impact of non-verbal communication on students' learning outcomes · 2019-08-02 · students...

IMPACT OF NON-VERBAL COMMUNICATION ON

STUDENTS' LEARNING OUTCOMES

Submitted By

MUHAMMAD NAEEM BUTT

Faculty of Arts, Social Sciences & Education Sarhad University of Science and Information Technology,

Peshawar- Pakistan (2011)

IMPACT OF NON-VERBAL COMMUNICATION ON STUDENTS' LEARNING OUTCOMES

Submitted By

MUHAMMAD NAEEM BUTT

Supervised by

PROF. DR. MUHAMMAD IQBAL

In Partial Fulfilment of the Requirements for the Degree of

DOCTOR OF PHILOSOPHY IN EDUCATION

Faculty of Arts, Social Sciences & Education Sarhad University of Science and Information Technology,

Peshawar- Pakistan (2011)

APPROVAL SHEET

We approve the thesis of Mr. Muhammad Naeem Butt entitled, “Impact of

Non-Verbal Communication on Students’ Learning Outcomes” submitted in

partial fulfilment for the award of the degree of Doctor of Philosophy in

Education.

Prof. Dr. Muhammad Iqbal Dr. Muhammad Naseer ud Din Supervisor External Examiner Sarhad University (SUIT) Assistant Prof. I.E.R, KUST Vice-Chancellor Head Sarhad University (SUIT) Deptt. of Education, Peshawar- Pakistan. Sarhad University (SUIT)

To my loving

Parents

&

Grand Parents

i

Abstract

Communication plays a pivotal role in our daily lives. To articulate our ideas,

feelings, emotions and skills we communicate not only with verbal but also

with non-verbal methods. These are essential in teaching-learning process.

Teachers can utilize a variety of verbal and non-verbal skills to aid students’

comprehension of difficult concepts.

It was an experimental study that looked into the impact of non-verbal

communication on the learning outcomes of students of 9th and 10th classes in

Peshawar, Khyber Pakhtunkhwa. This study highlighted the importance of

non-verbal communication in the subject of English (Compulsory) of classes

(IX-X), further it explored the impact of non-verbal communication on

students' learning by observing teachers and students in classrooms and;

finding out how this mechanism contributed to better learning outcomes of

students. The study examined the hypotheses that there is an impact of non-

verbal communication on students’ learning outcomes both in rural and urban

areas; and there is an impact of non-verbal communication on the learning

outcomes of male and female students. Population of the study included

students and teachers of 103 Govt. secondary schools in rural and urban areas

of Peshawar. The sample included 2 teachers and 40 students from each

school in the subject of English (Compulsory). The total number of sample

teachers and students is 40 and 800 respectively. Tools of the data collection

were questionnaires and experiment in the actual classrooms setting. The

significance difference between pre and post tests of the control and

experimental groups was tested through paired t-test. Furthermore the

questionnaires were interpreted with the help of frequency and percentage

ii

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.

iii

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

iv

Table of Contents

Abstract ............................................................................................................... i

Acknowledgements .......................................................................................... iii

Table of Contents ............................................................................................. iii

List of Tables .................................................................................................... vi

List of Abbreviations ..................................................................................... xiii

CHAPTER-1 INTRODUCTION.................................................. 1-10

1.1 Background of the Study ....................................................................... 1

1.2 Statement of the Problem ....................................................................... 8

1.3 Objectives of the Study .......................................................................... 8

1.4 Need and Significance of the Study ....................................................... 9

1.5 Hypotheses of the Study ........................................................................ 9

1.6 Delimitation of the Study ..................................................................... 10

CHAPTER-2 REVIEW OF RELATED LITERATURE..........10-43

CHAPTER-3 PROCEDURE OF THE STUDY .........................44-53

3.1 Population of the Study ........................................................................ 46

3.2 Sample of the Study ............................................................................. 47

3.3 Sampling Technique ............................................................................ 47

3.4 Tools and Sources of Data Collection ................................................. 48

3.5 Construction of the Questionnaires ...................................................... 49

3.6 Pilot Study ............................................................................................ 50

3.7 Validity and Reliability of the Instruments .......................................... 50

3.8 Establishment of Rapport ..................................................................... 51

3.9 Gamma Correlation .............................................................................. 51

3.10 Research Design of the Study .............................................................. 52

3.11 Techniques of the Study....................................................................... 53

3.12 Paired t-test .......................................................................................... 54

3.13 Construction of Pre-Post Tests............................................................. 56

3.14 Treatment of Groups ............................................................................ 56

CHAPTER-4 DATA ANALYSIS AND DISCUSSION ........... 55-204

4.1 Interpretation of Teachers’ Questionnaire ........................................... 58

4.2 Interpretation of Student's Responses to the Questionnaire ................. 81

4.3 Results and Interpretation of Correlation ........................................... 102

4.4 Interpretation of Tests’ Results .......................................................... 123

4.5 Comparison of Test Scores of Rural Urban Students ........................ 167

v

CHAPTER-5 FINDINGS, CONCLUSION, SUMMARY AND RECOMMENDATIONS ................................. 205-217

5.1 Findings.............................................................................................. 180

5.2 Conclusions ........................................................................................ 183

5.3 Summary ............................................................................................ 185

5.4 Recommendations .............................................................................. 190

Bibliography ................................................................................................. 193

Appendixes............................................................................................ 200-243

vi

List of Tables

Table No. Title Page

Table-4.1.1: Facial expressions as an important tool in teaching learning

process...................................................................................... 59

Table-4.1.2: Facial expressions make teaching more effective and

interesting ................................................................................. 59

Table-4.1.3: Use of facial expressions (smile, anger) according to the need

and situation ............................................................................. 60

Table-4.1.4: Anger on teacher’s face during classroom teaching can hinder

the attention and understanding of the students ....................... 60

Table-4.1.5: Different facial expressions during teaching help the students to

understand the lesson more effectively .................................... 61

Table-4.1.6: Teacher’s facial expressions positively affect the teaching

learning process ....................................................................... 61

Table-4.1.7: Use of facial expressions to appreciate the performance of the

students .................................................................................... 62

Table-4.1.8: Understanding of students’ facial expressions ......................... 62

Table-4.1.9: Understand from student’s facial expressions that how much

they are interested in the classroom ......................................... 63

Table-4.1.10: Students’ facial expressions during classroom activities help in

improving teaching style and methodology ............................. 63

Table-4.1.11: Use of eye contact with the students in the classroom make

them attentive ........................................................................... 64

Table-4.1.12: Regular eye contact with the students in the classroom

enhances their (students) attention ........................................... 64

Table-4.1.13: Teacher’s regular eye contact makes the classroom’s

environment alive..................................................................... 65

Table-4.1.14: Eye contact as a smart tool of teaching .................................... 66

Table-4.1.15: Appreciation of the students in the class who make regular eye

contact ...................................................................................... 66

Table-4.1.16: Feedback of the students about teaching through their eye

contact ...................................................................................... 67

vii

Table-4.1.17: I pose questions to the students during lesson who avoid eye

contact ...................................................................................... 68

Table-4.1.18: Use of eye contact to convey messages of appreciation and

anger to the students................................................................. 68

Table-4.1.19: Body movements of the teacher help the students in

understanding the lesson .......................................................... 69

Table-4.1.20: Students comprehend the lesson more effectively when I use

my hands to give them additional visual information .............. 70

Table-4.1.21: Use of hands, shoulders, and head make the lesson more

interesting and informative for students .................................. 70

Table-4.1.22: Students lose interest and motivation when teacher sits in chair

during teaching......................................................................... 71

Table-4.1.23: Body movements of the teacher make the classroom

environment more conducive to learning ................................ 71

Table-4.1.24: Use of body movements to teach stories in a better way ......... 72

Table-4.1.25: Body movements of the students during class show their

interest ...................................................................................... 72

Table-4.1.26: Very high pitch of teacher’s voice creates problems in

understanding the lesson .......................................................... 73

Table-4.1.27: Very low pitch and tone of teacher’s voice become difficult to

understand for the students ...................................................... 74

Table-4.1.28: Soft pitch of teacher’s voice attracts the attention of the

students .................................................................................... 74

Table-4.1.29: Intonation of teacher’s voice provides the students better

understanding ........................................................................... 75

Table-4.1.30: Difficult for the students to understand the teaching ............... 75

Table-4.1.31: Use variation in the pitch of voice to put emphasis on different

concepts during teaching .......................................................... 76

Table-4.1.32: Fair distance with the students in the class from 14 inches to 4

feet............................................................................................ 77

Table-4.1.33: Proper distance with the students to make them at ease during

teaching .................................................................................... 78

viii

Table-4.1.34: When come close to the students during teaching they get

confused ................................................................................... 79

Table-4.1.35: Proper distance between teacher and student makes the

classroom environment conducive to learning ........................ 79

Table-4.1.36: Proper distance with the students during teaching makes

teaching more effective ............................................................ 80

Table-4.2.1: Teacher’s facial expressions generated during teaching .......... 82

Table-4.2.2: I notice teacher's facial expressions ......................................... 82

Table-4.2.3: Smile on teacher’s face motivates ............................................ 83

Table-4.2.4: Anger on teacher’s face also motivates ................................... 83

Table-4.2.5: Different expressions on the face of teacher help me in

Understanding the concept ....................................................... 84

Table-4.2.6: I become motivated when teacher appreciates my involvement

in studies through facial expressions ....................................... 85


learning process ....................................................................... 85

Table-4.2.8: Teacher’s eye contact makes me attentive ............................... 87

Table-4.2.9: Ready for a question from the teacher when he/she makes eye

contact ...................................................................................... 87

Table-4.2.10: Teacher’s regular eye contact provokes me to prepare my

lesson........................................................................................ 88

Table-4.2.11: I recognize teacher’s response from his/her eye contact ......... 89

Table-4.2.12: I recognize teacher’s appreciation for me from his/her eye

contact ...................................................................................... 89


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

ix

Table-4.2.17: I lose interest and feel unmotivated when my teacher sits in the

chair.......................................................................................... 93

Table-4.2.18: Due to the body movements of the teacher, the classroom

environment becomes conducive to learning ........................... 93

Table-4.2.19: Teacher’s body movements help me to understand and take

more interest in stories ............................................................. 94

Table-4.2.20: Very high pitch of the teacher’s voice creates problems in

understanding the teaching ...................................................... 95

Table-4.2.21: Very low pitch and tone of teacher’s voice also create difficulty

in understanding the lesson ...................................................... 96

Table-4.2.22: Soft pitch of teacher’s voice attracts my attention toward

teaching .................................................................................... 96

Table-4.2.23: Intonation or rise and fall in teacher’s voice provide me better

understanding of poems ........................................................... 97

Table-4.2.24: Difficult to understand the teaching when teacher speaks very

fast and quick ........................................................................... 98


classroom environment more conducive to learning ............... 99

Table-4.2.26: Fair distance with the students from 14 inches to 4 feet ........ 100

Table-4.2.27: I feel at ease when teacher keeps proper distance in the

classroom ............................................................................... 100

Table-4.2.28: I feel uncomfortable when teacher does not keep proper

distance in the class ................................................................ 101

Table-4.3.1: Use of facial expressions in the classroom teaching .............. 103

Table-4.3.2: Facial expressions help the students in understanding lesson 104

Table-4.3.3: Teachers’ facial expressions positively affect teaching ......... 105

Table-4.3.4: Teachers’ eye contact makes students attentive ..................... 106

Table-4.3.5: Teachers’ regular eye contact makes the classroom

environment alive................................................................... 107

Table-4.3.6: Message of appreciation through eye contact ........................ 108

Table-4.3.7: Body movements of teachers help students’ understanding .. 109

Table-4.3.8: Use of hands by teachers during lesson ................................. 110

Table-4.3.9: Use of hands, shoulders, and head ......................................... 111

x

Table-4.3.10: Students lose interest when teacher sit in chair ..................... 112

Table-4.3.11: Teachers’ body movements make classroom environment

conducive to learning ............................................................. 113

Table-4.3.12: Use of body movements in teaching of stories ...................... 114

Table-4.3.13: Very high pitch of teachers’ voice create problems ............... 115

Table-4.3.14: Very low pitch of teachers’ voice also create problems ........ 116

Table-4.3.15: Soft pitch of teachers’ voice attracts the attention of students .....

............................................................................................ 117

Table-4.3.16: Intonation in teachers’ voice provides better understanding to

students .................................................................................. 118

Table-4.3.17: Difficult to understand teachers when they speak very fast .. 119

Table-4.3.18: Teachers keep fair distance from students ............................. 120

Table-4.3.19: Students get confused when teachers come closer ................ 121

Table-4.3.20: Personal distance between teachers and students .................. 122

Table-4.4.1: Descriptive of Pre & Post tests of class 9th in Control Group 124

Table-4.4.2: Test of Significance Pre & Post tests of class 9th in Control

Group ..................................................................................... 125

Table-4.4.3: Descriptive Statistics of Pre & Post tests of Male and Female of

class 9th in Control Group ..................................................... 126

Table-4.4.4: Test of Significance of Pre & Post tests of control group of

Female students of 9th class .................................................. 127

Table-4.4.5: Test of Significance of Pre & Post tests of control group of

Male Students of 9th class ..................................................... 129

Table-4.4.6: Descriptive Statistics of Rural and Urban Area of control group

of 9thn class ........................................................................... 130

Table-4.4.7: Test of Significance of Rural Area of control group of 9th class

................................................................................................ 131

Table-4.4.8: Test of Significance of Urban Area of control group of 9th

class ........................................................................................ 133

Table-4.4.9: Descriptive Statistics of Pre & Post test of experimental group

of 9th class ............................................................................. 134

Table-4.4.10: Test of Significance of Pre & Post tests of experimental group

of 9th class ............................................................................. 135

xi

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


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


Table-4.4.16: Test of significance of Pre & Post tests of Urban students of


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


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


Table-4.4.24: Test of significance of Pre & Post tests of Urban Students of


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

xii

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-4.4.30: 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




Table-4.5.1: Pre Test on Female Students of Rural and Urban Areas ....... 167

Table-4.5.2: Post Test on Female Students of Rural and Urban Areas ...... 168

Table-4.5.3: Pre Test on Male Students of Rural and Urban Areas ........... 168

Table-4.5.4: Post Test on Male Students of Rural and Urban Areas ......... 169













xiii

List of Abbreviations

Govt. Government

IER Institute of Education & Research

KPK Khyber PakhtunKhwa

n.d. No Date

NVC Non-Verbal Communication

PITE Provincial Institute of Teacher Education

RITE Regional Institute of Teacher Education

SLO Student Learning Outcome

1

Chapter-1

INTRODUCTION

1.1 Background of the Study

Communication is an integral part of our lives. We communicate in different

ways to express our thoughts, feelings, knowledge, skills, and ideas. It is

normally assumed that communication is identified with speech and sounds

but communication is, in fact, the combination of verbal and non-verbal

transmission of knowledge.

Non-verbal communication includes sounds, gestures, body movements, eye

contacts, facial expressions, pitch or tone of a voice, spatial distance, apparent

behaviour, postures, and dress of an individual. According to DIleo (1977)

“Language comprises all forms of communication: crying, facial expression,

gestures, touching, yelling, and also speech and writing.”

Every thing speaks in the process of communication including material objects

and physical space but only speech sounds or verbal production is observed,

non-verbal can not, which is a valuable component of communication. It

enhances the meaning of words. A speaker can raise the interest and curiosity

of the listeners with the help of non-verbal communication.

More often non-verbal communication occurs unconsciously. People are not

aware of the fact that besides their verbal communication the nonverbal

gestures also transmit a potent message. The body language, eye contact,

physical appearance, and tone of voice provide meaningful information to the

2

audience. Non-verbal communication is deemed much reliable and effective in

comparison to verbal communication as it gives additional support to the

verbal communication. For example, a mother asks her child, ‘Have you taken

your meal?’ The child answers verbally ‘Yes’ but nods his head and gives a

message of ‘No’. The mother takes the non-verbal message of the child and

ignores the verbal message.

In my opinion non-verbal communication is normally noticed by children soon

after their birth. A child learns non-verbal expression by observing, imitating,

watching, and copying other persons of the family. Children can understand

non-verbal gestures more than verbal communication and are more able to

understand the non-verbal signals than adults.

According to Wikipedia (n.d) “Nonverbal communication is usually

understood as the process of communication through sending and receiving

wordless messages. i.e., language is not the only source of communication,

there are other means also. Nonverbal communication can be communicated

through body movements, facial expressions, eye contact, and gestures”.

Givens (2002) stated, “A body movements, postures, or material artefacts

which encodes or influences a concept, motivation, or mood (thus, a gestures

is neither matter nor energy, but information). In its most generic sense is a

sign, signal, or cue used to communicate in tandem with, or part from words.

Gestures include facial expressions, clothing cues, and body movements”.

Calero (2005) stated, “One of the first researchers on nonverbal

communication was Ray Birdwhistell, who used the term “kinesics” in 1952

3

when he wrote Introduction of Kinesics, “nonverbal communication” was used

for the first time in 1955 by G.W. Hewes when he wrote World Distribution of

Certain Postural Habits. This was followed by Irving Goffman’s Behavior in

Public Places which used the term “body idiom.” That, in turn, led to Julius

Fast in 1971 using the now common expression “body language” in the book

he wrote by the same name. Mankind’s knowledge of nonverbal

communication would have progressed further if others, besides Ray

Birdwhistell, had devoted more time to researching the subject. During the

1950s, Birdwhistell was just about the only person studying this method of

communication. His effort has contributed greatly to our present day

knowledge and understanding of nonverbal communication.”

Allan and Pease (2004) stated, “Albert Mehrabian, a pioneer researcher of body

language in 1950s, found that the total impact of a message is about 7% verbal (words

only) and 38% vocal (including tone of voice, inflection and other sounds) and 55%

non-verbal.” They further stated, “Anthropologist Ray Birdwhistell pioneered the

original study of non-verbal communication-what he called ‘Kinesics’. Birdwhistell

made some similar estimates of the amount of non-verbal communication that takes

place between humans. He estimated that the average person actually speaks words

for a total of about ten or eleven minutes a day and that the average sentence takes

only 2.5 seconds. Birdwhistell also estimated we can make and recognize around

250,000 facial expressions”

O’Rourke (2004) stated, “Communication experts have established the fact that less

than a third of the meaning transferred from one person to another in a personal

conversation comes from the words that are spoken. The majority of meaning

4

comes from nonverbal sources, including body movement; eye contact; gestures;

posture; and vocal tone, pitch, pacing, and phrasing. Other messages come from

our clothing, our use of time, and literally dozens of other nonverbal categories.

Nonverbal communication is widely regarded as the transfer of meaning without

the use of verbal symbols. That is, nonverbal communication refers in a literal

sense to those actions, objects, and contexts that either communicate directly or

facilitate communication without using words. As communication professionals

and casual observers alike will testify, though, separating the effects of verbal and

nonverbal behaviour is never easy, largely because they tend to reinforce each

other, contradict each other, or are in some way about each other”.

Barber (1964) stated, “When a man nods his head to indicate assent (or, in

some cultures, refusal), the gesture is arbitrary and therefore symbolic.

Weeping is a sign of sorrow, and blushing is a sign of shame, but these signs

are caused by the emotional states in question, and so are not arbitrary or

symbolic.”

Bovee, et al (2003) stated, “People’s actions often do speak louder than their

words. In fact, most people can deceive others much more easily with words than

they can with their bodies. Words are relatively easy to control; body language,

facial expressions, and vocal characteristics are not. By paying attention to these

nonverbal cues, you can detect deception or affirm a speaker's honesty. Because

nonverbal communication is so reliable, people generally have more faith in

nonverbal cues than they do in verbal messages. If a person says one thing but

transmits a conflicting message nonverbally, listeners almost invariably believe

5

the nonverbal signal. Chances are, if you can read other people nonverbal

messages correctly, you can interpret their underlying attitudes and intentions and

respond appropriately”.

Mason (2003) stated, “It is essential that you are heard. It you do not achieve this

basic objective, and a few speakers do not, then everything else is irrelevant. You

must adjust your voice according to the audience and the room. If a half a dozen

people are gathered in a small room, then something close to a normal

conversational tone will suffice. If there is a large group of people you must raise

your voice and project it.”

Pitch in the voice can play a very significant role in teaching learning process.

With the rise and fall of pitch a complete meaning of a word can be changed.

Teachers can utilize this technique in the understanding of the meanings of

different words.

Givens (2002) stated, “Tone of voice reflects psychological arousal, emotion, and

mood. It may also carry social information, as in a sarcastic, superior, or

submissive manner of speaking.” Furthermore, proper use of tone teachers, in the

teaching of poetry is very essential and useful and creates interest and curiosity

amongst the students.

Carlin and Payne (1995) stated, “The most important aspect of voice quality to

control; is pitch. Pitch refers to the highness and lowness of your voice. Think of

pitch as notes on a musical scale. Just as a melody moves up and down the scale,

speaking also uses variety in pitch to express meaning.” He further wrote,

“Naturally your pitch is determined in part by your speaking voice. Whether your

6

voice is quite low, high, or somewhere in between, you must work on developing

variety within your natural range.”

In the classroom setting eye contact of the teacher is very vital and directly affects

the performance of the students in addition to the classroom management. Eye

contact is a tool of teaching, which a teacher can be used very efficiently for the

enhancement and achievement of students’ learning outcomes (SLOs).

Mason (2003) stated, “The human species value open, engaging eye contact, such

as is normally found in a conversation between friends. It is subconsciously taken

as an indication of confidence, authority and sincerity.”

Smile, as a facial expression, is a powerful tool in the hands of a teacher, which can

develop the understanding of the students by attracting their attention in the classroom

and creates their interest in learning. On the other hand anger, as a facial expression,

can be used in the classroom; if students are not interested in the teaching learning

process or lose attention. Smile and anger are very powerful tools in the hands of a

teacher, which, if used properly and purposefully, can enhance the students’ learning

outcomes.

Miller (1998) stated, “The distance between teacher and students is a critical

factor in the communication process. Teachers can easily transmit feeling of

acceptance or rejection simply by the distance they maintain. They have

‘freedom of space’ whereas students do not. Teachers, as well as others, have

a tendency to get closer to students they like. A quick observation of the

classroom will often identify the teacher’s pet, as well as those students the

teacher dislikes. To avoid accusation of favoritism, teachers should make a

7

conscious effort to get within the space bubble of all students. By travelling

freely throughout the class, they reinforce the concept of joint ownership.

Non-verbal communication plays a very significant role, in the classroom, during

teaching learning process. Non-verbal communication creates an impact on the

comprehension of the students, which ultimately results in better learning and

understanding of the concepts. Teachers, like daily life situation, also use non-

verbal communication in the class rooms but if they use it purposely and as a

teaching technique with the objective to create interest amongst the students,

better results can be obtained in the form of students' learning outcomes.

Teachers can use their body movements, eye contact, facial expressions; smile;

anger; frown, pitch of voice, and distance for better understanding of the concepts

of students. Teachers can use non-verbal communication for the rapid learning of

the students with minimum efforts. This teaching-learning process is based on

learning objectives, which ultimately leads to learning outcomes. These learning

outcomes are the end product of teaching-learning process.

Learning outcomes of the students and teaching-learning process depend on the

learning activities. The end product of all learning activities is learning outcomes;

therefore, these activities need great care in designing and executing in the

classrooms. The better the learning activities; the best will be the learning

outcomes.

Gronlund (1970) commented that there was a relationship between learning

process and learning outcomes. Teaching-learning process was not an end in itself

but a means to an end. Different teaching methods and A.V. aids used in the

8

teaching are considered as a tool to achieve desired learning outcomes. Learning

outcomes also contribute to instructional process in the sense that it gives

direction to the teachers in selecting their teaching methods and materials in the

classrooms. The learning activities of the students can be improved inside and

outside the school if learning outcomes are properly communicated to them.

