%
0.00%
SA A NS D SD

18
 Figure: 8
Good communicator is an indicator of a good course
instructor

90.00%
83.33%
80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10%
10.00%
3.33% 3.33%
0%
0.00%
SA A NS D SD

19
CHAPTER: 5

20
 Discussion

According to this study finding, the students of diploma in ward administration, diploma

in community health Programme, B.Sc Nursing 1st year and B.Sc Nursing 2nd year class

were predominately young male of 20-26 years of age. This finding reflects the usual

composition of pre-licensing nursing educational Programmes of any country (Table: 1).

the proportion of students from urban were 73.33% and rural were 26.66 %( Table: 1).the

students had got last semester GPA 2.6-3.0 were 50%, 2.1-2.5 and 3.1-3.5 were both

equal 16.66%, and GPA above 3.6 were 10%.(Table:1)

Figure: 1 shows the response of students on the variable my course instructor speaks

clearly in the class Strongly Agree were 83.33%, Agree were 10%, Not Satisfied and

Disagree were 3.33% and no were Strongly Disagree. My course instructor acknowledges

students ideas during class , the students responses was Strongly agree were 73.33%,

agree were 16.66% and not satisfied were 10%.(figure:2) . My course instructor provides

responses to students, question, ideas and comments, the students response was Strongly

Agree were 90% and agree were 10%.(figure: 3). My course instructor teaches the lesson

effectively to student during class session, the students response was Strongly Agree

were 93.33% and agree were 6.66%.(figure: 4). My course instructor communicates

effectively with student during class session, the students response was Strongly Agree

were 80%, agree were 10% and not satisfied were 10%.(figure: 5). I attend my class

sessions regularly, the students response was strongly agree were 90% and agree were

10%.(figure: 6). I am always involved in classroom discussion during class session, the

students response was strongly agree were 60%, agree were 30% and not satisfied were

10%.(figure: 7). I believe that a good communicator is an indicator of a good course

21
instructor, the students response was strongly agree were 83.33%, agree were 10%, not

satisfied were 3.33% and disagree were 3.33%.(figure: 8). Based on this analysis it can be

stated that the result shows the there is no significant difference between classroom

communication and academic performance.

CHAPTER # 06

Conclusions

22
6.1 Summary
The support and commitment of the administration; and if they take steps to

balance the demand for services with existing resources by reviewing priorities,

establishing appropriate limits, employing innovative strategies, and practicing

good self-care can increase the a academic performance of the students. The need

for counselors has never been greater. They will continue to play an important

role in supporting the mission of higher education institutions by providing

counseling for students who are experiencing problems and assisting them in

achieving their educational and personal goals. There were no difference in

academic performance of students and classroom communication. The research

showed the course instructor speaks clearly in class, course instructor

acknowledges students ideas during class, course instructor provides responses to

students’ questions, ideas and comments; course instructor teaches the lesson

effectively to students during class session; course instructor communicates

effectively with students during class session; I attend class session regularly; I

always involved in classroom discussion during class session; and I believe that a

good communicator is an indicator of a good course instructor were significant.

The study concluded that the there is no difference between

academic performance of students and classroom

communication. My first hypothesis is proved.

6.2 Suggestion

23
 Further research is warranted to identify the factors responsible

for remaining amount of variance in the academic performance,

as a large amount of variance in the academic performance of

the students remained unexplainable. Research needs to be

conducted to explore the factors responsible for the difference in

academic performance of the regular scheme and self finance

scheme students in the schools of nursing. Research studies

should also be conducted to identify the reasons of student

failure and attrition. The effect of critical thinking abilities, time

management, financial status, family and work responsibilities,

and social issues on success needs to be examined. The study

also recommends considering certain other factors such as

motivation towards nursing, aptitude tests during the admission

process, as these factors could affect the regular scheme and

self finance scheme students' academic performance.

6.3 Limitation
This study was conducted in Jamshoro College of nursing,

Jamshoro, Sindh. Generalization of the study is limited to the

Jamshoro College of nursing, Jamshoro.

6.4 Conclusion
The study concluded that the there is no difference between

academic performance of students and classroom

24
 communication. My first hypothesis is proved and second is not

proved because result did not supported the there is difference

between academic performance and classroom communication.

REFERENCES:

1. Aizan Mohd Yusof (1984). The relationships between family communication,

self-concept, and academic achievement of adolescents in some schools of

Petaling Jaya, Malaysia. Unpublished thesis, Western Michigan University,

Michigan.

2. Arfah Binti Abd Aziz (1977). Strategies for communication between teachers and

pupils in a rural Malaysian school. Unpublished thesis, University of California,

Berkeley.

3. Barker, L.L. (1971). Listening behavior. Englewood Cliffs, New Jersey: Prentice

Hall.

4. Bess, J.L. (2000). Teaching alone teaching together. San Francisco, California:

Josey-Bass.

5. Berliner, D.C. & Rosen shine, B.V. (1987). Talks to teachers. New York: Random

House.

6. Bryne, D. (1987). Techniques for classroom interaction. Essex, England:

Longman.