1.2 Statement of the Problem

The study entitled, “Impact of Non-verbal Communication on Students’

Learning Outcomes”. It attempted to bring into limelight the use of non-verbal

communication by the teachers in the classroom setting during teaching

learning process. The study also assessed how teachers utilized this

mechanism for better learning outcomes. This was done through experimental

approach in the subject of English (Compulsory) at the secondary school level

(classes IX-X).

1.3 Objectives of the Study

The following objectives were formulated for the study:

1. To explore the perceptions of teachers and students regarding non-

verbal communication as an important teaching-learning skill.

2. To make an analysis of non-verbal communication in the context of

teaching-learning process.

3. To find out how the mechanism of non-verbal communication

contributed to better learning outcomes of students.

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4. To make recommendations for the use of non-verbal communication

strategies to improve students’ learning.

1.4 Need and Significance of the Study

Non-verbal communication plays a fundamental role in understanding the

meanings and context of the communication in our daily lives. Experts likes

Allan, Pease, and Kroehnert have revealed that 65% to 90% of the

communication is non-verbal. To explore the importance of non-verbal

communication in actual classroom setting and to investigate the impact of

this skill on teaching-learning process, the present study was undertaken.

The study is likely to promote awareness in both teachers and the taught about

non-verbal communication. It would also pave way for introducing new trends

in the teaching learning process for promoting better learning of the students.

The recommendations of the study might be useful for educators and

curriculum planners at the time of designing syllabi by using the outcomes of

the study.

1.5 Hypotheses of the Study

The following hypotheses were developed for the study:

H1* There is an impact of non-verbal communication on the learning

outcomes of students in rural and urban areas.

H1** There is an impact of non-verbal communication on the learning

outcomes of male and female students.

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1.6 Delimitation of the Study

The scope of the study was delimited to body movements, facial expressions, eye

contact, pitch of voice, and spatial distance between teachers and students. The

scope was further narrowed down to classes IX-X (both genders) in Govt. secondary

schools located both in rural and urban areas of Peshawar; Khyber Pakhtunkhawa

(KP), Pakistan. The selected subject was English (compulsory). The study did not

cover other types and levels of schools.

1.7 Limitations of the Study

The study has the following limitations:

1. Classroom possesses a multifarious learning environment and several

proceedings take place in a classroom concurrently; hence it is difficult to control

all the aspects of classroom’s learning environment.

2. Due to cultural barriers the researcher could not visit the female schools on

regular basis. Experiment was carried out by concerned subject teachers on the

basis of the treatment given to them.

3. Due to schools’ regular time tables; the experiments were carried out for only 8

weeks.

4. Structured questionnaires for teachers and students might have restricted the

choice, and range of their responses.

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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 message’s impact from verbal communication. While you listen to

speaker’s words, whether you realize it or not, you’re also influenced by the way

the speaker talks as well as by the speaker’s actions. The fact that nonverbal

communication has such a strong influence on the way people interpret messages

emphasizes an important rule about communication-it is impossible not to

communicate. Even when you’re silent, you’re communicating. Before you

begin to speak, when you pause, or when you leave the speaker’s stand, you’re

still sending messages to your audience.”

Kroehnert (2006) stated, “Nonverbal communication is anything that can alter

or reinforce the message in any form of communication. If you think that this

is a very broad definition, and covers all types of communication, you are

right. We communicate nonverbally by the way we dress, our posture, the

expression on our face, the amount of eye contact used, the way we position

our hands, the way we touched things and the way we listen. Even a simple

statement can have its meaning altered or reinforced by the way we shrug our

shoulders when we put it to the group, by inflection in our voice when we say

it, by the way it is written or typed when we give it as a handout.”

He further stated, “Some studies indicate that around 65 percent of our

communication is through nonverbal signals, while other studies show that

this figure could be as high as 93 percent. Teachers should be experts in

communication, so it follows that they must know about these signals.

Nonverbal communication is also referred to as ‘body language’, and is a

study in itself.”

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Miller (1988) stated, “Teachers should be aware of nonverbal communication

for two basic reasons: (1) to become better receiver of student messages and

(2) to gain the ability to send student positive signals that reinforce learning,

and at the same time become more adept at avoiding negative signals that

stifle learning. Researchers suggest that a student’s nonverbal expressions

serve as an important source in the formation of teacher’s impression, attitude,

beliefs, and reciprocal behavioral expressions. Being a good message receiver

requires more than just listening to words. Much is communicated by

nonverbal means, such as feelings and values. Thus to be a good receiver of

student messages, a teacher must be attuned to many of these subtle cues.”

Hybels and Weaver (2004) have presented four functions of nonverbal

communication. Nonverbal gestures complement, regulate, substitute, and

accent. They further stated the characteristics of nonverbal communication,

“All forms of nonverbal communication have four characteristics in common.

First, much nonverbal communication is unique to the culture or subculture to

which you belong. Second, verbal and nonverbal messages may be in conflict

with one another. Third, much nonverbal communication operates at a

subconscious level- you are often not aware of it. Fourth, your nonverbal

communication shows your feelings and attitude. These characteristics are

considered basic principles that govern nonverbal communication.”

Various Functions of Nonverbal Communication:

O'Rourke (2004) stated, “Nonverbal communication can serve many important

functions in our lives, but researchers have identified the following six major functions.

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Accenting: Nonverbal communication often highlights or emphasizes some part of a

verbal message. A raised eyebrow might accompany an expression of surprise; a wag-

ging finger might underscore an expression of disapproval.

Complementing: Nonverbal communication also reinforces the general tone or attitude

of our verbal communication. A downcast expression and slumping posture might

accompany words of discouragement or depression; upright posture, a smile, and ani-

mated movement might reinforce a verbal story about winning a recent promotion.

Contradicting: Nonverbal communication, on the other hand, can contradict the verbal

messages we send, sometimes deliberately, sometimes unintentionally. Tears in our eyes

and a quiver in our voices might involuntarily contradict a verbal message telling friends

and family that we're doing all right. A wink and a nod might deliberately send the

nonverbal message that what we're saying just isn't so. The fact is, when verbal and

nonverbal messages contradict, we tend—for a number of reasons—to believe the

nonverbal. In the last analysis, it's simply much easier to lie than it is to control a range

of nonverbal reactions: our facial expression, pupil dilation in our eyes, and tension in

our vocal cords, pulse rate, sweating, muscle tone, and many others. Control of such

things is, for most of us, well beyond our voluntary reach.

Regulating: Certain nonverbal movements and gestures are used to regulate the flow,

the pace, and the back-and-forth nature of verbal communication. When I want you to

speak to me, I'll face you, open my eyes, open my arms with hands extended and palms

facing upward, and look expectantly into your eyes. When I want you to stop speaking so

I can either talk or think of what I'm about to say, I will turn slightly away from you, fold

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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 dis-

tance or in a noisy crowd."

Locker (2004) stated, “Communication doesn't use words—takes place all

the time. Smiles, frowns, who sits where at a meeting, the size of an office,

how long someone keeps a visitor waiting—all these communicate

pleasure or anger, friendliness or distance, power and status. Most of the

time we are no more conscious of interpreting nonverbal signals than we are

conscious of breathing.

Yet nonverbal signals can be misinterpreted just as easily as can verbal sym-

bols (words). And the misunderstandings can be harder to clear up because

people may not be aware of the nonverbal cues that led them to assume that

they aren't liked, respected, or approved. An Arab student assumed that his US

roommate disliked him intensely because the US student sat around the

room with his feet up on the furniture, soles toward the Arab roommate.

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Arab culture sees the foot in general and the sole in particular as unclean;

showing the sole of the foot is an insult.

Learning about nonverbal language can help us project the image we want to

present and make us more aware of the signals we are interpreting. How-

ever, even within a single culture, a nonverbal symbol may have more than one

meaning”.

Zwozdiak-Myers and Capel (2005) stated, “Much teacher-pupil

communication is non-verbal (e.g. your appearance, gestures, postures, facial

expressions and mannerism). Non-verbal communication supports or detracts

from verbal communication, depending on whether or not verbal; and non-

verbal signals match each other; for examples, if you are praising someone

and smiling and looking pleased or if you are telling them off and looking

stern and sounding firm, you are sending a consistent message and are

perceived as sincere. On the other hand, if you are smiling when telling

someone off or are looking bored when praising someone you are sending

conflicting message that cause confusion and misunderstanding.”

Miller (1988) stated, “Teachers express enthusiasm, warmth, assertiveness,

confidence, or displeasure through their facial expression, vocal intonation,

gestures, and use of space. When teachers exhibit verbal messages that

conflict with nonverbal messages, students become confused, and this

confusion often affects their attitudes and learning.”

Calero (2005) mentioned, “Paul Ekman, a professor at the University of San

Francisco and the foremost researcher in the field of facial expressions,

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believes most facial expressions are blends of several feelings. As a result,

they are by far the most difficult of nonverbal messages to understand clearly.

However, when a facial expression is used as a signal—such as winking an

eye as a gesture of approval, or sticking out the tongue to signify playful

distaste—they are very easy to comprehend.”

Ross (1977) stated, “We use body actions constantly in our everyday

conversation. It is a definite part of our communication system. The way a

person walks at a given movement may demonstrate that person’s mood more

adequately than his/her words do.”

Pease (1988) stated, “Like any other language, body language consists of

words, sentences and punctuation. Each gesture is like a single word and a

word may have several different meanings. It is only when you put the word

into a sentence with other words that you can fully understand its meaning.

Gestures come in ‘sentences’ and invariably tell the truth about a person’s

feelings or attitude.”

Nierenberg and Calero (2001) stated, “Each gesture is like a word in a

language. In order to be understood in a language, one must structure his

words in units, or ‘sentences,’ that express complete thoughts. It is not usual

for attendees at our seminars to attempt to bridge this word/sentence gap

quickly. Some sincerely believe that a cursory exposure to the world of

nonverbal communication equips them to speak the ‘language’ fluently. On

the contrary, this serves only to bring their awareness to a conscious level, not

to make them experts. We attempt to discourage individuals from jumping to

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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 can’t see, or don’t

want to see, the point you are making.

These behaviours are only indicators, and their interpretation should not be

taken as gospel. These gestures merely give you an indication that the person

may not be telling the truth, or that they don’t believe what you are saying.”

Wikipedia (n.d) mentioned, “Body language is a form of non-verbal

communication, which consists of body postures, gestures, facial expressions,

and eye movements. Humans send and interpret such signals subconsciously.

Body language may provide clues as to the attitude or state of mind of a

person. For example it may indicate aggression, attentiveness, boredom, relax

state, pleasure, and amusement among many other cues.”

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Young (2006) stated, “Communication is more than words. Your body

language speaks to listeners through visual elements, such as eye contact,

physical distance between the speaker and the listener, gestures, postures, and

body orientation. Body language is as much a part of casual communication as

it is of formal presentations.”

Lesikar and Flatley (2005) stated, “The face and eyes are by far the most

important features of body language. We look to the face and eyes to

determine much of the meaning behind body language and nonverbal

communication. For example, happiness, surprise, fear, and sadness usually

are accompanied by definite facial expressions and eye patterns. You should

be aware of these aspects of body language as you speak and listen to others.

Gestures are another way we sent non word messages through our body parts.

Gestures are physical movements of our arms, legs, hands, torsos and heads.

Through the movement of each of these body parts, we can accent and

reinforce our verbal messages. And we can observe how others punctuate their

verbal effects with gestures. For example, observe the hand movements of

another person while he or she is talking. As you observe gestures, you will

get a good picture of the internal emotional state of the person. Moreover,

speaking and gestures appear to be linked. In general, the louder someone

speaks, the more emphatic gesture used, and vice versa.”

Kroehnert (2006) highlighted five most general errors in the body language of

the teachers:

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1. “Having nasty personal habits

2. Always being too stiff

3. Blocking or touching face

4. Including pointless hand gestures

5. Tapping or shaking legs and hands”

It is suggested to the teachers that these habits should be avoided in the

classroom and proper use of nonverbal communication be used in order to

have great impact on the teaching learning process.

Ross (1977) further stated, “The communication of stereotype-that is, stylized-

gestures and facial expressions has been studied experimentally. Landis

performed an experiment designed to discover whether subjects’ reported

emotions and accompanied by definite and easily recognized facial

expressions. His subjects were photographed while they were been explored to

various emotions-producing situation; they were not simply portraying

emotions, as an actor would. After comparing the reactions of many subject to

these situations, Landis reported: with no verbal report of a given emotion like

a muscle, group of muscles or expressions occur with sufficient frequency to

be considered characteristics of that emotion. There is no expression typically

associated with any verbal report.”

Egan (1973) stated that non-verbal communication played a very important

role in entire communication process. He further stated, “Bridwhistell (1952,

1961, 1963a, 1963b) and Hall (1959, 1963a, 1963b, 1964, 1966) have both

21

elaborated categories which relate body movements, including gestures and

facial expressions, to the process of communication.”

Egan (1973) further stated, “Men seem to feel safer when they

compartmentalized their experience. Feelings are all right, and language is all

right, but they are to be kept apart, if possible. Lynch (1967) recognizes in

movies a similar movement-that is, toward, immediate, private, and wordless

experience. He deplores such a movement: ‘words and ideas have been given

a hard time; they have pushed into a polarized state, devoid of contact with

images and things. They need to be allowed to re-enter the world and re-

establish their relation to things and their own power as a human art.”

Bovee et al (2003) stated, “When communicating orally, pay attention to your

nonverbal cues. Avoid giving other conflicting signals. For instance, if you tell an

employee that you are free to talk to her about her raise but your nonverbal signals

suggest that this is not the best time to discuss the subject, she will be confused.

So try to be as honest as possible in communicating your emotions. Here are

some additional tips for honing your nonverbal skills:

Smile genuinely. A fake smile is obvious because the timing isn't right

and the wrinkles don't follow.

Be aware that people may give false nonverbal cues.

Keep an appropriate distance between you and others, and use touch only

when appropriate.

Respect status with your eye contact.

22

Adopt a handshake that matches your personality and intention.

Few gestures convey meaning in and of themselves; they have to be interpreted in

clusters, and they should reinforce your words.”

Turk (2001) stated, “Erving Coffman distinguishes between the meaning that

we 'give' in words, and the meaning we 'give-off' in non-verbal signals. When

giving a non-verbal presentation, we communicate not only with the words,

but also with a whole range of gestures, movements and expressions. It is

these non-verbal messages, in addition to the verbal ones, which distinguish

speaking from writing or telephoning”.

Hopkins (2004) stated, “Our first consideration in speaking sentences should

be to make our meaning clear, and in ensuring, the way in which our voice

rises and falls in tone plays an important part. It plays a dominant part in

making clear the emotions that lies behind or inspires our meaning; we have

no rally adequate method of conveying in speech what we feel other than of

varying the expression in our voices. It is quite possible to say: ‘I hate you,’ all

on the same note and without emphasis, but if you do so you will entirely fail

to convey any sense of hatred; but if you raise you voice on hate your feeling

will be at once conveyed to your listeners.

Subtler shades of emotions can also be indicated by change of tonal emphasis.

You can say: ‘I am so happy,’ raising the pitch of your voice on so and

keeping it raised until the second syllable of happy, and thereby indicating an

abundance of happiness, or you can keep your voice on one note until you

reach the word happy, and raise the first syllable several tones, in which case

23

you will indicate a feeling of wonder at your own happiness. There are

obviously many other possibilities of accentuation of this phrase. Each variant

conveys a subtle and individual emotional meaning.”

Mason (2003) stated, “A speech delivered in a mono tone is not likely to be

well received. Vary your tone and aim to achieve vocal clarity. Try and

express your emotion with your voice. If you are saying something sad, your

voice as well as your words should let the audience know that you are sad. If

you are angry let the audience know it from your tone. A lot of expression in

the voice is a good thing.”

Hopkins (2004) stated, “The exact shade of meaning on any sentence depends

to a considerable extent on the rise and fall in our tone of voice and in the

consequent emphasis given to particular word. Wrong emphasis may destroy

the intended meaning of a sentence almost as effectively as the use of a wrong

word. Equally, if you drop the pitch of your voice instead of raising it when

you should drop it, you may turn a question into a statement and vice versa. In

English speech it is possible to ask a question in the form of a statement and in

such cases it is extremely important to use an inflexion which makes your

listeners certain that a question is intended, if we say: ‘It’s been a fine day,’

and do not raise the pitch of our voice on the last word, we are understood to

be making a statement; but if we do raise our pitch on the last word, the

sentence becomes a question.”

Lesikar and Flatley (2005) stated, “Paralanguage is the communication effect

of the speech, pitch, volume, and connectivity of spoken words. Are they fast

24

or slow? Are they high pitched or deep? Are they loud and forceful or barely

audible? Are they smooth or disjointed? These questions are examples of the

types you would ask to analyze the nonverbal symbols of paralanguage. The

symbols become a part of the meaning that is filtered from a spoken message.

Paralanguage meanings also are conveyed by consistencies and

inconsistencies in what is said and how it is said. Depending on the

circumstance, a person’s voice may or may not be consistent with the intended

word meanings. But you should make every effort to avoid inconsistencies

that will send a confusing message. Consistency among the words you choose

and how you deliver them to create clear meaning should be your goal.”

Young (2006) stated, “Your tone should reinforce the verbal message you are

relying. Whether you are speaking casually or doing a formal presentation,

your inflection should be appropriate. With informal speech, be conscious of

the emotion in your voice, with a formal presentation; vary the tone subtle so

that you are not putting your audience to sleep with a controlled monotone.”

Miller (1998) stated, “The adage ‘It is not what we say that counts, but how

we say it’ reflects the meaning of vocal intonation. Sometimes referred to as

“paralinguistics,” vocal intonation is probably the most understood and valid

area of nonverbal communication. It includes the multitude of components

(for example, rhythm, pitch, intensity, nasality, and slurring) that elicit the

‘truth’ of a message. The vocal variations are fundamental components of

expressive oral communication. If vocal information contradicts verbal, vocal

will dominate.

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Miller further explained the importance of vocal intonation by depicting a

situation of a classroom and stated, “Consider a classroom situation in which a

teacher asks a question and calls on one of the more talented students, who in

turns answer the question correctly. Generally the teacher responds with some

positive verbal reinforcement enhanced by vocal pitch or tone, expressing the

acceptance and liking of the student’s answer (often accompanied by a smile

or other forms of nonverbal approval). In the same situation, it the teacher

called on a less talented student whose response was incorrect, not only might

the teacher verbally reject the response, but he or she might also modify the

future responding behavior of the less talented student because of the

accompanying vocal cues.”

Stanton (2004) stated, “All the non-verbal elements of communication like

facial expressions, gestures, body postures, eye contact, proximity, head-nods,

are sometimes called ‘meta communication’, from Greek word meta meaning

‘beyond’ or ‘in addition to’. Meta communication is therefore something ‘in

addition to communication’ and we must always be aware of its existence”.

Wood (1976) stated, “Body language can be defined as any reflexive or non-

reflexive movement or position used to communicate an emotional, attitudinal,

or informational message to someone else. Body movements (for instance,

waving, winking) and positions (for example, hunched shoulders and wide-

open eyes) are the basic categories of body language. Although any movement

or position during communication is capable of message value, not all the

motion necessarily communicates.”

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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 person’s

mouth is wide open because the jaws muscles are relaxed due to shock and the

chin drops. There is, however, a time when the mouth unconsciously opens

and it is not due to shock or surprise. This happens when a person concentrates

on one thing so intently-for example, when attempting to fit together delicate

parts of a mechanism-that every muscles in his face below the eyes is

completely relaxed. Sometimes the tongue even protrudes from the mouth.”

Wikipedia (n.d) stated, “Facial expression results from one or more motions or

positions of the muscles of the face. These movements convey the emotional

state of the individual to observers. Facial expressions are a form of nonverbal

communication. They are a primary means of conveying social information

among humans.”

Teachers can make effective use of facial expressions during teaching learning

process not only to make the concept clearer to the students but also they can

create interest in their teaching with the help of this technique. Students would

definitely pay heed to the facial expressions of the teachers in the classroom,

which eventually leads to the attainment of students’ learning outcomes.

28

Pease (1998), stated, “One of the easiest way to uncover a disguised objection

when dealing with others is to watch if the person uses the headshake gestures

while verbalising his agreement with you.” He further stated that there are

three fundamental positions of head. First position is head up, which suggest

an impartial approach towards another person. Second position of the head is

tilt on one side, which elicits interest or attention towards the speaker and the

third one is down-wards, which lucidly suggest disinterest or negative attitude

towards the speakers.

Fast (1991) stated, “The head nod is tremendously important in

communication. I tell you something and you nod as I say it. That nod sends a

subtext of ‘Yes, I understand.’ You talk back to me and I nod again, sending

the ‘Yes, I understand’ signal along with ‘I agree.” These gestures, along with

the negative head shake, usually accompany all conversations and vital to

communicate.” He further pointed out that nodding reveals agreement and

positive attitude of the audience. The use of nodding is very essential and must

be used properly to elicit proper response. The agreement or disagreement

depends upon the nodding of head.

Understanding of head movements is one of the smart tools in the hands of a

teacher. A teacher through this technique can understand the level of interest

in the students about a certain topic or content. Teachers can also assess their

own teaching style or methodology through this technique. Knowledge of

head movements, among, teachers plays a very essential role in the actual

classroom situation; therefore, teachers should equip their selves with this

technology.

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Wood (1976) commented, “Verbal language can be used to communicate

almost anything. In contrast, the nonverbal language of body movements

appears to have a more limited range. Body language communicates feelings,

emotions, preferences, and selected bits of information concerning gender,

time, relationship, and so forth. Generally, body language either reinforces or

contradicts the feelings and information conveyed in the verbal channels.

Body language includes movements of a part of a body, such as a nod of the

head or a raising of the eyebrows, and movements of the entire body.”

Hands and shoulders, as body parts, can tremendously influence teaching

learning process, as teachers can utilize these parts of body for providing extra

information and importance about different concepts and topics. It also

generates a desire for learning amongst the students and they pay heed to body

movements of the teachers and grasp the meaning of the lesson taught.

Allan and Pease (2004) stated, “The hands have been the most important tools

in human evolution and there are more connections between the brain and the

hands than between any other body part.”

Givens (2002) stated, “Combined verbal and nonverbal IQs make hands our

most expressive body parts. Hands have more to say even than faces, for not

only do fingers show emotions, depicts ideas, and point to butterflies on the

wring—they can also read Braille, speak in sign languages, and write poetry.

Our hands are such incredibly gifted communicators that they always bear

watching.”

30

Young (2006) stated, “Physical distance is another dimension that differs

among cultures. In the United States, a comfortable distance while

communicating in an arm’s length. Standing closer is likely to create

discomfort for one or both parties. In some Middle Eastern cultures, the

appropriate distance is les than 10 inches-more face to face, nose to nose. With

rapidly increasing diversity, encounters among people from different cultures

can result in cultural collisions because of a lack of understanding about basic

communication differences.”

Lesikar and Flatley (2005) stated, “Another type of nonverbal communication

involves space and how it communicates meaning in speaking and listening.

How we use space and what we do in certain spaces we create tell much about

us. Thus, each of us has a space language just as we do a body language. This

space language is crafted by our culture. Authorities tell us that we create four

different types of space: intimate (physical contact to 18 inches); personal (18

inches to 4 feet); social (4 to 12 feet); and public (12 feet to range of seeing

and hearing). In each of these spaces, our communication behaves differ and

convey different meanings. For example, consider the volume of your voice

when someone is 18 inches from you. Do you shout? Whisper? Now contrast

the tone of your voice when someone is 12 feet away. Unquestionably, there is

a difference, just because of the distance involved.

Our behaviours in each type of space are learned from our culture. Thus, you

will need to be sensitive to the spaces of others-specially those from different

cultures.”

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Devito (2009) stated that space is a very important aspect of inter personal

communication but most of the time we over look it. He further categorizes

the following four types of space or distance under a broad heading of

Proxemic Distances or Spatial Distances:

Intimate distance ranges from touch to 18 inches and considered close

relationship between two persons. Personal distance ranges from 18 inches to

4 feet and a word ‘bubble’ is used for this category. Bubble keeps a distance

between the persons and protects a person from touch by others. Social

distance ranges from 4 feet to 12 feet and is more formal and loses the visual

details, which one can have in personal distance. Public distance ranges from

12 feet to more than 25 feet. In this situation one cannot visualize minute

details but still can see what is happening around.