7. Buck, H.J. (1996). Maximizing student learning with the use of random oral

questioning in the college classroom. Unpublished thesis, Florida Institute of

Technology.

25
8. Chall, J.S. (2000). The academic achievement challenge. New York: Guilford

Press.

9. Croll, P. (1986). Systematic classroom observation. Sussex: The Falmer Press.

10. Creswell, J.W. (2002). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research. New Jersey: Pearson Education.

11. Chuah Mooi Siang (1994). The use of simulations to stimulate oral

communication in an intermediate English class in Institute Technology Mara,

Shah Alam. Unpublished thesis, University Malaya, Kuala Lumpur.

12. Chimedza, R. (1999). Effects of different communication methods on the

comprehension of stories by deaf students in Zimbabwe: Implications for

classroom communication and academic achievement. Unpublished thesis,

Michigan State University.

13. Dominick, J.R. (1999). The dynamics of mass communication. New York:

McGraw-Hill.

14. Doyle, T. (2003). Evaluating teacher effectiveness. Center for Teaching &

Learning Ferris State University.

15. Edwards, A.D. & Westgate, D.P.G. (1987). Investigating classroom talk.

Philadelphia, P.A: The Falmer, Taylor & Francis.

16. Esler, William K.(1983). A review of research on teaching. Paper presented at the

Annual Meeting of the Association of Teacher Educators, Orlando, FL.

17. Feyerherm, S.R. (2004). Out-of-classroom interactions: The role of non-faculty

staff members in assisting student development as perceived by students and staff

26
 at a private Liberal Arts College. Unpublished thesis, Delaware: Wilmington

College.

18. Gravetter, F.J. & Wallnau, L.B. (2002). Essentials of statistics for the behavioral

research. Pacific Grove, C.A: Wadsworth Group.

APPENDIX- I
Jamshoro College of nursing, Jamshoro

Consent Form

Name: _______________________________ Age: __________________

1. The procedure includes responding to do questionnaire.

2. The participants in this study take approximately 40 minutes.

3. Your participation in this project is entirely voluntary and there will be no

negative consequences if you refuse to participate in it, withdraw from it, or

refuse to answer certain questions.

4. The study data will be coded so it will not be linked to your name.

5. Your identification will not be revealed while the study is being conducted or

when the study is reported to publish.

6. The study data will be placed in secure place and not shared without your

permission.

Having understood the above information and after being given an opportunity to have

my questions answered, I agree to participate in this study.

Signature of Participant______________________

Date______________

27
I have explained this study to above subject and have sought its understanding for

informed consent.

Investigators Signature__________________

Date_______________

APPENDIX B

QUESTIONNAIRE OF STUDENTS’ PERCEPTION ON CLASSROOM

COMMUNICATION

Instruction: Please answer the following questions as sincerely and as honestly as

possible. Circle the relevant option that reflects your opinion.
Key: SA = Strongly Agree; A = Agree; NS = Not Sure; D = Disagree; SD = Strongly
Disagree
A. Student’s Background

1. Students Name: ___________________________

2. Gender: a. Male b.Female
3. Age
a. Below 20
b. 20-21
c. 22-23
d. 24-25
e. 26 and above
4. Area of Domicile:
a. Rural
b. Urban
5. Name of Course :
a. DCHN
b. DNAM
c. BSCN-I
d. BSCN-II

28
 6. Last semester’s CGPA
a. 2.0 and below
b. 2.1-2.5
c. 2.6-3.0
d. 3.1-3.5
e. 3.6 and above

B. Student’s Perception on Classroom Communication

1. My course instructor speaks clearly in class.

SA A NS D SD

2. My course instructor acknowledges students ideas during class.

SA A NS D SD

3. My course instructor praises students’ ideas during class.

SA A NS D SD

4. My course instructor frequently asks questions to students during class.

SA A NS D SD

5. My course instructor provides responses to students’ questions, ideas and

comments.

SA A NS D SD

6. My course instructor promotes two way communications during class.

SA A NS D SD

7. My course instructor encourages students’ participations during class session.

SA A NS D SD

8. My course instructor uses body languages (body movement, body postures etc.) and

eye contacts during class.

29
 SA A NS D SD

9. My course instructor teaches the lesson effectively to students during class session.

SA A NS D SD

10. My course instructor communicates effectively with students during class session.

SA A NS D SD

11. I attend my class sessions regularly.

SA A NS D SD

12. I always feel motivated to attend my class sessions.

SA A NS D SD

13. I frequently ask questions during class session.

SA A NS D SD

14. I am always involved in classroom discussions during class session.

SA A NS D SD

15. I believe in the importance of two ways communication in class.

SA A NS D SD

16. I believe that the course instructor should be able to encourage students’

participation during class session.

SA A NS D SD

17. I believe that the course instructor should be able to communicate effectively in

class during class session.

SA A NS D SD

18. I believe that a good communicator is an important indicator of a good course

instructor.

30
 SA A NS D SD

19. I really think that my class is interesting and I benefit from the class lessons

SA A NS D SD

31