Miller (1998) stated, “The most advanced curriculum and the highest hopes

have little chance of success without a supportive physical learning

environment. In order to foster productive communication in the classroom,

teachers must allow for flexible changes that are beneficial for group

interaction. It should be noted, however, the appropriate spatial distances and

arrangements are limited by a myriad of variables, including the

conversational topic, the nature of the relationship, and the physical

constraints present in the classroom. Miller also presented the following

guidelines for the improving the learning environment of the classroom:

1. The classroom should offer a variety of stimuli.

2. The classroom should provide a secure, comfortable feeling.

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3. The classroom should be adopted to fit the activity.

4. The classroom should give some privacy and individuality.”

In the classroom setting teachers use personal distance ranging from 18 inches

to 4 feet. In this situation they are more comfortable with the classroom

environment and can positively make their selves aware of the things going on

in the classroom. On the other hand students also feel at ease in personal

distance and take interest in the teaching learning process.

Educationists have pointed out that many times non-verbal communication

occurred unconsciously. Mostly we are not aware of the fact that we are

communicating non-verbally besides our verbal communication.

Truk (2001) stated, “If non-verbal channels of communication are so

important, why are we not all aware of them? The main reason, I think, is that

we are heavily word-oriented, that we tend to undervalue other ways of

communication. Because of our cultures, and our schools that emphasize

verbal ability so heavily, we tend to overlook the expressive possibilities of

the non-verbal. There were non-verbal signals before there was language.

Animals, after all, manage to negotiate their social lives entirely by non-verbal

signals. They make friends, find mates, rear children, work out their political

hierarchies, and work together in groups, by means of non-verbal signals. The

same is probably true of human beings”.

Wainwright (2003) stated, “When you consider how many muscles there are

in the human face, it is not surprising that the range of facial expressions we

33

can produce is very wide. There are many subtleties in changes of expression

which can be shown-considered, for instance, the great variety of smiles

between the Mona Lisa' partial smile and an open grin”.

According to Wikipedia (n.d), “Eye contact is a meeting of the eyes between

two individuals. In human beings, eye contact is a form of nonverbal

communication and is thought to have a large influence on social behavior.”

Nierenberg and Calero (2001) stated, “We have also found that people tend to

have eye contact more when they listen than when talking. They also employ

a gaze aversion when asked questions that make them feel uncomfortable or

guilty. On the other hand, when asked a question or when reacting to a

statement that makes them feel defensive, aggressive, or hostile, their eye

contact increases dramatically. You can sometimes clearly see the pupils

dilate when a person is thus aroused.”

Miller (1988) stated, “The most important and reliable features of the face, the

eyes provide a constant channel of communication. They can be shifty and

evasive; convey hate, fear, and guilt; or express confidence, love, and support.

Studies show that gaze and eye contact can provide information, regulate

interaction, express intimacy, exercise social control, and facilitate goals.” He

further stated, “Teachers can have individual contacts with every student in the

classroom through eye contact. Attitudes of intimacy, aloofness, concern or

indifference can be inferred by the way a teacher looks or avoids looking at a

student.

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The level of credibility and honesty has been found to be related to the amount

of eye contact exhibited by a speaker. Thus, if a teacher has an eye contact

with only a selected few alert and interested students, other students might

consider this to be biased and favoritism.”

In classroom eye contact performs a very significant function as non-verbal

communication. Teachers can use eye contact for the enhancement of learning

of the students in various ways. Wainwright (2003) also highlighted the

following six different functions of eye contact:

1. Seeking information

2. Showing attention and interest

3. Inviting and controlling interaction

4. Dominating, threatening and influencing others

5. Providing feedback during speech

6. Revealing attitudes.

Fast (1991) stated, “Of all the elements we use to communicate with other

people, eye contact is the most important-and the most human. Animals are

disturbed by eye contact. To them, it carries a subtext of threat. Humans are

pleased with it. To them, the subtexts are the attention and interest.”

Understanding and proper use of eye contact, by teachers, can change the

complete learning environment of the classroom. Proper utilization of this

technology can help teachers in the attainment of students’ learning outcomes.

35

Besides that students also get attentive when teachers make regular eye

contact with the students during teaching learning process. Due to regular eye

contact, students remain alert in the class and this enhance their retention rate

of learning material, which eventually results in improving their learning

outcomes.

Fast (1991) stated, “Eye contact and head nodding are two important elements

in sub textual communication. Gestures are a third. The wrong gesture can

confuse and annoy. The gesture we make are sometimes deliberate, but more

often they are made on an unconscious level. We are not aware of what we are

doing. If we hesitate in our speech or grasp for a word, our gestures tend to

become more eloquent, as if the gestures themselves are a substitute for lost

words. Ask someone to repeat something, and he or she will often add

gestures that weren’t there before. It’s as if the gestures help you to

understand-and they do. When you want someone to believe what you are

saying, you will tend to use more gestures, realizing, on an unconscious level,

that the gestures clarify and convince.”

Woolfolk (2004) stated, "Communication is more than 'teacher talks-student

listens'. It is more than the words exchanged between individuals. We

communicate in many ways. Our actions, movements, voice tone, facial

expressions, and many other nonverbal behaviours send messages to our

students. Many times the messages we intend to send are not the messages our

students receive.”

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During the teaching learning process non-verbal communication plays a very

significant role towards the achievement of learning outcomes. The whole

teaching learning process depends on the attainment of learning outcomes;

therefore, the process of developing learning outcomes is very essential and

needs subtle expertises.

Leigh (2005) commented on the achievement of learning outcomes and the

construction of objectives behind the learning outcomes. He further stated,

"Any objectives should set out behavioural requirements which can be

independently observed. This is necessary because unless the activity can be

objectively assessed the effectiveness of the training cannot be gauged.”

Nayak (2004) pointed out that learning is not always the outcome of teaching.

Many students in the class understand less than we think they have understood

due to good teaching. Many times the understanding of the students is limited

and incomprehensive if not completely wrong; therefore, it is very essential to

have parsimony in the development of educational goals and objectives, so

that quality of understanding is achieved as learning outcomes.

Importance of non-verbal communication in the field of education is made

possible with the help of following studies in different fields of education. The

researchers have contributed a lot and conducted researches on non-verbal

communication and its importance in the educational setup.

Zekia (2009) brought into limelight the students’ perceptions about non-verbal

communication in classroom focusing on eye contact, mimics, and gestures. A

total number of 67 students divided into two class management groups

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were the respondents of the study. The students were given an assignment to

write a “critical moment’s reflection” report on any of the incidents that they

considered critical once a week right after their classes for two months.

Documents were used as the instrument for the study. Content analysis was

used to analyse the qualitative data gathered from the reports through coding,

categorizing and labelling the primary patterns/occurring themes in the data.

The study focused on the research question asking, what do the students

enrolled in the classroom management course report on the meaning of eye

contact, mimics and gestures?

The findings revealed that non-verbal communication could be an important

source of motivation and concentration for students’ learning as well as a tool

for taking and maintaining attention. It was recommended that teachers must

understand the importance of nonverbal communication and use this

technology in favour of students to create a more motivating, comfortable,

confident environment in class for a better classroom management.

Hirono, et al (2006) worked on “The impact of medical students’ non-verbal

communication on interview evaluations by standardised patients (SPs). The

study focused on facial movements and expressions; gaze; head movements;

body movements; posture; interpersonal distance; angle of orientation toward

others; interpersonal touch, and voice, through a coding system developed by

the researchers.

The study focused on the assumption that Non-verbal communication (NVC)

in medical encounters was found to be an important method of exchanging

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information on emotional status and contextualising the meaning of verbal

communication.

The study provided the evidence that specific non-verbal behaviours of

doctors may have added impacts on the patient’s perception of his or her visit,

independently of the interview content. Education in basic non-verbal

communication should be integrated into medical education in conjunction

with verbal communication.”

Damnet (2008) submitted her PhD thesis on "Enhancing Acquisition of

Intercultural Nonverbal Competence: Thai English as a Foreign Language

Learners and the Use of Contemporary English Language Films", from

Victoria University, Melbourne, Australia. The study investigated the aspects

of teaching and learning of intercultural nonverbal competence by university

students majoring in English in Thailand and started from the position that

intercultural nonverbal competence was an important, but neglected area

within English language teaching for international communication. Five

aspects of nonverbal communication where there were pronounced differences

between Thai and native English norms were investigated: facial expressions,

eye contact and gaze, bodily communication, kinesics (touching), and vocalic

communication.

It was a quasi-experimental study, which employed a range of qualitative and

quantitative approaches in conducting classroom research on the learning and

teaching of nonverbal communication within university EFL speaking and

listening skills classes. Seventy-three (73) 2nd year undergraduate students

39

majoring in English were randomly assigned to and participated in one of two

different teaching interventions both of which involved the use of the same

four American and Australian contemporary films. The experimental

intervention involved explicit teaching of nonverbal communication and the

other more traditional one provided exposure to the same native speaker

interactions in the same four films, but with classroom activities focused on

linguistic and pragmatic features arising from the films.

The study revealed the following findings from both the groups, who took part

in the explicit teaching of non-verbal communication:

a) English native speakers showed more positive attitudes towards

nonverbal communication.

b) English native speakers understand higher level of nonverbal

communication.

c) Students of both the groups felt affirmative and pointed out that

English language films and role playing enhance their ability in

acquisition of intercultural non-verbal competence in communicating

with native speakers.

The results further highlighted that it was not necessary for the non-native

speakers to reside or study in English speaking countries in order to improve

their intercultural competence level. Films and role playing, when used

properly can provide practice for the non-native speakers.

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Baylor, et al (2009) conducted a study entitled, "Designing effective

nonverbal communication for pedagogical agents". Researches documented

the effect of knowledge domain, deictic gestures and facial expression on the

attitude towards content, recall, and agent persona. A three way MANOVA

and follow up ANOVA were used for analysis. Results indicated that the

interaction between knowledge domain and facial expressions significantly

affected the attitude towards content. However, both, the presence and absence

of facial expression affected procedural module and attitudinal module, but the

presence of facial expression was more significant on attitudinal module than

the absence of facial expression, whereas, the absence of facial expression had

more substantial effect on procedural module than the presence of facial

expression.

The deictic gesture had also a considerable effect on attitude towards content.

Only the knowledge domain was important and significant for recall, while the

remaining types were reported to be insignificant. The main effect of facial

expressions and knowledge domain was a significant on agent persona.

McCroskey, Fayer, Richmond, Sallinen, and Barraclough (1996) have

conducted a study entitled, “A multi-cultural examination of relationship

between nonverbal immediacy and affective learning.” The study collected the

data from four different countries and cultures: U.S, Australia, Puerto Rican,

and Finland. The respondent students were selected from college level. Two

research questions were developed explaining, “How much the association

between non-verbal immediacy and affective learning consist across the

41

cultures? And how much the relationship between individual non-verbal

immediacy behaviors and affective learning consist across the cultures?”

For the purpose of data collection through questionnaires, ten non-verbal items

were selected namely, gestures; monotone/dull voices; look at the class;

smiles; tense body position; moves around the class; look at the board; relax

body position; smiles at individuals; and variety of vocal expressions.

The results revealed that relationship between non-verbal immediacy and

affective learning consisted in three of the four cultures; Puerto Rican was the

exception. It was further explained in the results that eye contact, vocal

variety, and smile as non-verbal cues were mostly related to affective learning.

The non-verbal cues of the teachers greatly affected the learning of the

students, which clearly indicated the importance of non-verbal communication

of the teachers in teaching-learning process across the cultures.

Witt and Wheeless (1999) conducted a research entitled, “Nonverbal

communication expectancies about teachers and enrolment behavior in

distance learning.” The study focused at exploring the relationship between

students’ expectations for teachers’ non-verbal communication and their

enrolment in distance education. For carrying out the research study one

hypothesis and one research question was developed. The sample of the study

comprised of two groups of college students: distance and on-site classroom.

Both the groups were taught five common courses and data were collected

42

through questionnaires from the respondents. The hypothesis was tested

through one tailed t-test and research question was tested through two tailed t-

test.

The results revealed that the students of distance learning had less expectation

for teachers’ non-verbal communication in comparison to on-site classroom

students and had fewer enrolments in the courses than on-site students. This

clearly showed that students’ expectation about teachers’ non-verbal

communication was directly related to the enrolment of the students in

distance learning. Low level of students’ expectancies might have low

enrolment in distance learning. It is clearly indicated that non-verbal

communication plays a very essential role in teaching-learning process and

students learn a lot from visualizing their teachers in the actual classroom

setting.

Baringer and McCroskey (2000) worked on a research study entitled,

“Immediacy in the classroom: Student immediacy.” The study focused on the

importance of non-verbal cues in the process of communication in the

classroom and how the non-verbal immediacy of students attracted the

attention of the teachers towards those students? The study formulated five

hypotheses, and all the hypotheses were earlier supported by Rosoff (1978).

The sample of the study comprised of 129 respondents in 35 disciplines of

mind-Atlantic University, who taught the class of 35 or less students. The

gender equality was kept into consideration among the students. The data were

collected through mailed questionnaires. The level of association between

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immediacy and teacher perception was calculated through simple correlation

and the significance of the correlation was tested. The entire five hypotheses

were found significant.

The results revealed that non-verbal immediacy of the students enhanced the

attention and attraction of the teachers towards them. Teachers also paid heed

to and interact with those students in the classroom, who used non-verbal

behaviour most affectively than other students. The study further highlighted

the importance of non-verbal communication during teaching-learning process

and effective use of this technology by teachers and students towards the

accomplishment of their desired learning outcomes.

Critique on Related Literature

A critical analysis of the research studies documented provided a general view

of non-verbal communication with their high impact on the clientele. But these

studies were carried out in different context and cultures. The things which

suit the needs and requirements of urban students cannot be equally applied to

those who are studying in rural area. On the basis of the same arguments we

cannot assume the impact of non-verbal communication of teachers in

developed culture would equally be applicable to those in a culture of people

living in developing countries. This implies that before measuring the impact

of non-verbal communication; it would be imperative to mobilize the teachers

and the taught about the academic benefits of non-verbal communication of

the teachers.

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The Research studies documented so far have given indication of the effects of

different types of non-verbal gestures on the students, but it has not been

mentioned how this effect on their learning can be measured without

developing appropriate indicators. Moreover, the effect of verbal

communication of the teachers cannot be totally negated on the basis of the

argument that non-verbal gestures are more productive and conducive to better

teaching-learning process. It is however not denied that students are of course

motivated to learning by observing the teachers in different postures.

Some of the studies reproduced in the preceding paragraphs have indicated the

effects of non-verbal communication of different types of students e.g. non-

verbal communication mechanism may work better on medical students as

compare to engineering students or they may work more effectively on

students of schools than those studying in universities. Reason being that,

students in younger ages are more inquisitive and sharp observer of what the

teachers perform.

Importance of non-verbal communication is not only witnessed in classroom

teaching but also in medical and other professions of life confirmed by

researchers like Zekia and Hirono. The results of current study strongly

matched with the results of the researcher Zekia, in which the researchers

elicited the importance of eye contact, mimics, and gestures and concluded

that teachers must use this technology to create a comfortable and motivating

classroom learning environment. In addition to that Hirono worked on the

impact of non-verbal communication on medical students. Likewise the results

45

of current study, the importance of non-verbal communication is also found

important in the teaching and profession of medical students. Researchers like

Damnet, Baylor, McCroskey, and Witt have conducted researches on the

importance of non-verbal communication in the education of various cultures

and also in distance learning, and revealed that non-verbal communication is

equally importance in every field of life.

The results and findings of the current study strongly supported the findings of

afore mentioned studies, regarding importance of non-verbal communication,

conducted throughout the world and further illustrated the importance and

significance of non-verbal communication skill in teaching-learning process in

the educational system of Pakistan.

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Chapter-3

PROCEDURE OF THE STUDY

It was an experimental study, which observed students and teachers engaged

in non-verbal communication in actual classroom settings. They were divided

into two experimental and control groups. Experimental group was selected on

the basis of simple random sampling technique. The group whose performance

was evaluated on the basis of the new approach was called experimental as

compared to the one that did not employ non-verbal communication

techniques and that group was called controlled group.

The main purpose of the study was to analyze the impact of non-verbal

communication on students' learning outcomes in classes IX-X of secondary

schools of Peshawar, KP, Pakistan. The study aimed at exploring impact of

non-verbal communication in teaching (independent variable) and students'

learning outcomes (dependent variable).

3.1 Population of the Study

Gay (1990) stated, “A population is the group to which a researcher would like

the results of a study to be generalized.”

The population of this study included teachers and students of Govt. secondary

schools (both genders) in rural and urban areas of Peshawar. According to

Annual Statistical Report (2009) of the Bureau of Statistics a total number of

103 Govt. Secondary Schools (both genders) functioned in Peshawar. All the

schools were included in the population of the study. Out of those 103 schools

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69 are boys’ secondary schools (42 rural & 27 urban), while 34 are girls’

secondary schools (14 rural & 20 urban).

3.2 Sample of the Study

Gay and Airasian (2000) wrote, “Sampling is the process of selecting a

number of individuals for a study in such a way that the individuals represent

the larger group from which they are selected”

Sample of the study comprised 20 Govt. secondary schools including 10 boys’

and 10 girls’ schools both from the rural and urban areas of Peshawar district

(Appendix-XVI). The sample included 2 teachers and 40 students from each

school in the subject of English (compulsory). The total number of teachers

and students included in sample was 40 and 800 respectively.

3.3 Sampling Technique

Singh and Chaudhary (1986) stated, “The smallest unit into which the

population can be divided is called an element of the population. A group of

such elements is known as cluster. When the sampling unit is a cluster, the

procedure is called cluster sampling.

The type of sampling which consists in first selecting the clusters and then

selecting a specified number of elements from each selected clusters is known

as sub-sampling or two stage sampling. This procedure can be generalized to

three or more stages and termed multi-stage sampling. This design is more

flexible as it permits the use of different selection procedures in different

stages.”

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Kish (1965) stated that in order to reach at a desired result, one by one the

sample is taken from the population unless the result is achieved is known as

sequential sampling.

The technique of cluster sequential sampling was used for the selection of the

sample schools for experiment and simple random sampling technique was

used for questionnaires’ respondents.

3.4 Tools and Sources of Data Collection

The primary sources of collection of data were questionnaires, and observation

of teachers and students in actual classroom setting. (Appendixes-XVIII,

XXIII)

Two close-ended questionnaires were developed one each for teachers and for

students (Appendixes-I, II). The questionnaires were fielded personally to

respondents in order to collect quick responses. The questionnaires solicited

the data on the importance, awareness, and use of non-verbal communication.

For the purpose of carrying out the experiment in the actual class rooms

setting of classes 9th and 10th, 04 Govt. secondary schools, two from each

gender, were selected including 01 boys’ and 01 girls’ school in rural area and

01 boys’ and 01 girls’ school in urban area of Peshawar District

(Appendix-XVII). The number of students in each class was restricted to

twenty five (25) for effective interaction. This number kept both teachers and

students active in teaching-learning process in the actual classroom.

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3.5 Construction of the Questionnaires

The questionnaires were designed keeping in view the objectives and

hypotheses of the study. The teachers’ questionnaire included 36 items,

while the students’ questionnaire consisted of 28 items. All the items used

5-point Likert’s scale. The questionnaires solicited the information from

the teachers and students regarding nonverbal communication and their

awareness about the same skill used in the classroom setting. The

questionnaires solicited the information on body language, facial

expression, eye contact, tone of voice, and spatial distance between teacher

and student.

Furthermore, the identical question items in both teachers and students’

questionnaires were selected, which were 20 in number. To explore the

similarities amongst those 20 items, a correlation technique was employed.

For this purpose a suitable Gamma statistical tool was used on the said

question items.

Collapsed ordinal variable is regarded as one of the important types of

ordinal data. Collapsed variables are five to six in number and lay all the

observations into response categories, which clearly are ordinal in

characteristics and nature. This kind of ordinal measure is commonly used

in survey type of research by researchers, which relies on agree-disagree

questions. Respondents need to reply any one of the five response

categories range from strongly agree to strongly disagree. Due to limited

number of response categories the respondents’ observations are tied to the

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overall ranking of the retrieved data. For this type of collapsed ordinal data

Gamma is the suitable statistical tool for discovering the level of

correlation, which dwells between the collapsed ordinal variables.

3.6 Pilot Study

The first draft of the questionnaires was pre tested on 10 local teachers and 40

students, who were not included in the actual study. Ambiguities mentioned

by the respondents were reviewed, removed, and relevant suggestions were

incorporated in the instruments.

3.7 Validity and Reliability of the Instruments

Validity and reliability of the instruments were ensured through pilot testing.

Furthermore, to measure the reliability of the questionnaires’ items,

Cronbach’s Alpha reliability tests were applied to teachers and students’

questionnaires. (Appendixes XX, XXII)

Cronbach alpha is a measure (n.d) stated that Cronbach’s alpha tests the

measure of internal consistency and reliability of the questions items. The

Cronbach’s alpha formula reads as:

Where:

N = Total number of respondents

C-bar = Average inter-item covariance

V-bar = Average variance

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3.8 Establishment of Rapport

Before conducting the experimental study it was of prime importance to

establish rapport with the respondents. Before doing the experiment the

researcher met those teachers who were involved in the execution of the

experiment in the actual classrooms, with the prior permission of the

concerned principals. Furthermore, nature of the experiment, importance of

treatment, time frame, and other relevant and minute details were discussed at

length with the teachers and proper understanding was developed with them.

Likewise another important entity in the experiment was that of the students

and appropriate acquaintance was developed with the students in order to

obtain reliable and valid data. In the start the students were a bit shy but later

on they got confidence and involved themselves in the process with full zeal

and enthusiasm.

3.9 Gamma Correlation

Ordinal variables (n.d) mentioned, “There are correlations that are applied to

two ordinal kinds of variables. These are typically nonparametric correlations.

These correlation coefficients are distribution free and are usually applied to

the ranks of the two variables. Examples are the Gamma, the Kendal, and the

Spearman rank correlation.”

“Gamma statistics is preferable to Spearman R or Kendall tau when the data

contain many tied observations. Gamma is also a probability; specifically, it is

computed as the difference between the probabilities that the rank ordering of

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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 Pre-test Treatment Post-test

Experimental O1 Х O2

Control O3 O4

Treatment effect= [(O2 – O1) – (O4 – O3)]

Where:

O = Observation

Х = Non-verbal Communication

One week treatment was given to teachers of experimental groups before the

conduction of the experiments. In the experimental span, the treatment of

non-verbal communication was given to experimental groups. The control

groups worked in the routine manner. The time period for the experiment

was 08 weeks.

3.11 Techniques of the Study

In order to secure data, pre tests (Appendixes-III, VI) were administered to

the control groups as well as to experimental groups. A teacher made test

was administered to the sample groups just before the treatment. The

function of the test was to assess learning outcomes of the students before

treatment and to secure the equivalence of the groups by equating the

students of both groups on the variable of pre test scores. Experimental

group was selected on the basis of simple random sampling technique. In

54

order to see the effectiveness of treatment (teaching), teacher made test was

administered to the sample groups as post tests (Appendixes-IV, VI), as

soon as treatment was finished. The objective of the test was to evaluate the

learning outcomes of the groups. The difference between pre-test and post-

test scores was compared through paired t- test.

3.12 Paired t-test

According to Anderson, Sweeney and Williams (1991) “Paired sample t-test is

a statistical technique that is used to compare two population means in the

case of two samples that are correlated. Paired sample t-test is used in ‘before

after’ studies, or when the samples are the matched pairs, or the case is a

control study. For example, if we give training to a company employee and we

want to know whether or not the training had any impact on the efficiency of

the employee, we could use the paired sample test. By using the paired sample

t-test, we can statistically conclude whether or not training has improved the

efficiency of the employee.

Assumptions in Paired sample t-test:

1. The first assumption in the paired sample t–test is that only the

matched pair can be used to perform the paired sample t-test.

2. In the paired sample t-test, normal distributions are assumed.

3. Variance in paired sample t-test: In a paired sample t-test, it is assumed

that the variance of two samples is same.

55

4. Independence of observation in paired sample t-test: In a paired sample

t-test, observations must be independent of each other.

Calculate the parameter: To calculate the parameter the following formula

for the paired sample t-test was used:

Where d bar is the mean difference between two samples, s² is the sample

variance, n is the sample size and t is a paired sample t-test with n-1 degrees of

freedom.

An alternate formula for paired sample t-test is:

Testing of hypothesis or decision making:

After estimating the parameter, compare the calculated value of t with the

tabulated value. If the calculated value is greater than the tabulated value, then

we reject the null hypothesis for the paired sample t-test. If the calculated

value is less than the tabulated value, then we accept the null hypothesis in the

paired sample t-test and say that there is no significant mean difference

between the two paired samples.”

56

3.13 Construction of Pre-Post Tests.

The researcher, in consultation with class teachers, constructed the tests

comprising different chapters of the subject. To assess the learning

outcomes of the students, two different teachers, of almost same

qualification and experience, taught those chapters during the experiment to

both the groups. After eight (08) weeks of experiment, the post-test was

administered to both groups.

3.14 Treatment of Groups

Routine teaching methodology was used for teaching both control and

experimental groups. In addition, the non-verbal communication was used as

supplementary strategy for experimental group. Lessons of relevant topics

were planned according to the type of learning resources, which were

prepared in consultation with the teachers in the subject of English at

secondary level.

57

Chapter-4

DATA ANALYSIS AND DISCUSSION

The primary sources of data collection included observation of students and

teachers; questionnaires administered to teachers and students. The secondary

sources of data collection were a study of documents and review of related

literature in local and global perspectives.

The data obtained were subjected to quantitative analysis their validity and

reliability were assessed through the application of statistical tools. For

meaningful interpretation and discussion the data were further illustrated with

the help of graphs, figures, and charts.

58

4.1 Interpretation of Teachers’ Questionnaire

The following data reflected five non-verbal gestures used by the teachers

during teaching learning process. Those included facial expressions, eye

contact, body movements, spatial distance, and pitch of voice.

The data obtained also revealed the level of knowledge of teachers regarding

the use of non-verbal communication techniques and their practical use for

effective learning of the students and enhancing their learning outcomes.

The use of facial expressions by the teachers for the enhancement of learning

of the students and their agreement or disagreement to the items asked was

made part of section-1. The data was given quantitative treatment with the

help of tables and graphs and then analyzed for meaningful interpretation.

59

Section-1: Facial Expressions

Table-4.1.1: Facial expressions as an important tool in teaching learning

process

Frequency Percent Valid Percent

Valid A 13 32.5 32.5

SA 27 67.5 67.5

Total 40 100.0 100.0

The data in table 4.1.1 and figure 4.1.1 indicated that out of 40 respondents 13

(32.5%) respondents agreed to the assumption that facial expressions served as

an important tool in teaching learning process, while the rest of 27 (67.5%)

respondents strongly agreed to the given statement.

Table-4.1.2: Facial expressions make teaching more effective and

interesting


Valid A 17 42.5 42.5

DA 2 5.0 5.0

SA 21 52.5 52.5

Total 40 100.0 100.0

The data in table 4.1.2 and figure 4.1.2 depicted that out of 40 respondents 17

(42.5%) respondents agreed to the statement that they used facial expressions

in the classroom to make the teaching learning process more interesting and

effective. A large number of 21 (52.5%) respondents strongly agreed to while

rest of 2 (5.0%) respondents disagreed to the given statement.

60

Table-4.1.3: Use of facial expressions (smile, anger) according to the

need and situation


Valid A 15 37.5 37.5

DA 2 5.0 5.0

SA 22 55.0 55.0

UD 1 2.5 2.5

Total 40 100.0 100.0 The data analyzed in table 4.1.3 and figure 4.1.3 reflected that out of 40

respondents 15 (37.5%) respondents agreed to the statement that they always

used smile and anger in the classroom according to the need and situation. A

sizeable number of 22 (55.0%) respondents strongly supported the statement

and a negligible number of 2 (5.0%) respondents disagreed to the given

statement, while the remaining 01(2.5%) respondents stayed undecided.

Table-4.1.4: Anger on teacher’s face during classroom teaching can

hinder the attention and understanding of the students


Valid A 17 42.5 42.5

DA 5 12.5 12.5

SA 18 45.0 45.0

Total 40 100.0 100.0

Both the table and figure in 4.1.4 revealed that out of 40 respondents 17

(42.5%) respondents agreed to the given assumption, while 05 (12.5%)

respondents did not agree and 18 (45.0%) respondents strongly agreed that

anger on teacher’s face could create problem for the students in the classroom

teaching.

61

Table-4.1.5: Different facial expressions during teaching help the

students to understand the lesson more effectively


Valid A 19 47.5 47.5

SA 20 50.0 50.0

UD 1 2.5 2.5

Total 40 100.0 100.0

The afore mentioned table and figure indicated that out of 40 respondents 19

(47.5%) respondents showed their agreement to the statement that different

facial expressions helped the students to comprehend the lesson in the

classroom, while 20 (50%) respondents strongly agreed to the statement and

only 01 (2.5%) respondent remained undecided.


learning process


Valid A 18 45.0 45.0

SA 21 52.5 52.5

UD 1 2.5 2.5

Total 40 100.0 100.0 The data tabulated and illustrated in figure 4.1.6 highlighted that out of 40

respondents 18 (45%) respondents were agreeable to the statement that facial

expression on teachers’ face positively affected the learning process in the

classroom. A reasonable number of 21 (52.5%) respondents strongly agreed

for the given statement, while the remaining 01 (2.5%) stayed undecided.

62

Table-4.1.7: Use of facial expressions to appreciate the performance of

the students


Valid A 22 55.0 55.0

SA 18 45.0 45.0

Total 40 100.0 100.0

The data analyzed in table 4.1.7 duly supported by graph 4.1.7 brought forth

that out of 40 respondents 22(55%) agreed that they used facial expressions

for appreciation of the students in the classroom while 18(45%) respondents

strongly agreed to the statement.

Table-4.1.8: Understanding of students’ facial expressions


Valid A 24 60.0 60.0

SA 14 35.0 35.0

UD 2 5.0 5.0

Total 40 100.0 100.0

The data in table 4.1.8 and figure 4.1.8 revealed that out of the total number of

40 respondents 24 (60%) respondents agreed to the given statement. Another,

14 (35%) respondents strongly agreed to the assumption that they understood

the facial expressions generated by the students in the class. However, only 2

(5%) respondents disagreed to the statement.

63

Table-4.1.9: Understand from student’s facial expressions that how

much they are interested in the classroom


Valid A 17 42.5 42.5

SA 23 57.5 57.5

Total 40 100.0 100.0

It is clear from table 4.1.9 and figure 4.1.9 that out of 40 respondents 17

(42.5%) respondents agreed to the statement that they understood the interest

of the students in the classroom from their facial expression, while the

remaining 23 (57.5%) respondents strongly agreed to the aforementioned

statement.

Table-4.1.10: Students’ facial expressions during classroom activities help

in improving teaching style and methodology


Valid A 12 30.0 30.0

SA 27 67.5 67.5

SD 1 2.5 2.5

Total 40 100.0 100.0 The analysis of data in table 4.1.10 elaborated in figure 4.1.10 revealed that

out of 40 respondents 12 (30%) respondents agreed to the statement that

students’ facial expressions helped the teachers in improving their teaching

style and methodology, while 27 (67.5%) respondents strongly agreed and the

only 01 (2.5%) respondent disagreed to the statement.

64

Section-2: Eye contact

This section deals with the use of eye contact by the teachers in the classroom

setting towards the development of learning of the students.

Table-4.1.11: Use of eye contact with the students in the classroom makes

them attentive


Valid A 13 32.5 32.5

SA 27 67.5 67.5

Total 40 100.0 100.0 The data presented in table 4.1.11 and figure 4.1.11 revealed that 27 (67.5%)

respondents strongly agreed to the statement that they used eye contact with

the students in the class to make them attentive during teaching learning

process. The remaining 13 (32.5%) respondents agreed to the statement.

Table-4.1.12: Regular eye contact with the students in the classroom

enhances their (students) attention


Valid A 17 42.5 42.5

SA 21 52.5 52.5

SD 1 2.5 2.5

UD 1 2.5 2.5

Total 40 100.0 100.0

The analysis of data in table 4.1.12 and figure 4.1.12 revealed that out of 40

respondents, 21 (52.5%) respondents strongly agreed to the item asked that

their eye contact with the students enhanced the attention level of the students

during the lesson. A sizable number of 17 (42.5%) respondents agreed to the

65

same statement, while 1 (2.5%) respondent remained undecided and 1 (2.5%)

respondent strongly disagreed to the statement.


environment alive


Valid A 13 32.5 32.5

SA 25 62.5 62.5

SD 1 2.5 2.5

UD 1 2.5 2.5

Total 40 100.0 100.0 The inferences drawn from the data in table 4.1.13 and figure 4.1.13 indicated

that out of 40 respondents 25 (62.5%) respondents strongly agreed to the

assumption that teachers’ eye contact with the students made the class room

environment alive. Another 13 (32.5%) respondents agreed to the same

statement and only 1 (2.5%) respondent strongly disagreed to the statement,

while another 1 (2.5%) respondent remained undecided

66

Table-4.1.14: Eye contact as a smart tool of teaching


Valid A 25 62.5 62.5

DA 1 2.5 2.5

SA 13 32.5 32.5

SD 1 2.5 2.5

Total 40 100.0 100.0

The data reflected in figure 4.1.14 and table 4.1.14 indicated that out of 40

respondents 25 (62.5%) respondents agreed to the assumption that they used

eye contact as a smart teaching technique in the classroom, while 13 (32.5%)

respondents strongly agreed to the same statement. A negligible number of

only 1 (2.5%) respondent disagreed and another 1 (2.5%) respondent strongly

disagreed to the statement.

Table-4.1.15: Appreciation of the students in the class who make regular

eye contact


Valid A 22 55.0 55.0

DA 2 5.0 5.0

SA 14 35.0 35.0

SD 1 2.5 2.5

UD 1 2.5 2.5

Total 40 100.0 100.0

The interpretation of the data in table 4.1.15 and illustrated in figure 4.1.15

brought to light the responses on the statement that teachers appreciated those

students who made regular eye contact with them in the class. A substantial

number of 22 (55%) respondents out 40 agreed to the statement, while 14

67

(35%) respondents strongly agreed to the same. Furthermore, 2 (5%)

respondents disagreed and 1 (2.5%) strongly disagreed to the given statement.

Similarly only 1 (2.5%) respondent remained undecided.

Table-4.1.16: Feedback of the students about teaching through their eye

contact


Valid A 15 37.5 37.5

DA 2 5.0 5.0

SA 21 52.5 52.5

UD 2 5.0 5.0

Total 40 100.0 100.0 The inferences drawn from table 4.1.16 and the graph that followed

highlighted the statement that teachers through their eye contact received

feedback from the students on the spot during lesson. A majority of 21

(52.5%) respondents strongly agreed to the statement, while 15 (37.5%)

respondents agreed to the same. Moreover, 2 (5%) respondents disagreed to

the statement and another 2 (5%) respondents remained undecided.

68

Table-4.1.17: I pose questions to the students during lesson who avoid eye

contact


Valid A 17 42.5 42.5

DA 2 5.0 5.0

SA 19 47.5 47.5

UD 2 5.0 5.0

Total 40 100.0 100.0 The data in table 4.1.17 and the supporting figure reflected that 19 (47.5%)

respondents strongly agreed to the statement that they posed questions to those

students, in the class, who avoided eye contacts with them. Another 17

(42.5%) respondents agreed to the same statement. A negligible number of 2

(5%) respondents disagreed to the statement and the remaining 2 (5%)

respondents remained undecided about the question asked.

Table-4.1.18: Use of eye contact to convey messages of appreciation and

anger to the students


Valid A 20 50.0 50.0

SA 19 47.5 47.5

SD 1 2.5 2.5

Total 40 100.0 100.0

The data placed in table 4.1.18 and figure 4.1.18 showed that out of 40

respondents a sizeable number of 20 (50%) respondents agreed to the

statement that they used eye contact to convey their appreciation or anger to

the students during the class. Moreover, 19 (47.5%) respondents strongly

agreed to the same assumption. The remaining 1 (2.5%) respondent strongly

disagreed to the statement.

69

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 15 37.5 37.5

DA 2 5.0 5.0

SA 20 50.0 50.0

UD 3 7.5 7.5

Total 40 100.0 100.0 The inferences drawn from the data in table 4.1.19 and figure 4.1.19 indicated

that a significant number of 20 (50%) respondents strongly agreed to the

statement that body movements of the teachers helped the students to

understand the lesson in the class, while 15 (37.5%) respondents simply

agreed to the same assumption. Moreover, 3 (7.5%) respondents remained

undecided and the remaining 2 (5%) respondents disagreed to the given

assumption.

70

Table-4.1.20: Students comprehend the lesson more effectively when I use

my hands to give them additional visual information


Valid A 10 25.0 25.0

DA 1 2.5 2.5

SA 29 72.5 72.5

Total 40 100.0 100.0

The table and figure in 4.1.20 highlighted that out of 40 respondents 29

(72.5%) strongly agreed to the statement that the students comprehended the

lesson more effectively when they used their hands to give additional

meaning. In addition 10 (25%) respondents agreed to the same statement. A

negligible number of 1 (2.5%) respondent disagreed to the given statement.

Table-4.1.21: Use of hands, shoulders, and head make the lesson more

interesting and informative for students


Valid A 8 20.0 20.0

DA 3 7.5 7.5

SA 25 62.5 62.5

UD 4 10.0 10.0

Total 40 100.0 100.0 The interpretation of the data reflected in table 4.1.21 as further illustrated in

the figure 4.1.21 revealed that 25 (62.5%) respondents strongly agreed to the

statement that students took interest in the lesson when teachers used head,

shoulders, and hands to give them additional meaning, whereas, 8 (20%)

respondents agreed to the same. Furthermore, 4 (10%) of the respondents

remained undecided and the remaining 3 (7.5%) respondents disagreed to the

given statement.

71

Table-4.1.22: Students lose interest and motivation when teacher sits in

chair during teaching


Valid A 10 25.0 25.0

DA 1 2.5 2.5

SA 29 72.5 72.5

Total 40 100.0 100.0

The data put in table 4.1.22 and figure 4.1.22 reflected the responses on the

statement that students lost interest in the lesson when teachers sat in the chair

during teaching-learning process. The responses of the teachers indicated that

a substantial number of 29 (72.5%) respondents chose the category of strongly

agree. Another 10 (25%) respondents agreed to the same statement and only 1

(2.5%) respondents disagreed to the stated assumption.

Table-4.1.23: Body movements of the teacher make the classroom

environment more conducive to learning


Valid A 25 62.5 62.5

DA 2 5.0 5.0

SA 12 30.0 30.0

UD 1 2.5 2.5

Total 40 100.0 100.0 The data tabulated and illustrated in table and figure 4.1.23 highlighted that 25

(62.5%) respondents agreed to the statement that due to their body movements

in the classroom the environment became more conducive to learning, while

another 12 (30%) respondents strongly agreed to the same. Another, 2 (5%)

respondents; disagreed and only 1 (2.5%) respondent remained undecided

about the given statement.

72

Table-4.1.24: Use of body movements to teach stories in a better way


Valid A 21 52.5 52.5

DA 2 5.0 5.0

SA 15 37.5 37.5

UD 2 5.0 5.0

Total 40 100.0 100.0

The data presented in table 4.1.24 and figure 4.1.24 depicted that 21 (52.5%)

respondents agreed to the statement that they used their body movements to

teach stories in a better way. Another 15 (37.5%) respondents strongly agreed

to the same. A negligible number of 2 (5%) respondents disagreed to the

statement and the remaining 2 (5%) respondents remained undecided.

Table-4.1.25: Body movements of the students during class show their

interest


Valid A 13 32.5 32.5

DA 6 15.0 15.0

SA 16 40.0 40.0

UD 5 12.5 12.5

Total 40 100.0 100.0 The data highlighted in table 4.1.25 and figure 4.1.25 revealed that 16 (40%)

respondents strongly agreed to the statement that body movements of the

students showed their interest in the classroom. A reasonable number of 13

(32.5%) respondents agreed and 6 (15%) respondents disagreed to the same

statement. The remaining 5 (12.5%) respondents remained undecided.

73

Section-4: Pitch of Voice

This section deals with the awareness and significance of pitch of voice and

use of this technique by the teachers during teaching for providing better

understanding of the lesson to the students

Table-4.1.26: Very high pitch of teacher’s voice creates problems in

understanding the lesson


Valid A 12 30.0 30.0

DA 6 15.0 15.0

SA 15 37.5 37.5

SD 2 5.0 5.0

UD 5 12.5 12.5

Total 40 100.0 100.0

The data presented in table 4.1.26 and figure 4.1.26 revealed that 15 (37.5%)

respondents strongly agreed to the statement that very high pitch of their voice

created problems in understanding the lesson in the class. Another 12 (30%)

respondents agreed to the given statement and a small number of 6 (15%)

respondents disagreed to this statement. A negligible number of 2 (5%)

respondents strongly disagreed to the same and the remaining 5 (12.5%)

respondents remained undecided.

74

Table-4.1.27: Very low pitch and tone of teacher’s voice become difficult

to understand for the students


Valid A 15 37.5 37.5

DA 3 7.5 7.5

SA 22 55.0 55.0

Total 40 100.0 100.0 The data given in table 4.1.27 and further explained in figure 4.1.27 depicted

that a sufficient number of 22 (55.5%) respondents strongly agreed to the

statement that very low pitch and tone of teachers' voice during classroom

created difficulties for the students to comprehend the lesson. Another 15

(37.5%) respondents agreed and the remaining 3 (7.5%) of the respondents

disagreed to the given statement.

Table-4.1.28: Soft pitch of teacher’s voice attracts the attention of the

students


Valid A 9 22.5 22.5

SA 28 70.0 70.0

UD 3 7.5 7.5

Total 40 100.0 100.0

The data presented in table 4.1.28 and figure 4.1.28 reflected that a large

number of 28 (70%) respondents strongly agreed to the statement that soft

pitch of teachers' voice attracted the attention of the students towards teaching

learning process. A small number of 9 (22.5%) respondents agreed to the

given statement and a negligible number of 3 (7.5%) respondents remained

undecided.

75

Table-4.1.29: Intonation of teacher’s voice provides the students better

understanding


Valid A 12 30.0 30.0

DA 1 2.5 2.5

SA 27 67.5 67.5

Total 40 100.0 100.0 The data presented in table and figure 4.1.29 showed that a substantial number

of 27 (67.5%) respondents strongly agreed to the statement that intonation or

rise and fall in teachers' voice provided better understanding to students about

the lessons related to poems. Another 12 (30%) respondents agreed and a

negligible number of 1 (2.5%) respondent disagreed to given statement.

Table-4.1.30: Difficult for the students to understand the teaching


Valid A 13 32.5 32.5

SA 27 67.5 67.5

Total 40 100.0 100.0

It is evident from the data in table 4.1.30 and figure 4.1.30 that a high number

of 27 (67.5%) respondents strongly agreed to the statement that fast and quick

communication of the teachers created problems for the understanding of the

students. The remaining 13 (32.5%) respondents agreed to the given

statement.

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Table-4.1.31: Use variation in the pitch of voice to put emphasis on

different concepts during teaching


Valid A 21 52.5 52.5

SA 17 42.5 42.5

UD 2 5.0 5.0

Total 40 100.0 100.0 The information presented in table and figure 4.1.31 indicated that out of 40

respondents a substantial number of 21 (52.5%) respondents agreed to the

statement that they used variation in their voices to make a concept clearer for

the students in the classroom. A sizeable number of 17 (42.5%) respondents

strongly agreed to the same statement and the remaining 2 (5%) respondents

remained undecided.

77

Section-5: Spatial Distance

Section-5 highlights the importance of spatial distance in the classroom

between the teacher and a student and suggests various ranges to be kept by

teacher with the students during teaching learning process.

Table-4.1.32: Fair distance with the students in the class from 14 inches

to 4 feet


Valid A 14 35.0 35.0

DA 6 15.0 15.0

SA 11 27.5 27.5

UD 9 22.5 22.5

Total 40 100.0 100.0 It is clear from afore cited data illustrated in table and figure 4.1.32 that total

number of the respondents were 40. Out of the cluster 14 (35%) respondents

agreed and a high number of 11 (27.5%) respondents strongly agreed to the

statement that they kept fair distance of 14 inches to 4 feet with the students in

the class during teaching. Furthermore, 6 (15%) respondents disagreed to the

given statement and the remaining 9 (22.5%) respondents remained

undecided.

78

Table-4.1.33: Proper distance with the students to make them at ease

during teaching


Valid A 21 52.5 52.5

DA 3 7.5 7.5

SA 13 32.5 32.5

UD 3 7.5 7.5

Total 40 100.0 100.0

The data placed in table 4.1.33 and graphically presented in figure 4.1.33

reflected that the total number of respondents was 40 and the statement posed

to them was if they used proper distance from the students in the class to make

them at ease. In reply, a considerable number of 21 (52.5%) respondents

agreed and a sizeable number of 13 (32.5%) respondents strongly agreed to

the given statement. Another small number of 3 (7.5%) respondents disagreed

to the same statement and the remaining 3 (7.5%) respondents remained

undecided.

79

Table-4.1.34: When come close to the students during teaching they get

confused


Valid A 24 60.0 60.0

DA 6 15.0 15.0

SA 5 12.5 12.5

SD 2 5.0 5.0

UD 3 7.5 7.5

Total 40 100.0 100.0

The data in table 4.1.34 and figure 4.1.34 indicated the responses of 40

respondents that ‘when they came close to the students they got confused’. A

sizeable number of 21 (60%) respondents agreed, while a small number of 5

(12.5%) respondents strongly agreed to the given statement. Moreover, 6

(15%) respondents disagreed and a negligible number of 2 (5%) respondents

strongly disagreed to the same. The remaining 3 (7.5%) respondents stayed

undecided.


classroom environment conducive to learning


Valid A 18 45.0 45.0

DA 3 7.5 7.5

SA 17 42.5 42.5

SD 1 2.5 2.5

UD 1 2.5 2.5

Total 40 100.0 100.0 The data presented in table 4.1.35 and figure 4.1.35 explained that a majority

of 18 (45%) respondents agreed and a reasonable number of 17 (42.5%)

respondents strongly agreed to the statement that proper distance between

80

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


Valid A 21 52.5 52.5

DA 4 10.0 10.0

SA 14 35.0 35.0

UD 1 2.5 2.5

Total 40 100.0 100.0 The data demonstrated in table 4.1.36 and figure 4.1.36 revealed that a

significant number of 21 (52.5%) respondents agreed to the statement that they

preferred proper distance in the class to make their teaching more effective

and efficient. In addition, a considerable number of 14 (35%) respondents

strongly agreed to the same statement. A small number of 4 (10%)

respondents disagreed to the given statement and a negligible number of 1

(2.5%) respondent remained undecided.

81

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.

82

Section-1: Facial expressions

This section deals with the understanding of students regarding the facial

expressions used or generated by the teachers in the classroom during teaching

and their effect on the understanding of the concepts of students.

Table-4.2.1: Teacher’s facial expressions generated during teaching


Valid A 148 18.5 18.5

SA 623 77.9 77.9

UD 29 3.6 3.6

Total 800 100.0 100.0

The data put in table 4.2.1 and presented in graph 4.2.1 depicted that a

substantial number of 623 (77.9%) respondents strongly agreed to the

statement that they mostly understood teachers’ facial expressions generated

during teaching learning process. A large number of 148 (18.5%) respondents

agreed to the given statement and the remaining 29 (3.6%) respondents stayed

undecided.

Table-4.2.2: I notice teacher's facial expressions


Valid A 329 41.1 41.1

SA 457 57.1 57.1

UD 14 1.8 1.8

Total 800 100.0 100.0 The data reflected in table 4.2.2 and figure 4.2.2 indicated that a large number

of 457 (57.1%) respondents strongly agreed and a sizeable number of 329

(41.1%) respondents agreed to the statement that they noticed teachers’ facial

83

expressions when they entered in the class. However, a small number of 14

(1.8%) respondents remained undecided about the given statement.

Table-4.2.3: Smile on teacher’s face motivates


Valid A 121 15.1 15.1

SA 665 83.1 83.1

SD 14 1.8 1.8

Total 800 100.0 100.0

The inferences drawn from the date put in table 4.2.3 and figure 4.2.3 revealed

that a substantial number of 665 (83.1%) respondents stated that they strongly

agreed to the assumption that smiles on teacher’s face motivated them to take

interest in the studies, while a considerable number of 121 (15.1%)

respondents agreed to the same. The remaining 14 (1.8%) respondents

strongly disagreed to the given statement.

Table-4.2.4: Anger on teacher’s face also motivates


Valid A 411 51.4 51.4

DA 50 6.2 6.2

SA 135 16.9 16.9

SD 161 20.1 20.1

UD 43 5.4 5.4

Total 800 100.0 100.0

The data given in table 4.2.4 and figure 4.2.4 revealed that anger on teacher’s

face also motivated the students to take interest in the studies. Another

substantial number of 411 (51.4%) respondents agreed to the given statement,

while a sizeable number of 135 (16.9%) respondents strongly agreed to the

84

same. Furthermore, a small number of 50 (6.2%) respondents disagreed and

161 (20.1%) respondents strongly disagreed to the given statement. A

negligible number of 43 (5.4%) respondents remained undecided.

Table-4.2.5: Different expressions on the face of teacher help me in

Understanding the concept


Valid A 164 20.5 20.5

DA 59 7.4 7.4

SA 514 64.2 64.2

UD 63 7.9 7.9

Total 800 100.0 100.0 The data reflected in table 4.2.5 and figure 4.2.5 depicted that a total number

of 514 (64.2%) respondents strongly agreed to the assumption that different

expressions on the face of teachers during teaching helped them in

understanding the concept they were teaching. While a considerable number

of 164 (20.5%) respondents agreed to the same statement. Furthermore a small

number of 59 (7.4%) respondents disagreed and the remaining 63 (7.9%)

respondents stayed undecided.

85

Table-4.2.6: I become motivated when teacher appreciates my

involvement in studies through facial expressions


Valid A 108 13.5 13.5

SA 685 85.6 85.6

UD 7 .9 .9

Total 800 100.0 100.0

The data presented in table and figure 4.2.6 depicted that a significant number

of 685 (85.6%) respondents strongly agreed to the statement that they became

motivated when teachers appreciated their involvement in the studies through

their facial expressions in the classroom. A sizeable number of 108 (13.5%)

respondents opted the category of strongly agree, and a negligible number of

07 (0.9%) respondents remained undecided.


learning process


Valid A 367 45.9 45.9

SA 334 41.8 41.8

SD 35 4.4 4.4

UD 64 8.0 8.0

Total 800 100.0 100.0

The inferences drawn from the data highlighted in table and figure 4.2.7

explained that a sizeable number of 367 (45.9%) respondents agreed to the

statement that teacher’s facial expressions positively affected the teaching

learning process in classroom. Furthermore, a large number of 334 (41.8%)

respondents strongly agreed to the same statement and a small number of 35

86

(4.4%) respondents strongly disagreed to the given statement. The remaining

64 (8.0%) respondents stayed undecided.

87

Section-2: Eye Contact

Section-2 focuses on the importance and understanding of eye contact in the

classroom by students and its impact on the performance of students.

Table-4.2.8: Teacher’s eye contact makes me attentive


Valid A 149 18.6 18.6

SA 630 78.8 78.8

UD 21 2.6 2.6

Total 800 100.0 100.0

The data presented in table 4.2.8 and figure4.2.8 highlighted that a substantial

number of 630 (78.8%) respondents strongly agreed and a considerable

number of 149 (18.6%) respondents agreed to the statement that teachers’ eye

contact made them attentive in the class. The remaining 21 (2.6%) respondents

stayed undecided.

Table-4.2.9: Ready for a question from the teacher when he/she makes

eye contact


Valid A 273 34.1 34.1

DA 28 3.5 3.5

SA 477 59.6 59.6

UD 22 2.8 2.8

Total 800 100.0 100.0 The data put in table 4.2.9 and figure 4.2.9 indicated that students were always

ready for a question from their teachers when they made eye contact with

them in the classroom. . It was ascertained from the data that a considerable

88

number of 477 (59.6%) respondents strongly agreed to the statement, while a

substantial number of 273 (34.1%) respondents agreed to the same. Moreover,

a small number of 28 (3.5%) respondents disagreed to the given statement and

an insignificant number of 22 (2.8%) respondents remained undecided.

Table-4.2.10: Teacher’s regular eye contact provokes me to prepare my

lesson


Valid A 270 33.8 33.8

DA 14 1.8 1.8

SA 473 59.1 59.1

UD 43 5.4 5.4

Total 800 100.0 100.0 It is evident from the data presented in table 4.2.10 and further illustrated in

figure 2.3 indicated that a significant number of 473 (59.1%) respondents

strongly agreed and a large number of 270 (33.8%) respondents agreed to the

statement that teachers’ regular eye contact in the classroom provoked them to

prepare their lessons beforehand. Moreover, a small number of 14 (1.8%)

respondents disagreed to the same statement and the remaining 43 (5.4%)


89

Table-4.2.11: I recognize teacher’s response from his/her eye contact


Valid A 283 35.4 35.4

SA 433 54.1 54.1

SD 7 .9 .9

UD 77 9.6 9.6

Total 800 100.0 100.0

The inferences drawn from the data mentioned in table 4.2.11 and figure

4.2.11 revealed that a significant number of 433 (54.1%) respondents strongly

agreed to the assumption that they recognized teachers’ response from their

eye contact during lesson. A sizable number of 283 (35.4%) respondents

agreed to the same statement. Furthermore, a small number of 77 (9.6%)

respondents remained undecided and a negligible number of 7 (0.9%)

respondents strongly disagreed to the given statement.

Table-4.2.12: I recognize teacher’s appreciation for me from his/her eye

contact


Valid A 313 39.1 39.1

DA 7 .9 .9

SA 347 43.4 43.4

SD 49 6.1 6.1

UD 84 10.5 10.5

Total 800 100.0 100.0

The data in table 4.2.12 and figure 4.2.12 indicated that students recognized

teachers’ appreciation for them during lesson from their eye contact. It came

to light from that data that a substantial number of 347 (43.4%) respondents

strongly agreed and a considerable number of 313 (39.1%) respondents agreed

90

to the given statement. A small number of 49 (6.1%) respondents strongly

disagreed and an insignificant number of 7 (0.9%) disagreed to the

aforementioned statement, while the remaining 84 (10.5%) respondents stayed

undecided.


environment alive


Valid A 276 34.5 34.5

DA 44 5.5 5.5

SA 457 57.1 57.1

UD 23 2.9 2.9

Total 800 100.0 100.0 The data placed in table and figure 4.2.13 revealed that a significant number of

457 (57.1%) respondents strongly agreed to the statement that teachers’

regular eye contact made the classrooms’ environment alive to the lesson

taught. An ample number of 276 (34.5%) respondents agreed to the same

statement. However, a small number of 44 (5.5%) respondents disagreed to the

statement asked and a negligible number of 23 (2.9%) respondents remained

undecided.

91

Section-3: Body Movements

This section demonstrates the significance of body movements of the teachers

and its impact on the performance of the students in the classroom.

Table-4.2.14: Body movements of the teacher help me in understanding

the lesson


Valid A 224 28.0 28.0

DA 15 1.9 1.9

SA 561 70.1 70.1

Total 800 100.0 100.0

The data given in table 4.2.14 and figure 4.2.14 revealed that a substantial

number of 561 (70.1%) respondents strongly agreed to the statement that body

movements of the teacher during teaching process helped them in

understanding the lesson. A good number of 224 (28%) respondents agreed to

the same statement. However, a small number of 15 (1.9%) respondents

disagreed to the question asked.

Table-4.2.15: I understand the lesson more effectively when teacher uses

his/her hands


Valid A 342 42.8 42.8

DA 14 1.8 1.8

SA 444 55.5 55.5

Total 800 100.0 100.0

The data presented in table 4.2.15 and figure 4.2.15 depicted that an adequate

number of 444 (55.5%) respondents strongly agreed to the statement that they

understood the lesson more effectively when the teachers used their hands to

92

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


Valid A 228 28.5 28.5

DA 7 .9 .9

SA 530 66.2 66.2

UD 35 4.4 4.4

Total 800 100.0 100.0 The inferences drawn from the data illustrated in table and figure 4.2.16

mentioned that a substantial number of 530 (66.2%) respondents strongly

agreed and a considerable number of 228 (28.5%) respondents agreed to the

statement that they enjoyed teaching learning process when teachers moved

their hands, shoulders, and heads to make the lesson more interesting and

informative. Furthermore, a small number of 7 (0.9%) respondents disagreed

to the given statement and the remaining 35 (4.4%) respondents stayed

undecided.

93

Table-4.2.17: I lose interest and feel unmotivated when my teacher sits in

the chair


Valid A 237 29.6 29.6DA 42 5.2 5.2SA 386 48.2 48.2

SD 91 11.4 11.4UD 44 5.5 5.5

Total 800 100.0 100.0

The data placed in table 4.2.17 and further illustrated in figure 4.2.17 elicited

responses from 800 respondents to the statement that they lost interest and feel

unmotivated when their teachers sat in the chair during teaching process. A

sizeable number of 386 (48.2%) respondents strongly agreed to the given

assumption and a substantial number of 237 (29.6%) respondents agreed to the

same statement. Moreover, a small number of 91 (11.4%) respondents

strongly disagreed and a negligible number of 42 (5.2%) respondents

disagreed to the same. The remaining 44 (5.5%) respondents stayed

undecided.

Table-4.2.18: Due to the body movements of the teacher, the classroom

environment becomes conducive to learning


Valid A 271 33.9 33.9

DA 22 2.8 2.8

SA 450 56.2 56.2

UD 57 7.1 7.1

Total 800 100.0 100.0 The data provided in table 4.2.18 and figure 4.2.18 showed that a sizeable

number of 450 (56.2%) respondents strongly agreed and a considerable

94

number of 271 (33.9%) respondents agreed to the statement that due to the

body movements of the teachers, classroom environment became conducive to

learning. Furthermore, a small number of 22 (2.8%) respondents disagreed to

the given statement and the remaining 57 (7.1%) respondents stayed

undecided.

Table-4.2.19: Teacher’s body movements help me to understand and take

more interest in stories


Valid A 306 38.2 38.2

DA 7 .9 .9

SA 466 58.2 58.2

UD 21 2.6 2.6

Total 800 100.0 100.0 The results drawn from the data presented in table and figure 4.2.19 depicted

that a sufficient number of 466 (58.2%) respondents strongly agreed to the

statement that teachers’ body movements helped them to understand and take

more interest in stories narrated by teacher. Another 306 (38.2%) respondents

strongly agreed to the same statement. Furthermore, a negligible number of 7

(0.9%) respondents disagreed to the given statement and the remaining 21

(2.6%) respondents stayed undecided.

95

Section-4: Pitch of Voice

This section deals with the importance and value of pitch of voice of the

teachers in understanding the teaching concepts.

Table-4.2.20: Very high pitch of the teacher’s voice creates problems in

understanding the teaching


Valid A 465 58.1 58.1

DA 51 6.4 6.4

SA 119 14.9 14.9

SD 98 12.2 12.2

UD 67 8.4 8.4

Total 800 100.0 100.0

The data cited in table 4.2.20 and figure 4.2.20 focused on the statement that

very high pitch of the teachers’ voice created problems in understanding the

teaching and the lesson. The responses indicated that a substantial number of

465 (58.1%) respondents agreed to the statement and a considerable number of

119 (14.9%) respondents strongly agreed to the above mentioned statement.

Moreover, a small number of 98 (12.2%) respondents strongly disagreed and a

negligible number of 51 (6.4%) respondents disagreed to the given statement.

The remaining 67 (8.4%) respondents stayed undecided.

96

Table-4.2.21: Very low pitch and tone of teacher’s voice also create

difficulty in understanding the lesson


Valid A 207 25.9 25.9DA 58 7.2 7.2SA 430 53.8 53.8

SD 98 12.2 12.2UD 7 .9 .9

Total 800 100.0 100.0 The data placed in table and figure 4.2.21 brought forth the result of 430

(53.8%) respondents, who strongly agreed to the statement that very low pitch

and tone of teachers’ voice also became difficult and hard to understand the

lesson. Another 207 (25.9%) respondents agreed to the same statement.

Furthermore, a small number of 98 (12.2%) respondents strongly disagreed,

while 58 (7.2%) respondents disagreed to the given statement. The remaining

7 (0.9%) respondents stayed undecided.

Table-4.2.22: Soft pitch of teacher’s voice attracts my attention toward

teaching


Valid A 79 9.9 9.9

SA 679 84.9 84.9

SD 28 3.5 3.5

UD 14 1.8 1.8

Total 800 100.0 100.0

The analysis of data in table 4.2.22 and further depicted in figure 4.2.22

showed that 679 (84.9%) respondents strongly agreed to the statement that soft

pitch of teachers’ voice attracted their attention toward teaching learning

process, while 79 (9.9%) respondents agreed to the same assumption. Contrary

97

to that a small number of 28 (3.5%) respondents strongly disagreed to the

given statement. The remaining 14 (1.8%) respondents stayed undecided.

Table-4.2.23: Intonation or rise and fall in teacher’s voice provide me

better understanding of poems


Valid A 231 28.9 28.9

DA 22 2.8 2.8

SA 505 63.1 63.1

UD 42 5.2 5.2

Total 800 100.0 100.0 It is clear from the data placed in table 4.2.23 and figure 4.2.23 that a majority

of 505 (63.1%) respondents strongly agreed to the statement and a sizeable

number of 231 (28.9%) respondents agreed to the statement that intonation or

rise and fall in teachers’ voice provided them better understanding of the

lessons related to poems. Furthermore, a small number of 22 (2.8%)

respondents disagreed to the given statement and the remaining 42 (5.2%)


98

Table-4.2.24: Difficult to understand the teaching when teacher speaks

very fast and quick


Valid A 156 19.5 19.5

DA 35 4.4 4.4

SA 494 61.8 61.8

SD 52 6.5 6.5

UD 63 7.9 7.9

Total 800 100.0 100.0

The figures in table 4.2.24 and figure 4.2.24 presented the responses of 800

respondents to the statement that they found difficult to understand the

teaching when their teachers spoke very fast and quick. The majority of 494

(61.8%) respondents strongly agreed to the statement and a reasonable number

of 156 (19.5%) respondents agreed to the given statement. Contrary to that a

small number of 52 (6.5%) respondents strongly disagreed and a negligible

number of 35 (4.4%) respondents disagreed to the same statement. The

remaining 63 (7.9%) respondents remained undecided.

99

Section-5: Spatial Distance

Section-5 focuses on the significance of spatial distance between the students

and teachers in the classroom during teaching learning process.


classroom environment more conducive to learning


Valid A 270 33.8 33.8

DA 28 3.5 3.5

SA 369 46.1 46.1

SD 105 13.1 13.1

UD 28 3.5 3.5

Total 800 100.0 100.0

The data put in table and figure 4.2.25 revealed responses to the statement that

personal distance between teacher and student made the classroom

environment more conducive to and comfortable for learning. A sizeable

number of 369 (46.1%) respondents strongly agreed and a substantial number

of 270 (33.8%) respondents agreed to the given statement. Another 105

(13.1%) respondents strongly disagreed and 28 (3.5%) respondents disagreed

to the given statement. The remaining 28 (3.5%) respondents stayed

undecided.

100

Table-4.2.26: Fair distance with the students from 14 inches to 4 feet


Valid A 215 26.9 26.9

DA 77 9.6 9.6

SA 113 14.1 14.1

SD 21 2.6 2.6

UD 374 46.8 46.8

Total 800 100.0 100.0

The analysis of data in table 4.2.26 and figure 4.2.26 indicated responses of

800 respondents to the statement that their teachers normally kept a fair

distance with them, from 14 inches to 4 feet, in the class. In reply to this a

considerable number of 215 (26.9%) respondents agreed and a sizeable

number of 113 (14.1%) respondents strongly agreed to the given statement.

Furthermore, a small number of 77 (9.6%) respondents disagreed and a

negligible number of 21 (2.6%) respondents strongly disagreed to the same

item. A large number of 374 (46.8%) respondents stayed undecided about the

item asked.

Table-4.2.27: I feel at ease when teacher keeps proper distance in the

classroom


Valid A 401 50.1 50.1

SA 356 44.5 44.5

UD 43 5.4 5.4

Total 800 100.0 100.0

The data presented in table 4.2.27 and further illustrated in figure 4.2.27

depicted that a significant number of 401 (50.1%) respondents agreed and a

sizeable number of 356 (44.5%) respondents strongly agreed to the statement

101

that they felt at ease in learning the lesson when their teachers kept proper

distance from them in the classroom, whereas, small number of 43 (5.4%)


Table-4.2.28: I feel uncomfortable when teacher does not keep proper

distance in the class


Valid A 363 45.4 45.4

DA 14 1.8 1.8

SA 338 42.2 42.2

SD 49 6.1 6.1

UD 36 4.5 4.5

Total 800 100.0 100.0

The data presented in table and figure 4.2.28 indicated that a substantial

number of 363 (45.5%) respondents agreed to the statement that they felt

uncomfortable and faced difficulty in understanding the teaching when the

teachers did not keep proper distance from them in the classroom. A

significant number of 338 (42.2%) respondents strongly agreed to the same

statement. Another 49 (6.1%) respondents strongly disagreed and a negligible

number of 14 (1.8%) respondents disagreed to the statement asked, while the

remaining 36 (4.5%) respondents stayed undecided.

102

4.3 Results and Interpretation of Correlation

The following paragraphs are based on the discussion and results of data

collected from responses of teachers and students to the questionnaires

administered to them.

Responses of all the 40 teachers were obtained to correlate them with the

responses of students; forty respondents were selected through simple random

sampling among the total number of students. To draw out the results of the

correlation of the ordinal data, Gamma correlation co-efficient technique was

applied. The results of the ordinal data on Likert’s scale were gathered in the

form of tables and further elaborated in the segment of discussion. The total

number of these tables was twenty (20), which explained the correlation

among the items of the questionnaires asked from teachers and students.

103

Table-4.3.1: Use of facial expressions in the classroom teaching

Teachers' Response * Students' Response Cross tabulation Count Students' Response Total

A SA UD

Teachers' Response A 10 5 0 15

DA 1 0 1 2

SA 5 16 1 22

UD 1 0 0 1

Total 17 21 2 40

Symmetric Measures

Value

Asymp. Std. Errora

Approx. Tb

Approx. Sig.

Ordinal by Ordinal Gamma .473 .215 2.098 .036

N of Valid Cases 40

Facial expressions are considered one of the most important techniques of

teaching used by teachers. In the same context teachers were asked whether or

not they used facial expressions during teaching process to make the teaching–

learning environment more interesting. The responses were recorded on the

Likert’s scale. Majority of the teachers 22 (55%) strongly agreed to the given

statement. The same question was asked from the students whether or not

teachers used facial expressions for making their teaching more interesting.

Their responses were recorded on Likert’s scale. Most of the students strongly

agreed to the given assumption. Since the responses were ordinal; therefore, to

find out the correlation between the responses of teachers and students

Gamma correlation co-efficient was applied. The result showed a significant

positive correlation between the responses, which meant that the teachers and

students mostly agreed upon the same level of responses.

104

Table-4.3.2: Facial expressions help the students in understanding lesson

Teachers' Response * Students' Response Cross tabulation

Count

Students' Response

Total A DA SA


SA 4 0 16 20

UD 0 1 0 1

Total 19 1 20 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .756 .141 4.344 .000

N of Valid Cases 40

Keeping in view the fact that non-verbal communication is an important tool

in the teaching process; the question was asked from the teachers whether or

not different facial expressions helped in understanding various concepts of a

lesson. The responses of both teachers and students were recorded on Likert’s

scale. A sizeable number of 20 (50%) teachers strongly agreed to the given

assumption. Similarly 20 (50%) students also endorsed the statement. The

correlation between the levels of responses was found through Gamma

correlation co-efficient. The result showed that there was significant

correlation between the levels of responses.

105

Table-4.3.3: Teachers’ facial expressions positively affect teaching


Count

Students' Response

Total A DA SA UD

Teachers' Response

A 15 0 2 1 18

SA 5 0 16 0 21

UD 0 1 0 0 1

Total 20 1 18 1 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .677 .171 3.709 .000

N of Valid Cases 40

Another question, regarding facial expression, was asked from both the

teachers and students whether or not different facial expressions positively

affected the teaching learning process. In response to this 21(52.5%) teachers

strongly agreed while 18 (45%) teachers agreed to the statement asked. In the

category of students approximately the same percentage of responses were

recorded. The correlation between response levels was found through Gamma

correlation co-efficient and it was found that their response levels were

significantly correlated with one another. This illustrates that both teachers

and students agree to the same level of responses.

106

Table-4.3.4: Teachers’ eye contact makes students attentive


Count

Students' Response

Total A SA UD


SA 1 25 1 27

Total 10 28 2 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .782 .188 3.212 .001

N of Valid Cases 40

One of the most important facets of non-verbal communication is that it makes

the environment of classroom alive. The question asked both from teachers

and students was whether or not eye contact made the students attentive in the

classroom, the responses were recorded with the help of Likert’s scale on the

said question and it was found that majority of 27 (67.5%) teachers strongly

agreed; while 13 (32.5%) respondents agreed to the given statement. In the

students’ category a majority of 28 (70%) respondents strongly agreed and 10

(25%) respondents agreed to the statement. The correlation between levels of

responses was calculated and tested for significance through Gamma

correlation co-efficient, it was found that the response levels were

significantly correlated with one another.

107

Table-4.3.5: Teachers’ regular eye contact makes the classroom

environment alive


Count Students' Response

Total A DA SA


SA 3 0 22 25

SD 0 1 0 1

UD 0 1 0 1

Total 12 2 26 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .552 .216 2.418 .016

N of Valid Cases 40

Eye contact is an important tool in the non verbal communication, which a

teacher can utilize for the better learning of the students in the classroom. The

question asked from both the teachers and students required to answer whether

or not the regular eye contact made the classroom alive. In teachers’ responses

25 (62.5%) respondents strongly agreed to the given statement, which was

endorsed by 26 (65%) students. The correlation between the response levels

were calculated and tested the significance through Gamma correlation co-

efficient and were found highly significant, which reflected that both teachers

and students agreed upon the same level of responses.

108

Table-4.3.6: Message of appreciation through eye contact


Count

Students' Response

Total A DA SA UD

Teachers' Response A 12 1 6 1 20

SA 3 0 15 1 19

SD 0 0 1 0 1

Total 15 1 22 2 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .697 .170 3.288 .001

N of Valid Cases 40

Proper use of eye movement is one of the most important tools in non verbal

communication, which can play an important role in the attainment of teaching

learning outcomes. This feature can be used for appreciation of the students’

response. Teachers were asked whether or not they used this tool for

appreciation and their responses were recorded. The same question was asked

from students and their responses were also recorded on Gamma correlation

co-efficient and were further calculated and tested for the significance

correlation among the responses. The result elicited that there was positive

significant correlation, which meant that teachers and students agreed upon the

same level of response.

109

Table-4.3.7: Body movements of teachers help students’ understanding


Count

Students' Response

Total A DA SA


DA 0 1 1 2

SA 5 0 15 20

UD 2 1 0 3

Total 18 2 20 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .389 .212 1.748 .080

N of Valid Cases 40

The importance of body movement in the teaching learning process was asked

both from teachers and students, which were recorded on ordinal scale. To

check the correlation between teacher and student responses Gamma

correlation co-efficient was calculated and tested. The values suggested that

there was a significant correlation among the responses. This indicated that

both teachers and students were familiar with the importance of body

movement in the process of teaching learning process.

110

Table-4.3.8: Use of hands by teachers during lesson


Count

Students' Response

Total A DA SA


DA 0 1 0 1

SA 6 0 23 29

Total 13 1 26 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .752 .156 2.773 .006

N of Valid Cases 40

Use of hands is considered an important tool in non-verbal communication.

The question was asked from teachers whether or not use of hands gave some

additional information to the students. The responses were recorded on ordinal

scale. Majority of the respondents 29 (72.5%) strongly agreed to the statement

asked. The same question was asked from the students and 26 (65%)

respondents strongly agreed to the given statemnet. The correlation among the

responses was calculated and tested for the significance. The values mentioned

that there was positive significant correlation between the responses. This

suggested that both students and teachers agreed in their responses to the

question asked.

111

Table-4.3.9: Use of hands, shoulders, and head


Count

Students' Response

Total A DA SA


DA 1 1 1 3

SA 6 0 19 25

UD 2 1 1 4

Total 16 2 22 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .431 .218 1.858 .063

N of Valid Cases 40

An important question was asked from teachers and students whether or not

use of hands, shoulders and head made the lesson more interesting. Their

responses were recorded on ordinal scale and 25 (62.5%) teachers and 22

(55%) students strongly agreed or agreed to the given assumption. The

correlation was calculated and tested for significance. The values represented

that there was significant positive correlation between the responses. This

indicated that both teachers and students were agreeable in their responses to

the question asked

112

Table-4.3.10: Students lose interest when teacher sit in chair


Count

Students' Response

Total A SA SD UD

Teachers' Response

A 6 4 0 0 10

DA 1 0 0 0 1

SA 4 22 2 1 29

Total 11 26 2 1 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .807 .127 3.089 .002

N of Valid Cases 40

A question was asked both from teachers and students whether or not students

lost interest when the teachers sat in the chair during the class. The responses

of both categories of respondents were recorded on ordinal scale. Majority of

the respondents in both groups 29 (72.5%) and 26 (65%) students strongly

agreed to the statement. The correlation was calculated and tested between the

responses of the both groups. The calculated value and p-value highlighted

that there was strong correlation between the responses, which signified that

both groups mostly agreed to the given statement.

113

Table-4.3.11: Teachers’ body movements make classroom environment

conducive to learning


Count

Students' Response

Total A DA SA UD


DA 0 1 1 0 2

SA 1 0 10 1 12

UD 0 0 0 1 1

Total 17 1 19 3 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .791 .127 3.987 .000

N of Valid Cases 40

A question was asked from both the groups of respondents whether or not

body movements of the teacher made the classroom environment more

conducive to learning and their responses were recorded. In both groups

majority of the respondents 32 (80%) strongly agreed to the statement posed.

Hence, the relationship between the responses was calculated and tested

whether both gave same responses or different. The calculated values

suggested a strong correlation between the responses, which reflected that

both the groups mostly agreed upon the same level of response.

114

Table-4.3.12: Use of body movements in teaching of stories


Count

Students' Response

Total A DA SA


DA 1 0 1 2

SA 2 0 13 15

UD 1 0 1 2

Total 22 1 17 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

Tb Approx.

Sig.

Ordinal by Ordinal Gamma .830 .113 5.343 .000

N of Valid Cases 40

Stories are interesting and fascinating part of teaching learning process. A

question was asked from both the groups whether or not body movements of

the teacher made it more interesting for the students and their responses were

recorded. Majority of the students 22 (55%) and teachers 21 (52.5%)

responded strongly agreed or agreed. The relationship between the responses

was calculated and tested. The calculated values suggested that there was

significant relationship between the responses, which revealed that both the

groups were aware of the fact that body movements made the teaching of

stories more interesting and informative for the students.

115

Table-4.3.13: Very high pitch of teachers’ voice create problems


Count

Students' Response

Total A DA SA SD UD

Teachers' Response

A 10 0 1 1 0 12

DA 2 3 0 0 1 6

SA 1 0 13 0 1 15

SD 1 0 0 0 1 2

UD 3 0 1 0 1 5

Total 17 3 15 1 4 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .443 .183 2.346 .019

N of Valid Cases 40

Pitch of the voice plays an important role in teaching learning process. It was

asked from both teachers and students whether or not high pitch voice made

problems in teaching learning process. The responses of both the respondents

were recorded. The Relationship between the responses was calculated and

tested with the help of Gamma correlation co-efficient. The values presented

significant correlation between the responses of teachers and students, which

suggested that 29 (72.5%) respondents, both teachers and students, agreed

upon the same level of responses. It clearly indicated a strong relation and

showed that both groups were aware of the fact that high pitch of the teachers’

voice created problems for the students in teaching learning process.

116

Table-4.3.14: Very low pitch of teachers’ voice also create problems


Count

Students' Response

Total A DA SA SD


DA 1 1 0 1 3

SA 3 0 19 0 22

Total 12 1 25 2 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .457 .211 2.008 .045

N of Valid Cases 40

A question was asked from both the teachers and students whether or not low

pitch and tone of the voice made problems in understanding of lesson. The

relationship between the responses of teachers and students was calculated and

tested. The result indicated that there was significant relationship between the

responses of both groups; majority of the respondents, 25 (62.5%) students

and 22 (55%) strongly agreed or agreed and there was significant relationship

between the responses, which revealed that both the groups were aware of the

fact that low pitch and tone of the teacher’s voice made it hard for students to

understand the lesson.

117

Table-4.3.15: Soft pitch of teachers’ voice attracts the attention of

students


Count

Students' Response

Total A SA UD


SA 0 28 0 28

UD 0 1 2 3

Total 4 34 2 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma 1.000 .000 2.998 .003

N of Valid Cases 40

A question was asked from both teachers and students whether or not soft

pitch attracted the attention of the students towards teaching learning process

in the classroom setting. The relationship between the responses of both

teachers and students was recorded and tested. The result highlighted that

there was significant relationship between the responses of teachers and

students. Both the groups mostly agreed upon the same level of responses, and

28 (70%) teachers and 34 (85%) students strongly agreed to the given

statemnet. This indicated that teachers and students were well aware of the

importance of soft pitch of the teacher’s voice in teaching learning process.

118

Table-4.3.16: Intonation in teachers’ voice provides better understanding

to students


Count

Students' Response

Total A DA SA UD


DA 0 1 0 0 1

SA 7 0 19 1 27

Total 16 1 21 2 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .617 .218 2.438 .015

N of Valid Cases 40

Rise and fall in teacher’s voice plays an important role in teaching learning

process. A question was asked whether or not teachers used this technique in

the teaching of poetry. Their responses were recorded on ordinal scale. The

majority of the respondents 27 (67.5%) teachers and 21 (52.5%) students

replied on the scale of strongly agree. To observe the correlation between the

responses of teachers and students it was calculated and tested. The values

mentioned that there was significant correlation between the responses of both

the groups, which clearly demonstrated that both teachers and students were

mostly agreeable and were aware of the fact that rise and fall in teachers’

voice in the teaching of poetry improved the learning outcome of the students.

119

Table-4.3.17: Difficult to understand teachers when they speak very fast


Count

Students' Response

Total A DA SA SD UD

Teachers' Response A 7 1 3 0 2 13

SA 1 0 25 1 0 27

Total 8 1 28 1 2 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .569 .254 2.065 .039

N of Valid Cases 40

A question was asked from both teachers and students whether or not it was

difficult to understand teaching when teacher spoke very fast and quick. The

responses on ordinal scale were recorded. Most of the respondents in groups,

28 (70%) students and 27 (67.5%) teachers indicated either strongly agreed or

agreed to the statement asked. To see the correlation between the responses of

both the groups it was calculated and tested, the values showed that there was

a strong relation between the responses of both the groups. This spot lighted

that both the groups were aware of the importance that execution of teaching

quick and fast made the learning process difficult for the students.

120

Table-4.3.18: Teachers keep fair distance from students


Count

Students' Response

Total A DA SA SD UD

Teachers' Response

A 9 0 0 0 5 14

DA 0 3 1 1 1 6

SA 2 0 6 0 3 11

UD 0 2 1 0 6 9

Total 11 5 8 1 15 40

Symmetric Measures

ValueAsymp. Std.

ErroraApprox.

TbApprox.

Sig.

Ordinal by Ordinal

Gamma .433 .173 2.384 .017

N of Valid Cases 40

Teacher-students distance in the classroom plays an important role in learning

process. A question was asked from teachers and students, whether or not

teachers kept fair distance from the students in the classroom. The responses

from teachers and students were recorded on ordinal scale. Majority of the

respondents in groups, 14 (35%) teachers and 11 (27.5%) students agreed to

the statement. To see the correlation between the responses it was calculated

and tested. The values showed that there was strong correlation between the

responses of teachers and students, which asserted the importance of distance

between teachers and students in the actual classroom setting.

121

Table-4.3.19: Students get confused when teachers come closer


Count

Students' Response

Total A DA SA SD UD

Teachers' Response

A 21 0 3 0 0 24

DA 3 1 1 0 1 6

SA 1 0 4 0 0 5

SD 0 0 0 2 0 2

UD 0 0 2 0 1 3

Total 25 1 10 2 2 40

Symmetric Measures

Value Asymp. Std.

Errora Approx.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .830 .075 5.039 .000

N of Valid Cases 40

Another delicate and sensitive issue in the classroom teaching is distance

between teacher and student, which plays an important role in teaching

learning process. A question was posed to teachers and students about the

spatial distance in the class and its effect on their teaching and learning

respectively. In reply majority of 18 (45%) teachers agreed and stated that

distance should be kept between teacher and students and whenever teachers

got close to students, it created confusion for the students and 25 (62.5%)

students strongly agreed to it. To see the correlation between the responses of

both groups, it was calculated and tested. The result confirmed that there was

strong relationship between the responses and both the groups agreed upon the

same level of response.

122

Table-4.3.20: Personal distance between teachers and students


Count

Students' Response

Total A DA SA SD UD

Teachers' Response

A 13 0 5 0 0 18

DA 0 2 1 0 0 3

SA 1 0 16 0 0 17

SD 0 0 0 1 0 1

UD 0 0 0 0 1 1

Total 14 2 22 1 1 40

Symmetric Measures

Value Asymp.

Std. ErroraApprox.

Tb Approx.

Sig.

Ordinal by Ordinal

Gamma .904 .068 5.745 .000

N of Valid Cases 40

A question was asked from the respondents; whether or not a fair distance

between teacher and students made the classroom environment more

comfortable and conducive to learning. The responses of teachers and students

were recorded on ordinal scale. Majority of the respondents 17 (42.5%)

teachers and 22 (55%) students strongly agreed to the statement. The

correlation between the responses was calculated and tested for significance

and the values showed that there was strong correlation between the responses,

which reflected that most of the times both teachers and students agreed upon

the same level of response. This reflected that teachers as well as students

were aware of the fact that keeping a fair distance in the classroom could

contribute to the attainment and better understanding of learning process.

123

4.4 Interpretation of Tests’ Results

This part of chapter-IV has been earmarked to discussion of pre and post tests’

results by applying paired t-test as statistical tool to the data collected. The

data were interpreted in the form of percentages, standard deviation and level

of significance. Furthermore, the data were placed under different categories

of male; female, rural; urban of IX-X classes in the subject of English

(compulsory) and discussed for drawing inferences from them.

The data were further categorizes in terms of rural, urban, male, and female.

The analysis encompasses the test results of control and experimental groups

in classes 9th &10th. The data presented pre and post tests of the control group

with standard deviation and results of t-test. Pre and post tests were applied in

the actual setting of the classroom teaching.

124

Table-4.4.1: Descriptive of Pre & Post tests of Class 9th in Control Group

Descriptive Statistics

Situation N Minimum Maximum Mean Std.

Deviation

Pre-test

Marks of the students

100 7 20 14.60 2.964

Valid N (list wise)

100 95 % C.I for mean of the population

(14.01 to 15.19)

Post-test

Marks of the students

100 7 20 14.65 3.220

Valid N (list wise)


(14.01 to 15.29)

Discussion on Pre test

The data analysed in table 4.4.1 provided the overall mean and standard

deviation of the pre test of class 9th in control group. The overall mean of class

9th is 14.60 with standard deviation of 2.964. The word minimum in the table

indicated the minimum marks obtained by the students in pre test of class 9th,

while the word maximum showed the maximum marks obtained by students in

pre test that were 7 and 20 respectively. The 95% confidence interval revealed

the confidence in the average of the population of class 9th, which remained

from 14.01 to 15.19.

Discussion on Post test

The data presented in table 4.4.1 reflected the overall average marks that were

14.65 along with standard deviation of 3.220 of the post test of the class 9th.

The category of minimum brought to light the minimum marks obtained by

the students in post test of class 9th, while the category of maximum indicated

125

the maximum marks obtained by students in post test that were 7 and 20. The

average marks revealed increase from the pre test average. The 95%

confidence interval illustrated the confidence in the mean of the post test of

the population of class 9th, which ranged from 14.01 to 15.29.

Table-4.4.2: Test of Significance Pre & Post tests of Class 9th in Control

Group

Paired Samples Test

Paired Differences

T df Sig. (2-tailed)

Mean Std.

Deviation

Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1

Post test - Pre test

.05000 3.03307 .30331 -.55183 .65183 .165 99 .869

Discussion

The data put in table 4.4.2 depicted the overall test result of the class 9th. The

test value showed that H0* was accepted and H1

* was rejected. The result

revealed that there was a slight increase in post test score, but the two tailed

significance value revealed that this increase was statistically insignificant.

This clearly indicated that due to the absence of treatment students failed to

improve well in the post test score. The minor increase might be possible due

to the fact that students knew in advance about a test after the completion of

experiment.

126

Table-4.4.3: Descriptive Statistics of Pre & Post tests of Male and

Female of Class 9th in Control Group


Situation Gender of the Students N Minimum Maximum Mean Std.

Deviation

Pre-test Female Marks of the students

50 7 20 14.34 2.833

Valid N (list wise)


(13.53 to 15.15)

Male Marks of the students

50 7 20 14.86 3.097

Valid N (list wise)


(13.98 to 15.74)

Post-test Female Marks of the students

50 9 20 14.34 3.153

Valid N (list wise)


(13.44 to 15.24)

Male Marks of the students

50 7 20 14.96 3.289

Valid N (list wise)


(17.17 to 18.67)

Discussion on Pre test of Female Students

The data reflected in table 4.4.3 provided the gender wise average of class 9th

in the pre-test. The table highlighted that female students average marks were

14.34 with a standard deviation of 2.833. The category of minimum revealed

the minimum marks secured by the students in pre test of class 9th, while the

category of maximum showed the maximum marks secured by students in pre

test that were 7 and 20 respectively. The 95% confidence interval for female

average is from 13.53 to 15.15, which indicated that there was 95%

confidence about the average of the population of class 9th of female, which

ranged from 13.53 to 15.15.

127

Discussion on Post test of Female Students

The data presented in table 4.4.3 revealed that female students’ average marks

were 14.34 with a standard deviation of 3.153. The section of minimum

showed the minimum marks obtained by the students in post test of class 9th,

while the section of maximum showed the maximum marks obtained by

students in post test, which were 9 and 20 respectively. The 95% confidence

interval for female average ranged from 13.44 to 15.24, which represented

confidence in the average of post test marks of the population of class 9th of

female that ranged from 13.44 to 15.24.

Table-4.4.4: Test of Significance of Pre & Post Tests of Control Group of

Female Students of 9th Class

Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest - pretest

.00000 2.57935 .36478 -.73304 .73304 .000 49 1.000

Discussion

The data presented in table 4.4.4 illustrated the test result of overall female

students of class 9th. The test value showed that H0*** was accepted and H1

***

was rejected. The result highlighted that there was no difference between the

pre test and post test scores. The two tailed significance value also showed that

the difference between pre test and post test was statistically insignificant.

128

This clearly indicated that in the absence of treatment the outcomes of the

students of pre test and post test were the same

Discussion on Pre test of Male Students

The average marks for male students were 14.86 with a standard deviation of

3.097. The standard deviation showed the dispersion of the data from the mean

point. The segment of minimum showed the minimum marks obtained by the

students in pre test of class 9th, while the segment of maximum showed the

maximum marks obtained by students in pre test that were 7 and 20

respectively. The 95% confidence interval for male average ranged from 13.98

to 15.74, which revealed the confidence in the average of the population of

class 9th of male, which ranged from 13.98 to 15.74.

Discussion on Post test of Male Students

The average marks for male students in post-test were 14.96 with a standard

deviation of 3.289. The standard deviation showed that the marks of boys were

closer to the mean point. The section of minimum mentioned the minimum

marks secured by the students in post test of class 9th, while the section of

maximum mentioned the maximum marks obtained by students in post test

that were 7 and 20 respectively. The 95% confidence interval for female

average ranged from 14.03 to 15.89, which showed the confidence in the

average marks of the post test of the population of class 9th of male that ranged

from 14.03 to 15.89.

129

Table-4.4.5: Test of Significance of Pre & Post tests of Control Group of

Male Students of 9th Class

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test –

Pre test .10000 3.45378 .48844 -.88155 1.08155 .205 49 .839

Discussion

The data analyzed in table 4.4.5 indicated the test result of overall male

students of class 9th. The test value showed that H0** was accepted and H1

**

was rejected. The result depicted that there was no discrepancy between the

pre test and post test scores. The two tailed significance value also revealed

that the difference between pre test and post test was statistically insignificant.

This clearly showed that in the absence of treatment the outcomes of the

students of pre test and post test were the same.

130

Table-4.4.6: Descriptive Statistics of Rural and Urban Area of Control

Group of 9th Class


Situation Locality of the

School N Minimum Maximum Mean Std.

Deviation

Pre-test Rural Marks of the students

50 7 20 14.10 3.164

Valid N (list wise)


(13.20 to 15.00)

Urban Marks of the students

50 7 20 15.10 2.690

Valid N (list wise)


(14.34 to15.86)

Post-test Rural Marks of the students

50 7 20 14.12 3.230

Valid N (list wise)


(13.20 to 15.04)

Urban Marks of the students

50 7 20 15.18 3.154

Valid N (list wise)


(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


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


131

Discussion of Post test of Rural Area

The average marks of the students in class 9th in the post test of rural area were

14.12 with a standard deviation of 3.230. The segment of minimum

highlighted the minimum marks obtained by the students in post test of class

9th of rural area, while the segment of maximum showed the maximum marks

obtained by students in post test that were 7 and 20 respectively. The 95%

confidence interval for rural average ranged from 15.89 to 17.59, which

revealed confidence in the post test average of the population of class 9th of

rural area that ranged from 13.20 to 15.04.

Table-4.4.7: Test of Significance of Rural Area of Control Group of 9th

Class

Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test .02000 2.87487 .40657 -.79703 .83703 .049 49 .961

Discussion

The data depicted in table 4.4.7 revealed the test result of overall students of

class 9th of rural area. The test value showed that H0**** was accepted and

H1**** was rejected. The result portrayed that there was no significant

difference between the scores of pre and post tests. The two tailed significance

value also suggested that the difference between pre test and post test was

132

statistically insignificant. This clearly indicated that due to the absence of

treatment the pre test and post test scores of the students were the same.

Discussion on Pre test of Urban Area

In the urban area the average marks of the students of class 9th were 15.10 with

a standard deviation of 2.69. The category of minimum showed the minimum

marks obtained by the student in pre test of class 9th of urban area, while the

category of maximum showed the maximum marks obtained by students in

pre test that were 7 and 20 respectively. The 95% confidence interval for

urban area average was from 14.34 to 15.86, which revealed the confidence in

the average of the population of class 9th in urban area that ranged from 14.34

to 15.86.

Discussion on Post test of Urban Area

In the urban area the post test average marks of the students of class 9th were

15.18 with a standard deviation of 3.154. The section of minimum reflected

the minimum marks obtained by the students in post test of class 9th of urban

area, while the section of maximum showed the maximum marks obtained by

students in post test that were 7 and 20 respectively. The 95% confidence

interval for urban area post test average ranged from 14.28 to 16.08, which

revealed the confidence in the average of post test of the population of class 9th

in urban area that ranged from 14.28 to 16.08.

133

Table-4.4.8: Test of Significance of Urban Area of Control Group of 9th

Class

Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test –

Pre test .08000 3.21248 .45431 -.83298 .99298 .176 49 .861

Discussion

The data put in table 4.4.8 showed the test result of overall students of class 9th

of urban area. The test value showed that H0***** was accepted and H1

***** was

rejected. The result reflected that there was no significant difference between

the pre test and post test scores. The two tailed significance value also showed

that the difference between pre test and post test was statistically insignificant.

This clearly signified that the absence of treatment brought no change in the

students’ pre and post tests’ scores.

134

The results given by the data analyzed revealed the test results of experimental

group of class 9th. The results were further classified in terms of rural, urban,

male, and female. The data presented pre and post tests of the experimental

group with standard deviation and results of t-test.

Table-4.4.9: Descriptive Statistics of Pre & Post test of Experimental

Group of 9th Class



Deviation

Pre-test Marks 100 7 21 14.72 3.124

Valid N (list wise)


(14.10 to 15.34)

post-test Marks 100 9 23 17.59 2.745

Valid N (list wise)


(17.05 to 18.13)


The data in table 4.4.9 showed the overall mean and standard deviation of

class 9th. The overall mean of class 9th was 14.72 with standard deviation of

3.124. The category of minimum reflected the minimum marks obtained by

the students in pre test of class 9th, while the category of maximum indicated

the maximum marks obtained by students in pre test that were 7 and 21

respectively. The standard deviation showed that there was not much variation

in the students’ marks. The 95% confidence interval revealed the level of

confidence on the average of the population of class 9th, which ranged from

14.10 to 15.34.

135


The interpretation of the data in the aforementioned table provided the clue to

the overall average marks that were 17.59 along with standard deviation of

2.745 of the post test of class 9th. The section of minimum showed the

minimum marks secured by the students in post test of class 9th, whereas the

section of maximum showed the maximum marks secured by students in post

test that were 9 and 23. The average marks showed increase from the pre test

average. The standard deviation indicated that there was not much variation in

the students’ marks of the post test. The 95% confidence interval illustrated

95% confidence about the mean of the post test of the population of class 9th,

which ranged from 17.05 to 18.13.

Table-4.4.10: Test of Significance of Pre & Post tests of Experimental

Group of 9th Class

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1


2.87000 2.77308 .27731 2.31976 3.42024 10.349 99 .000

Discussion

The data in table 4.4.10 revealed the overall result of the experimental group

of class 9th. The test value showed that H0* was rejected and H1

* was accepted.

The result showed that there was high increase in the pre test and post test

136

scores. The difference between pre test and post test score was tested through

paired t-test. The t value and two tailed significance value showed that there

was significant increase in the post test scores. This clearly indicated that the

treatment brought significant impact on the learning outcomes of students of

class 9th.

Table 4.4.11: Descriptive Statistics of Male and Female Students of

Experimental Group of 9th Class


Situation Gender N Minimum Maximum Mean Std.

Deviation

Pre-test Female Marks 50 7 21 14.32 3.223

Valid N (list wise)


(13.40 to 15.24)

Male Marks 50 7 21 15.12 3.001

Valid N (list wise)


(14.27 to 15.97)

post-test Female Marks 50 10 22 17.26 2.827

Valid N (list wise)


(16.46 to 18.04)

Male Marks 50 9 23 17.92 2.648

Valid N (list wise)


(17.17 to 18.67)

Discussion on Pre test of Female Students

The analysis of data in table 4.4.12 indicated the gender wise average of class

9th. The table projected that female students average marks were 14.32 with a

standard deviation of 3.23. The category of minimum presented the minimum

marks obtained by the students in pre test of class 9th, while the category of

maximum presented the maximum marks obtained by students in pre test that

were 7 and 21 respectively. The 95% confidence interval for female average is

137

from 13.40 to 15.24, which revealed the confidence in the average of the

population of class 9th of female, which ranged from 13.40 to 15.24.

Discussion on Post test of Female Students

The data put in table 4.4.12 showed that female students’ average marks were

17.26 with a standard deviation of 2.827. The standard deviation showed that

there was not much variation in the marks of students. The section of

minimum presented the minimum marks obtained by the students in post test

of class 9th, while the section of maximum presented the maximum marks


confidence interval for female average ranged from 13.40 to 15.24, which

allowed the range of confidence in the average of post test marks of the

population of class 9th of female that ranged from 16.46 to 18.06.

Table-4.4.12: Test of significance of Pre & Post tests of Female Students

of Experimental Group of 9th Class

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test – Pre test

2.94000 2.75096 .38904 2.15819 3.72181 7.557 49 .000

Discussion

The analysis of data in table 4.4.12 indicated the overall result of female

students of the experimental group of class 9th. The test value showed that

138

H0*** was rejected and H1

*** was accepted. The result revealed that there was

high increase in the pre test and post test scores. The difference between pre

test and post test scores was tested through paired t test, the t value and two

tailed significance value depicted that there was significant increase in the post

test scores. This clearly indicated that the treatment made significant affect on

the learning outcomes of students of 9th class.

Discussion on Pre test of Male Students

The average marks of male students were 15.12 with a standard deviation of

3.001. The standard deviation showed that the marks of boys were relatively

close to the mean point as compared to female. The category of minimum

showed the minimum marks obtained by the students in pre test of class 9th,

while the category of maximum showed the maximum marks obtained by

students in pre test that were 7 and 21 respectively. The 95% confidence

interval for male average was from 14.27 to 15.97, which reflected the level of

confidence in the average of the population of class 9th of male that ranged

from 14.27 to 15.97.

Discussion on Post test Male Students

The average post test marks of male students were 17.92 with a standard

deviation of 2.648. The standard deviation showed that the marks of boys were

relatively closer to the mean point as compared to female. The category of

minimum mentioned the minimum marks obtained by the students in post test

of class 9th, whereas the category of maximum mentioned the maximum marks

obtained by students in post test, which were 9 and 23 respectively. The 95%

139

confidence interval for female average ranged from 14.27 to 15.97. This

indicated the level of confidence in the average marks of the post test of the

population of class 9th of male that ranged from 17.17 to 18.67.



Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest – pretest

2.80000 2.82120 .39898 1.99822 3.60178 7.018 49 .000

Discussion

The statistical measures used in table 4.4.13 indicated the overall result of

male students of the experimental group of 9th class. The test value showed

that H0** was rejected and H1

** was accepted. The result demonstrated that

there was high increase in the score of pre and post tests. The difference

between pre test and post test scores was tested through paired t test, the t

value and two tailed significance value showed that there was significant

increase in the post test scores. This clearly indicated that the treatment made

significant affect on the learning outcomes of class 9th students.

140


Students of Experimental Group of 9th Class


Situation Area N Minimum Maximum Mean Std.

Deviation

Pre-test Rural Marks 50 7 20 14.18 3.379

Valid N (list wise)


(13.22 to 15.14)

Urban Marks 50 10 21 15.26 2.776

Valid N (list wise)


(14.47 to 16.05)

post-test Rural Marks 50 9 22 16.74 2.995

Valid N (list wise)


(15.89 to 17.59)

Urban Marks 50 12 23 18.44 2.187

Valid N (list wise)


(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


interval for rural average ranged from 13.22 to 15.14, which indicated the

confidence in the average of the population of class 9th of rural, which ranged

from 13.22 to 15.14.

141

Discussion on Post test of Rural Area

The data put in table 4.4.15 showed area wise post test average scores of the

class 9th. The average marks of class 9th students in the post test of rural area

were 16.74 with a standard deviation of 2.995. The category of minimum

denoted the minimum marks obtained by the students in post test of class 9th

of rural area, while the category of maximum showed the maximum marks

obtained by students in pre test, which were 9 and 22 respectively. The 95%

confidence interval for rural average ranged from 15.89 to 17.59. This

confidence interval revealed the post test average of the population of class 9th

of rural that ranged from 15.89 to 17.59.

Table-4.4.15: Test of Significance of Pre & Post Tests of Rural Students of


Paired Samples Test

Paired Differences

T df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1


2.56000 2.71924 .38456 1.78720 3.33280 6.657 49 .000

Discussion

The analysis of data in table 4.4.15 documented the test of significance

between pre-test and post-test scores. The t-value and two tailed significance

value clearly indicated that there was significant difference between pre and

post test scores, which showed that H0**** was rejected and H1

**** was

accepted. It further revealed that the average marks of post test were higher

than the pre test marks. The increase was tested for statistical significance and

142

the test value suggested that the average marks of post test were significantly

higher than the average marks of pre test. The increase clearly revealed that

the treatment made a significant affect on the learning outcomes of the

students.


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


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,



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


confidence interval for urban area post test average remained from 17.82 to

19.06, which clearly presented the confidence in the average of post test of the

population of class 9th in urban area that ranged from 17.82 to 19.06.

143

Table-4.4.16: Test of Significance of Pre & Post tests of Urban Students of


Paired Samples Test

Paired Differences

T df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1


3.18000 2.81896 .39866 2.37886 3.98114 7.977 49 .000

Discussion

The data documented in table 4.4.16 revealed the significance between pre-test

and post-test scores. The t-value and two tailed significance value clearly

indicated that H0***** was rejected and H1

***** was accepted. This meant that

there was significant difference between pre and post tests’ scores. The above

table revealed that the average marks of post test were higher than the pre test

marks. The increase was tested for statistical significance and the test value

suggested that the average marks of post test was significantly higher than the

average marks of pre test, which clearly indicated the significance of treatment

on the attainment of learning outcomes of the students.

144

The data put in table 4.4.18 analyzed the test results of control group of class

10th. The data were further classified in terms of rural; urban, male; female,

which showed pre and post tests of the control group with standard deviation

and results of T-test.

Table-4.4.17: Descriptive Statistics Pre & Post tests of Control Group of

10th Class



Deviation

Pre-test Marks 100 8 20 15.12 2.500

Valid N (list wise)


(14.62 to 15.62)

Post-test

Marks 100 9 20 15.45 2.176

Valid N (list wise)


(15.02 to 15.88)


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


in the students’ marks of the post test. The 95% confidence interval showed

that we were 95% confident about the mean of the pre test of the population of

class 10th, which ranged from 14.62 to 15.62.

145


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


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,


Standard deviation of the post test was lesser than pre test while mean of post

test slightly increased. This indicated that students might have thought of a test

after completion of experiment; therefore they prepared themselves for the test

and got approximately closer marks to one another but due to the absence of

treatment they could not increase their marks significantly.

146

Table-4.4.18: Test of Significance of Pre & Post Tests of Control Group of

10th Class

Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test .330 2.075 .207 -.082 .742 1.591 99 .115

The data put in table 4.4.18 presented the test of significance between pre and

post tests of overall class 10th. The test value showed that H0* was accepted

and H1* was rejected. The result depicted that there was a slight increase in the

mean score of post test but this increase was statistically insignificant. It was

perhaps due to the fact that students were aware of a test after completion of

experimental period. Due to the absence of treatment the students did not

show improvement in the scores of post test as compared to pre test.

147

Table-4.4.19: Descriptive Statistics Pre & Post tests of Male & Female

Students of Control Group of 10th Class



Deviation


Valid N (list wise)


(14.40 to 15.84)

Male Marks 50 8 20 15.12 2.504

Valid N (list wise)


(14.41 to 15.83)

Post-test Female Marks 50 9 20 15.38 2.381

Valid N (list wise)


(14.70 to 16.06)

Male Marks 50 10 19 15.52 1.972

Valid N (list wise)


(14.96 to 16.08)

Discussion on the Pre test of Female Students

The data analysed in table 4.4.19 revealed the gender wise average marks of

pre test of class 10th. The table reflected that female students’ average marks


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


interval for female average ranged from 14.40 to 15.84, which signified the

confidence in the average of post test marks of the population of class 9th of

female students that ranged from 14.40 to 15.84.

148

Discussion on the Post test of Female Students

The above mentioned table revealed the gender wise average marks of post

test of class 10th. The table showed that female students’ average marks were

15.38 with a standard deviation of 2.381. The word minimum showed the

minimum marks obtained by the students in post test of class 10th, while the

word maximum indicated the maximum marks obtained by students in post

test, which were 10 and 19 respectively. The 95% confidence interval for

female average ranged from 14.70 to 16.06, which showed the confident in the

average of post test marks of the population of class 10th of females that

ranked from 14.70 to 16.06. The standard deviation of the post test was lesser

than pre test, while mean of post test slightly increased. This indicated that

students might have thought about a test after completion of experiment and

prepared themselves for the test and they all got approximately closer marks to

one another but due to the absence of treatment, they could not increase their

marks significantly in the post test.

Table-4.4.20: Test of Significance of Pre & Post tests of Female Students

of Control Group of 10th Class

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest - pretest

.64000 3.02884 .42834 -.22079 1.50079 1.494 49 .142

149

The data put in table 4.4.20 indicated the test of significance of pre and post

tests of female students of class 10th. The test value showed that H0*** was

accepted and H1*** was rejected. The result showed that there was a slight

increase in the mean score of post test but this increase was statistically

insignificant. It might be due to the fact that students were aware of a test after

completion of experimental period. This clearly revealed the importance of

treatment, which was not given to this group.

Discussion on the Pre test of Male Students


2.50. The standard deviation showed that the marks of boys were closer to the

mean point. The section of minimum indicated the minimum marks obtained

by the students in pre test of class 10th, while the maximum showed the

maximum marks obtained by students in post test that were 8 and 20

respectively. The 95% confidence interval for female average ranged from

14.41 to 15.83, which showed the confident in the average marks of the pre

test of the population of class 10th of male students and ranged from 14.41 to

15.83.

Discussion on the Post test of Male Students

The average marks of male students were 15.52 with a standard deviation of

1.972. The standard deviation showed that the marks of boys were closer to

the mean point. The category of minimum showed the minimum marks

obtained by the students in post test of class 10th, while the category of

maximum revealed the maximum marks obtained by students in post test that

150

were 10 and 19 respectively. The 95% confidence interval for female students’

average was from 14.96 to 16.08, which reflected the confidence in the

average marks of the post test of the population of class 10th of male students

that ranged from 14.96 to 16.08.


test slightly increased. This indicated that students might have thought that

there would be a test after completion of experiment so they prepared

themselves for the test and got approximately closer marks to one another but

due to the absence of treatment they could not increase their marks

significantly.

Table-4.4.21: Test of Significance of Pre & Post tests of Male Students of

Control Group of 10th Class

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest - pretest

.74000 2.56992 .36344 .00964 1.47036 2.036 49 .047

The data put in table 4.4.21 indicated test of significance of pre and post tests

of class 10th. The test value showed that H0** was accepted and H1

** was

rejected. The result showed that there was a slight increase in the mean score

of post test but that increase was statistically insignificant. It might be due to

the fact that students were aware about the test after completion of

experimental period. It justified the importance of the treatment, which was

151

not given to this group and the group did not score high marks in post test as

compared to the pre test.


Students of Control Group of 10th Class



Deviation

Pre-test Urban Marks 50 8 20 15.10 2.517

Valid N (list wise)


(14.38 to 15.82)

Rural Marks 50 9 20 15.14 2.507

Valid N (list wise)


(14.43 to 15.85)

Post-test Urban Marks 50 10 20 15.60 2.185

Valid N (list wise)


(14.98 to 16.22)

Rural Marks 50 9 19 15.30 2.178

Valid N (list wise)


(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


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


confidence interval for rural average ranged from 14.43 to 15.85, which

revealed the confidence in the pre test average of the population of class 10th

of rural area, which ranged from 14.43 to 15.85.

152


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.


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


Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest - pretest

.78000 3.08578 .43640 -.09697 1.65697 1.787 49 .080

153

The data put in table 4.4.23 showed the test of significance of pre and post

tests of overall class 10th. The test value showed that H0**** was accepted and

H1**** was rejected. The result indicated that there was a minor increase in the

mean score of post test but that was statistically insignificant. It might be due

to the fact that students were aware of a test after completion of experimental

period. It meant that due to the absence of treatment students did not score

high in post test as compared to pre test.


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


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.




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


154

revealed the confidence in the average of post test of the population of class

10th in urban area that ranged from 14.98 to 16.22.


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


Paired Differences

t df

Sig. (2-

tailed)

Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

posttest - pretest

.60000 2.49898 .35341 -.11020 1.31020 1.698 49 .096

The data analysed in table 4.4.24 showed the test of significance of pre and

post tests of overall class10th. The test value showed that H0***** was accepted

and H1***** was rejected. The result showed that there was a small increase in

the mean score of post test. However the increase was statistically

insignificant. It might be due to the fact that students were aware about a test

after completion of experimental period. It suggested the significance of

treatment, which was not given to the control group and the students of this

group did not score well in the post test.

155

The data given in the table 4.4.26 elaborated the test results of experimental

group of class 10th. The data were further explained in terms of gender, rural,

and urban. They represented pre and post tests of the experimental group with

standard deviation and results of T-test.

Table-4.4.25: Descriptive Statistics of Pre & Post tests of Experimental

Group of 10th Class



Deviation

Pre-test Marks 100 9 19 13.72 2.310

Valid N (list wise)


(13.26 to 14.18)

Post-test Marks 100 11 22 17.81 2.135

Valid N (list wise)


(17.39 to 18.23)


The data provided in table 4.4.25 showed the overall mean and standard

deviation of class 10th. The overall mean was 13.72 with standard deviation of

2.310. The group of minimum showed the minimum marks obtained by the

students in pre test of class 10th, while the group of maximum showed the

maximum marks obtained by students in pre test, which were 9 and 19

respectively. The standard deviation represented that there was not much

variation in the students’ marks. The 95% confidence interval reflected the

confidence in average of the population of class 10th, which ranged from 13.26

to 14.18.

156


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


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test 4.090 2.708 .271 3.553 4.627 15.101 99 .000

157

The data provided in table 4.4.26 showed the test of significance between pre-

test and post-test scores. The t-value and two tailed significance value clearly

indicated that H0* was rejected and H1

* was accepted. This means that there

was significant difference between pre and post test scores. It clearly

suggested that the average marks of post test were higher than the pre test

marks. The increase was tested for statistical significance and the test value

suggested that the average marks of post test were significantly higher than the

average marks of pre test. The increase in the marks of post test lucidly

communicated the significance of treatment on the achievement of learning

outcomes of students.

Table-4.4.27: Descriptive Statistics of Pre & Post tests of Male & Female




Deviation


Valid N (list wise)


(13.06 to 14.46)

Male Marks 50 9 19 13.68 2.161

Valid N (list wise)


(13.07 to 14.29)

Post-test Female Marks 50 12 21 17.76 2.143

Valid N (list wise)


(17.15 to 18.37)

Male Marks 50 11 22 17.86 2.148

Valid N (list wise)


(17.20 to 18.40)

158

Discussion on the Pre test of Female Students

The above data highlighted gender wise average of the class 10th. The data

illustrated that female students’ average marks were 13.76 with a standard

deviation of 2.471, which pointed out that there was not much deviation in the

marks. The section of minimum reflected the minimum marks acquired by the

students in pre test of class 10th; whereas the section of maximum showed the

maximum marks obtained by students in pre test, which were 9 and 19

respectively. The 95% confidence interval for female average ranged from

13.06 to 14.46, which indicated the confidence in average of the population of

class 9th of female that ranged from 13.06 to 14.46.

Discussion on the Post test of Female Students

The given data suggested the gender wise average marks of post test of class

10th. The data revealed that female students’ average marks were 17.76 with a

standard deviation of 2.142. The standard deviation mentioned that there was

not much variation in the marks of students. The segment of minimum showed

the minimum marks secured by the students in post test of class 10th, while the

segment of maximum showed the maximum marks obtained by students in

post test, which were 12 and 21 respectively. The 95% confidence interval for

female average ranged from 17.15 to 18.37, which reflected confidence in the

average of post test marks of the population of class 10th of female students

that ranged from 17.15 to 18.37.

159


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


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test 4.000 2.921 .413 3.170 4.830 9.684 49 .000

The data put in table 4.4.28 described the test of significance between pre-test


indicated that H0*** was rejected and H1

*** was accepted. This meant that there

was significant difference between pre and post test scores. The same table

showed that the average marks of post test were higher than the pre test marks.

The increase was tested for statistical significance and the test value suggested

that the average marks of post test were significantly higher than the average

marks of pre test. It revealed that the treatment made a significant effect on the

learning outcomes of students.

160

Discussion on the Pre test of Male Students



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


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



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.


group, which revealed the impact of nonverbal communication on the

achievement level of the students. It was clearly understood from the data that

161

all the students received almost the same level of understanding on the given

treatment. As a result all the students secured almost same marks in post test.

Table-4.4.29: Test of Significance of Pre & Post tests of Male Students of


Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test 4.180 2.505 .354 3.468 4.892 11.801 49 .000

The data put in table 4.4.29 showed the test of significance between pre-test


indicated that H0** was rejected and H1

** was accepted. This meant that there

was significant difference between pre and post test scores. The average marks

of post test were higher than the pre test marks. The increase was tested for

statistical significance and the test value suggested that the average marks of

post test were significantly higher than the average marks of pre test, which

evidently depicted that the treatment made a significant effect on the learning

outcome of students.

162

Table-4.4.30: Descriptive Statistics of Pre & Post tests of Rural & Urban




Deviation

Pre test Rural Marks 50 9 19 13.74 2.146

Valid N (list wise)


(12.99 to 14.41)

Urban Marks 50 9 19 13.70 2.485

Valid N (list wise)


(13.13 to 14.35)

Post test Rural Marks 50 11 21 17.36 2.284

Valid N (list wise)


(16.71 to 18.01)

Urban Marks 50 13 22 18.26 1.893

Valid N (list wise)


(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


163


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


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


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.


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


Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test 3.620 2.656 .376 2.865 4.375 9.636 49 .000

164

The data put in table 4.4.31 showed the test of significance between pre-test


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.


The average marks of the students of class 10th in urban area were 13.74 with a

standard deviation of 2.146. The class of minimum showed the minimum

marks obtained by the students in pre test of class 10th of urban area, while the

class of maximum showed the maximum marks obtained by students in pre

test, which were 9 and 19 respectively. The 95% confidence interval for urban

area average ranged from 13.13 to 14.35, which indicated confidence in the

average of the population of class 10th in urban area that ranged from 13.13 to

14.35.

The difference between the standard deviation also revealed the difference in

the intelligence level of the urban area students as compared to rural area

students, which was also clear from the minimum and maximum marks

obtained by the students.

165




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



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.



Paired Samples Test

Paired Differences


Mean Std.

Deviation

Std. Error Mean


Difference

Lower Upper

Pair 1

Post test -

Pre test 4.560 2.704 .382 3.791 5.329 11.924 49 .000

The data in table 4.4.32 revealed the test of significance between pre-test and

post-test scores. The t-value and two tailed significance value clearly indicated

166

that H0***** was rejected and H1

***** was accepted. This meant that there was

significant difference between pre and post test scores. The tabulated data

showed that the average marks of post test were higher than the pre test marks.

The increase was tested for statistical significance and the test value suggested

that the average marks of post test were significantly higher than the average

marks of pre test, which clearly indicated the significance of treatment on the

achievement of learning outcomes of students.

167

4.5 Comparison of Test Scores of Rural Urban Students

This section of chapter 4 compared the overall test results of the students in

rural and urban areas. The results reflected the competence level of the

students in pre and post test scores.

The following tables explained the pre test and post test results, using t-test as

statistical tool, in rural and urban areas’ students of control group of class 9th

regarding their competence level.

Table-4.5.1: Pre Test on Female Students of Rural and Urban Areas

Group Statistics

Area N Mean Std. Deviation Std. Error Mean

Rural 25 13.5600 3.16333 .63267

Urban 25 15.1200 2.26053 .45211

t-test for Equality of Means

T df Sig. (2-tailed) Mean DifferenceStd. Error

Difference

-2.006 48 .050 -1.56000 .77760

In the pre test of control group of class 9th the difference between the mean

scores of female students in rural and urban area was significant. The mean

score of female students in urban area was higher than female students in rural

area, which showed that female students of class 9th in urban area were

relatively competent than those in rural area.

168

Table-4.5.2: Post Test on Female Students of Rural and Urban Areas

Group Statistics


Rural 25 13.5200 3.11073 .62215

Urban 25 15.1600 3.03699 .60740


t Df Sig. (2-tailed) Mean Difference Std. Error Difference

-1.886 48 .065 -1.64000 .86948 In the post test of control group of class 9th the difference between the mean

scores of female students in rural and urban areas was significant. The mean

score of female students in urban area was higher than female students in rural

area, which indicated that female students of class 9th in urban area were

relatively competent than the students in rural areas.

Table-4.5.3: Pre Test on Male Students of Rural and Urban Areas

Group Statistics


Rural 25 14.6400 3.13422 .62684

Urban 25 15.0800 3.10805 .62161


T df Sig. (2-tailed) Mean DifferenceStd. Error Difference

-.498 48 .620 -.44000 .88280


scores of male students in rural and urban areas was insignificant. The mean

169

score of male students in urban area was almost the same as male students of

rural area, which confirmed that male students of class 9th in urban and rural

areas were the same in competence.

Table-4.5.4: Post Test on Male Students of Rural and Urban Areas

Group Statistics


Rural 25 14.7200 3.29798 .65960

Urban 25 15.2000 3.32916 .66583


T df Sig. (2-tailed) Mean DifferenceStd. Error Difference

-.512 48 .611 -.48000 .93723



score of male students in urban area was almost the same as male students in

rural area, which showed that male students of class 9th in urban and rural

areas were same in competence.

170

The subsequent data illustrated the pre test and post test results, using t-test as

statistical tool, of students in rural and urban areas in experimental group of

class 9th regarding their competence level.


Group Statistics


Rural 25 13.6000 3.52373 .70475

Urban 25 15.0400 2.77609 .55522


T Df Sig. (2-tailed) Mean DifferenceStd. Error

Difference

-1.605 48 .115 -1.44000 .89718

In the pre test of experimental group of class 9th the difference between the

mean scores of female students in Rural and Urban areas was insignificant.

The mean score of female students in urban area was almost the same as

female students of rural area, which indicated that female students of class 9th

in urban and rural areas were same in competence.

171


Group Statistics


Rural 25 16.2800 3.08923 .61785

Urban 25 18.2400 2.18480 .43696


t df Sig. (2-tailed) Mean Difference Std. Error Difference

-2.590 48 .013 -1.96000 .75675

In the post test of experimental group of class 9th the difference between the

mean scores of female students in Rural and Urban areas was significant. The

mean score of female students in urban area was higher than female students

in rural area, which showed that female students of class 9th in urban area were

relatively competent than students in rural areas.


Group Statistics


Rural 25 14.7600 3.19218 .63844

Urban 25 15.4800 2.81543 .56309



Difference

-.846 48 .402 -.72000 .85127


mean scores of male students in rural and urban area was insignificant. The

172

mean score of male students in urban area was almost the same as that of male

students of rural area, which indicated that male students of class 9th in urban

and rural areas were the same in competence.


Group Statistics


Rural 25 17.2000 2.88675 .57735

Urban 25 18.6400 2.21510 .44302



Difference

-1.979 48 .054 -1.44000 .72774 In the post test of experimental group of class 9th the difference between the

mean scores of male students in rural and urban areas was significant. The

mean score of male students in urban area was higher than male students in

rural area, which revealed that male students of class 9th in urban area were

relatively competent than those in rural area.

173

The subsequent tables bring forth the pre test and post test results, using t-test

as statistical tool for assessment of students of control group of class 10th in

rural and urban areas regarding their competence level.


Group Statistics


Urban 25 15.0000 2.79881 .55976

Rural 25 14.6800 2.62552 .52510


T Df Sig. (2-tailed) Mean DifferenceStd. Error

Difference

.417 48 .679 .32000 .76751


scores of female students in rural and urban areas was insignificant. The mean

score of female students in urban area was almost the same as that of female

students of rural area, which indicated that female students of class 10th in

urban and rural areas were the same in competence.

174


Group Statistics


Urban 25 15.4400 2.48462 .49692

Rural 25 15.5200 2.32952 .46590



Difference

-.117 48 .907 -.08000 .68118

In the post test of control group of class 10th the difference between the mean

scores of female students in rural and urban areas was insignificant. The mean

score of female students in urban area was almost the same as that of female

students of rural area, which showed that female students of class 10th in urban



Group Statistics


Urban 25 15.0000 2.48328 .49666

Rural 25 14.7600 2.91947 .58389



Difference

.313 48 .756 .24000 .76655 In the pre test of control group of class 10th the difference between the mean


score of male students in urban area was almost the same as that of male

175

students of rural area, which indicated that the male students of class 10th in

urban and rural areas were the same in competence.


Group Statistics


Urban 25 15.7600 1.87705 .37541

Rural 25 15.4800 2.18174 .43635



Difference

.486 48 .629 .28000 .57562 In the post test of control group of class 10th the difference between 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


176

The following data depicted the pre test and post test results, using t-test as

statistical tool, in rural and urban areas’ students of experimental group of

class 10th regarding their competence level.


Group Statistics


Rural 25 13.8000 2.59808 .51962

Urban 25 13.7200 2.38956 .47791



Difference

.113 48 .910 .08000 .70597


mean scores of female students in rural and urban areas was insignificant. The

mean score of female students in urban area was almost the same as that of

female students of rural area, which showed that female students of class 10th

in urban and rural areas were the same in competence.

177


Group Statistics


Rural 25 17.3600 2.03879 .40776

Urban 25 18.1600 2.21133 .44227



Difference

-1.330 48 .190 -.80000 .60155 In the post test of experimental group of class 10th the difference between the

mean scores of female students in rural and urban areas was insignificant. The

mean score of female students in urban area was almost the same as that of

female students of rural area, which showed that female students of class 10th

in urban and rural areas were the same in competence.

178


Group Statistics


Rural 25 13.6800 1.62583 .32517

Urban 25 13.6800 2.62552 .52510



Difference

.000 48 1.000 .00000 .61763 In the pre test of experimental group of class 10th the difference between the

mean scores of male students in rural and urban areas was insignificant. The


students of rural area, which revealed that male students of class 10th in urban


179


Group Statistics


Rural 25 17.3600 2.54755 .50951

Urban 25 18.3600 1.55134 .31027



Difference

-1.676 48 .100 -1.00000 .59655 In the post test of experimental group of class 10th the difference between the

mean scores of male students in rural and urban areas was insignificant. The


students of rural area, which indicated that male students of class 10th in urban


180

Chapter-5

FINDINGS, CONCLUSIONS, SUMMARY AND

RECOMMENDATIONS

This chapter deals with the findings, conclusions, summary and

recommendations of the study on the basis of data collected, analyzed and

interpreted with the help of statistical devices. It also makes implement able

recommendations for corrective actions.

5.1 Findings

Based on the analysis of data and review of related literature the study found

that:

1. Facial expression is an important tool of teaching learning process, and

could make the teaching-learning process more effective and

interesting.

2. The skill of nonverbal communication could enhance the

understanding of the students in the classroom and help to improve the

teachers’ role in promoting learning outcomes.

3. Facial expressions of teachers like anger and smile could help the

students to understand the messages, which would be helpful to change

their behaviour according to the learning requirement in the classroom

during teaching learning process.

181

4. Eye contact could play an effective role in the process of teaching and

learning because this technique made the students attentive and alert in

the classroom as a result of direct eye contact with the teachers.

5. Teachers could easily motivate the students with their eye contact and

transfer the messages of appreciation and admiration to the students.

6. Eye contact not only helps in augmenting the attention level of the

students but also increases their understanding

7. Importance of the body movements in classroom teaching was found

lucid from the responses of the respondents who endorsed the

importance of the body movements during teaching learning process.

8. Proper use of hands, shoulders, and head by a teacher developed the

understanding of the story lessons taught during the study and also

provided supplementary information to the students. Body movements

of teachers and students made the learning environment conducive to

learning.

9. The rise and fall in teachers’ voice positively affected teaching-

learning process in the classroom and provided additional information

in the teaching of poetry.

10. Proper use of intonation and pitch of the voice by the teachers further

clarified the concepts of the students.

11. Appropriate distance between teachers and students was viewed very

necessary for the proper learning of the students and acceptable

182

distance in the classroom was found very conducive to learning

environment.

12. Students felt at ease and inclined towards learning activities in the

classroom when teachers kept proper distance with the students.

13. Test results illustrated that non-verbal communication brought

significant difference in the learning outcomes of the students. The

treatment ensured improvement in the learning and understanding of

the students, which were reflected in their learning outcomes.

14. Non-verbal communication demonstrated positive change in the

learning outcomes of both male and female students both in the rural

and urban areas.

183

5.2 Conclusions

The study reported that non-verbal communication had brought positive

change in the learning outcomes of the students. The teachers and students

showed awareness of non-verbal communication and its effectiveness but

teachers were perhaps not motivated to use them in the classroom. Based on

the inferences drawn from the analysis of data and review of related literature

the following conclusions were drawn:

1. Due to the facial expressions of the teachers many difficult concepts

and contents were clarified to the students and they took interest in the

teaching-learning process.

2. Teachers made the learning environment active through their eye

contact whereby students felt alert in the classrooms and took active

participation in the learning process, which consequently enhanced the

level of their retention and understanding.

3. Body movements also provided a strong foundation to the teachers to

teach effectively and their proper use supplied additional information

to the students especially in the teaching of stories. Proper use of head,

shoulders, and hands facilitated the students in better understanding of

difficult learning concepts and the use of this technique by teachers

also reflected their expertise in the field of teaching.

184

4. The study found that pitch or rise and fall in the tone of teachers’ voice

also helped the students in the proper understanding of poetry.

Teachers’ proper voice also caught the attention of students’ attention

for increasing their learning outcomes.

5. Last, but not the least, spatial distance was also used in the study as an

effective non-verbal technique in the classroom, which were used

properly and efficiently by the teachers in order to grab the desired

learning outcomes.

6. It was also inferred from the study that proper use of non-verbal

communication depicted the professional attitude and interest of the

teachers towards teaching as a profession. Due to intentional use of

non-verbal communication not only teachers but students developed a

level of motivation and interest in teaching-learning process that

eventually turned into the attainment of desired learning outcomes of

the students.

7. Contrary to that those teachers who did not properly use non-verbal

communication in the classroom teaching; they not only lost their

interest in the teaching-learning process but also failed to motivate the

students towards classroom teaching and could not achieve desired

learning outcomes.

185

5.3 Summary

It was an experimental research, which studied the importance of non-verbal

communication on the learning outcomes of the students in the teaching-

learning process in the actual classroom setting. The experiment was carried in

the subject of English (Compulsory) at the secondary schools (classes IX-X).

The non-verbal communication was restricted to body movements, facial

expressions, eye contact, pitch of voice, and spatial distance between teachers

and students.

The following were the objectives of the study:

1. To explore the perceptions of teachers and students regarding non-

verbal communication as an important teaching-learning skill.

2. To make an analysis of non-verbal communication in the context of

teaching-learning process

3. To find out how the mechanism of non-verbal communication

contributed to better learning outcomes of students.

The following hypotheses were examined in the study:

1. There is an impact of non-verbal communication on the learning

outcomes of student in rural and urban areas.

2. There is an impact of non-verbal communication on the learning

outcomes of male and female students.

186

The primary sources of collection of data were questionnaires and observation

of teachers and students in actual classroom setting. Two questionnaires were

developed one each for teachers and students. The questionnaires obtained the

data on the importance, awareness, and use of non-verbal communication. For

the purpose of carrying out the experiment in the actual class room setting, 04

Govt. secondary schools, two from each gender, were selected including 01

boys’ and 01 girls’ schools in rural area and 01 boys’ and 01 girls’ schools in

urban area of Peshawar District.

The sample of the study comprised 20 Govt. secondary schools, 10 boys and

10 girls from the rural and urban areas of Peshawar district. The sample

included 2 teachers and 40 students from each school in the subject of English

(compulsory). The total number of sample teachers and students was 40 and

800 respectively. The technique of simple random sampling was used for the

selection of the sample schools and sample respondents.

The experimental design of this study was “The pre-test - post-test

Equivalent Groups Design". In this design same lessons were assigned to

both the groups: experimental and control. The difference between pre and

post tests scores was compared through paired t-test. Furthermore, the co-

relation of the questionnaires of teachers and students was assessed through

Gamma correlation technique.

On the basis of review of related literature and data analysis the study found:

1. Facial expressions of teachers like anger and smile could help the

students to understand the messages, which would be helpful to change

187

their behaviour according to the learning requirement in the classroom

during teaching learning process.

2. Eye contact could play an effective role in the process of teaching and

learning because this technique made the students attentive and alert in

the classroom as a result of direct eye contact with the teachers.

3. Importance of the body movements in classroom teaching was found

lucid from the responses of the respondents who endorsed the

importance of the body movements during teaching learning process.

4. The rise and fall in teachers’ voice positively affected teaching-

learning process in the classroom and provided additional information

in the teaching of poetry.

5. Appropriate distance between teachers and students was viewed very

necessary for the proper learning of the students and acceptable

distance in the classroom was found very conducive to learning

environment.

6. Test results illustrated that non-verbal communication brought

significant difference in the learning outcomes of the students. The

treatment ensured improvement in the learning and understanding of

the students, which reflected in their learning outcomes.

The conclusions of the study indicated that teachers made the learning

environment active through their non-verbal communication whereby students

felt alert in the classrooms and took active participation in the learning

188

process, which consequently enhanced the level of their retention and

understanding. It was also inferred from the study that proper use of non-

verbal communication depicted the professional attitude and interest of the

teachers towards teaching as a profession. Due to intentional use of non-verbal

communication not only teachers but students developed a level of motivation

and interest in teaching-learning process that eventually turned into the

attainment of desired learning outcomes of the students. Contrary to that those

teachers who did not properly use non-verbal communication in the classroom

teaching; they not only lost their interest in the teaching-learning process but

also failed to motivate the students towards classroom teaching and could not

achieve desired learning outcomes

The following recommendations were made for the improvement of the state

of affairs:

1. Teachers at all levels should be given an orientation in non-verbal

communication and the skills thus acquired should be utilized in their

teaching methodologies.

2. Teachers should be aware of the fact that non-verbal communication is

used where and when required because excess of non-verbal

communication can spoil the purpose of its utilization.

3. It is recommended that curriculum planners and policy maker should


189

it a part of the teacher education program so that prospective teachers

are trained in this important technology.

4. Provincial institutes of teachers’ education like IERs, PITE and RITE

should train the teachers in the technology of non-verbal

communication in their In-service and Pre-service teacher education

programs.

190

5.4 Recommendations

On the basis of data interpreted, findings, and conclusions of the study,

following recommendations are made:

1. Non-verbal communication is a skill, which should be utilized by

teachers at all levels of education.

2. Teachers at all levels should be given an orientation in non-verbal

communication and the skills thus acquired should be utilized in their

teaching methodologies.

3. Teachers should be encouraged to use this skill in order to enhance the

interest of the students and make them attentive in the class.

4. Facial expressions are the primary type of non-verbal communication,

which, if utilized properly by teachers, can enhance the understanding

of the students about the concepts taught in the classroom.

5. Teachers should use facial expressions for transmitting the messages of

anger and happiness to the students in order to improve teaching-

learning process.

6. Eye contact with the students in the classroom is very pivotal for active

participation of the students.

7. Students can lose interest and attention in the teaching-learning process

due to the lack of eye contact; hence teachers should ensure the

utilization of eye contact.

191

8. Body movements of the teachers create interest and attentiveness

among the students and especially in the teaching of stories; therefore,

teachers should purposefully use their body movements in their

teaching.

9. Teachers should be aware of the fact that body movements are used

where and when required because excess of body movements can spoil

the purpose of its utilization.

10. In the teaching of poetry, intonation plays a very essential role.

Teachers should vary their tone in the teaching of poetry to create

interest among the students.

11. Rise and fall in the voice of teachers help the students in understanding

the theme, setting, and beauty of the poems. It is highly recommended

that teachers should exercise intonation or rise and fall in the pitch of

their voices in the teaching of poetry.

12. Proper distance between teachers and students in the classroom is very

sensitive; hence should be taken into consideration. Teachers should be

aware of the proper distance with the students and keep it active in the

classroom.

13. Proper distance between teacher and students make the students at ease

during the learning process and they feel better at receiving the given

knowledge.

192

14. It is recommended that curriculum planners and policy makers should


it a part of the teacher education programs so that prospective teachers

are trained in this important technology.

15. All the provincial textbook boards should incorporate the skill of

nonverbal communication in the supplementary material for the

effective use of teachers.

16. Provincial institute like IERs, PITE and RITE should train the teachers

in the skill of non-verbal communication in their In-service and Pre-

service teacher education programs.

17. Review of related literature has provided the importance of nonverbal

communication in the educational process; therefore, it is suggested

that the skill of non-verbal communication should be used in the

educational set up at every level of education.

18. This research study has opened avenues for other researchers to study

the importance and use of non-verbal communication skill on the same

lines in other subjects of the curricula taught at different levels of

education.

193

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APPENDIXES

Appendix-I

QUESTIONNAIRE FOR TEACHERS

Topic: Impact of non-verbal communication on students’ learning

outcomes

Note: This questionnaire is floated in order to elicit information leading to

completion of an important academic study. Your co-operation and

support would go a long way to complete this research, which would

be highly appreciated. The information would be kept confidential and

use only for this research. Please answer the questions to the best of

your knowledge.

Part-I Personal Information

Please provide the following information.

1. Gender: male ( ) female ( )

2. Name of the School…………………………………

3. Teaching experience………… years

4. Subject taught…………………

5. class taught 9th class ( ) 10th class ( )

201

Part II Opinion Towards Non-Verbal Communication Following are the 05 sections of items that relate to (i) facial expression (ii)

eye contact (iii) body movements (iv) spatial distance (v) pitch of voice.

Below is the 5-point Likert scale. Please indicate the degree to which you

agree or disagree to the given statements, as per following abbreviations.

1) Strongly Agree (SA)

2) Agree (A)

3) Un-Decided (UD)

4) Disagree (DA)

5) Strongly Disagree (SD)

Section-I Facial Expressions

Q1.1 I consider facial expression as an important tool in the teaching learning process.

SA A UD DA SD

Q1.2 I always use facial expression during teaching leaning process to make teaching more effective and interested.

SA A UD DA SD

Q1.3 I always use facial expressions (smile, anger) according to the need and situation during lesson in the classroom.

SA A UD DA SD

Q1.4

Anger on teacher’s face during classroom teaching can hinder the attention and understanding of the students.

SA A UD DA SD

Q1.5 Different facial expressions during teaching help the students to understand the lesson in a more effective way.

SA A UD DA SD

Q1.6 Teacher’s facial expressions positively affect the teaching learning process in classroom.

SA A UD DA SD

Q1.7 I mostly use my facial expressions to appreciate the performance of the students in the classroom.

SA A UD DA SD

Q1.8 I mostly understand students’ facial expressions generated during teaching learning process.

SA A UD DA SD

Q1.9 I also understand from student’s facial expressions that how much they are interested in the classroom activities.

SA A UD DA SD

Q1.10 Students’ facial expressions during classroom activities help me in improving my teaching style and methodology.

SA A UD DA SD

202

Section- II Eye Contact

Q2.1

I mostly use my eye contact with the

students in the classroom to make them

attentive during teaching learning process.

SA A UD DA SD

Q2.2

Regular eye contact with the students in the

classroom enhances their (Students)

attention during learning process.

SA A UD DA SD

Q2.3

Teacher’s regular eye contact makes the

classroom’s environment alive to lesson

taught.

SA A UD DA SD

Q2.4

I mostly use eye contact with the students as

a smart tool of teaching in the classroom

during learning process

SA A UD DA SD

Q2.5

I appreciate those students in the class who

make regular eye contact with the teacher

during learning process.

SA A UD DA SD

Q2.6

I receive, on the spot, the feedback of the

students about my teaching through their eye

contact during the classroom learning.

SA A UD DA SD

Q2.7 I pose questions to the students during lesson

who avoid eye contact with me in the class.

SA A UD DA SD

Q2.8

I mostly use eye contact to convey messages

of appreciation and anger to the students

during teaching.

SA A UD DA SD

203

Section- III Body Movements

Q3.1

Body movements of the teacher during

teaching process help the students in

understanding the lesson.

SA A UD DA SD

Q3.2

Students comprehend the lesson more

effectively when I use my hands during

teaching to give them additional visual

information about the topic.

SA A UD DA SD

Q3.3

Students enjoy teaching learning process

when I use my hands, shoulders, and head to

make the lesson more interesting and

informative.

SA A UD DA SD

Q3.4

Students lose the interest and motivation

when teacher sits in the chair during

teaching learning process.

SA A UD DA SD

Q3.5

Due to the body movements of the teacher,

the classroom environment becomes more

conducive to the learning.

SA A UD DA SD

Q3.6 I use my body movements to teach stories in

a better way to the students.

SA A UD DA SD

Q3.7 Body movements of the students during

class show their interest in the lesson.

SA A UD DA SD

204

Section- IV Pitch of Voice.

Q4.1 Very high pitch of the teacher’s voice creates problems in understanding the teaching and the lesson.

SA A UD DA SD

Q4.2

Very low pitch and tone of teacher’s voice also become difficult and hard to understand the lesson for the students.

SA A UD DA SD

Q4.3 Soft pitch of teacher’s voice attracts the attention of the students toward teaching learning process.

SA A UD DA SD

Q4.4

Intonation or rise and fall in teacher’s voice provide the students better understanding of the lessons related to poems.

SA A UD DA SD

Q4.5 It is very difficult for the students to understand the teaching when teacher speaks very fast and quick.

SA A UD DA SD

Q4.6

I use variations in the pitch of my voice to put emphasis on different concepts during teaching to make them clearer for the students.

SA A UD DA SD

Section- V

Spatial Distance

Q5.1 I normally keep a fair distance with the students, from 14 inches to 4 feet, in the classroom.

SA A UD DA SD

Q5.2

I use proper distance with the students in the class to make them at ease during teaching learning process.

SA A UD DA SD

Q5.3 When I come close to the students during teaching, they get confused.

SA A UD DA SD

Q5.4

Proper distance between teacher and student makes the classroom environment more conducive to and comfortable for learning.

SA A UD DA SD

Q5.5 I prefer proper distance with students during teaching to make my teaching more effective and efficient.

SA A UD DA SD

In case of any query, information or suggestions, please contact the researcher on [email protected].

205

Appendix-II

QUESTIONNAIRE FOR STUDENTS

Topic: Impact of non-verbal communication on students’ learning

outcomes

Note: This questionnaire is floated in order to elicit information leading to

completion of an important academic study. Your co-operation and

support would go a long way to complete this research, which would

be highly appreciated. The information would be kept confidential and

use only for this research. Please answer the questions to the best of

your knowledge.

Part-I

Personal Information

Please provide the following information.

1. Gender: male ( ) female ( )

2. Age………… years

3. Level of the student: 9th class ( ) 10th class ( )

4. Name of the school……………………………….

206

Part II

Opinion Towards Non-Verbal Communication Following are the 05 sections of items that relate to (i) facial

expression (ii) eye contact (iii) body movements (iv) spatial distance (v)

pitch of voice. Below is the 5-point scale. Please indicate the degree to which

you agree or disagree to the given statements, as per following abbreviation.

1) Strongly Agree (SA)

2) Agree (A)

3) Un-Decided (UD)

4) Disagree (D)

5) Strongly Disagree (SD)

Section-I

Facial Expressions

Q1.1 I mostly understand teacher’s facial expressions generated during teaching learning process

SA A UD D SD

Q1.2 When teacher enters in the class I notice his/her facial expressions

SA A UD D SD

Q1.3 Smile on teacher’s face motivates me to take interest in the studies.

SA A UD D SD

Q1.4 Anger on teacher’s face also motivates me to take interest in the studies.

SA A UD D SD

Q1.5

Different expressions on the face of teacher during teaching help me in Understanding the concept, he/she is teaching.

SA A UD D SD

Q1.6 I become motivated when teacher appreciates my involvement in the studies through his/her facial expressions in the classroom

SA A UD D SD

Q1.7 Teacher’s facial expressions positively affect the teaching learning process in classroom.

SA A UD D SD

207

Section- II Eye Contact

Q2.1 Teacher’s eye contact makes me attentive in the class.

SA A UD D SD

Q2.2 I am always ready for a question from the teacher when he/she makes eye contact with me in the classroom.

SA A UD D SD

Q2.3 Teacher’s regular eye contact in the classroom provokes me to prepare my lesson before hand.

SA A UD D SD

Q2.4 I recognize teacher’s response from his/her eye contact during lessons.

SA A UD D SD

Q2.5 I recognize teacher’s appreciation for me during lesson from his/her eye contact.

SA A UD D SD

Q2.6 Teacher’s regular eye contact makes the classroom’s environment alive to the lesson taught.

SA A UD D SD

Section- III

Body Movements

Q3.1 Body movements of the teacher during teaching process help me in understanding the lesson.

SA A UD D SD

Q3.2

I understand the lesson more effectively when the teacher uses his/her hands to give us additional meaning of the topic.

SA A UD D SD

Q3.3

I enjoy teaching learning process when teacher moves his/her hands, shoulders, and head to make the lesson more interesting and informative.

SA A UD D SD

Q3.4

I lose interest and feel unmotivated when my teacher sits in the chair during teaching process.

SA A UD D SD

Q3.5 Due to the body movements of the teacher, the classroom environment becomes conducive to learning.

SA A UD D SD

Q3.6 Teacher’s body movements help me to understand and take more interest in stories narrated by teacher.

SA A UD D SD

208

Section- IV Pitch of Voice.

Q4.1

Very high pitch of the teacher’s voice creates

problems in understanding the teaching and

the lesson.

SA A UD D SD

Q4.2

Very low pitch and tone of teacher’s voice also create difficulty in understanding the lesson.

SA A UD D SD

Q4.3 Soft pitch of teacher’s voice attracts my

attention toward teaching learning process.

SA A UD D SD

Q4.4

Intonation or rise and fall in teacher’s voice provide me better understanding of the lessons related to poems.

SA A UD D SD

Q4.5 I find difficult to understand the teaching

when my teacher speaks very fast and quick.

SA A UD D SD

Section- V Spatial Distance

Q5.1

Personal distance between teacher and student makes the classroom environment more conducive to and comfortable for learning.

SA A UD D SD

Q5.2 Teachers normally keep a fair distance with the students, from 14 inches to 4 feet, in the class.

SA A UD D SD

Q5.3

I feel at ease in learning the lesson when my teacher keeps proper distance from me in the classroom.

SA A UD D SD

Q5.4

I feel uncomfortable and face difficulty in understanding the teaching when a teacher does not keep proper distance from me in the classroom.

SA A UD D SD

In case of any query, information or suggestions, please contact the researcher on [email protected].

209

Appendix-III

Pre Test

Question Paper of English

For Class 9th

C. No. in Figure: _______Subject Teacher’s Signature: __________________

Time: 1 hour Total Marks 25

Note: This paper has three sections: A, B and C. Read the given

instruction for each section carefully and answer accordingly.

Attempt all questions.

Section –A (Objective)

Q1. Encircle the correct meaning; from the given. (5)

1. Dwell means: a. Live b. Stay c. Walk d. Run

2. Virtuous means: a. Bad b. Good c. Evil d. Normal

3. Precise means: a. Exact b. Fit c. Fine d. False

4. Coarse means: a. Rough. b. Plain c. Fresh d. Content

5. Fatal means: a. Deadly. b. Lively c. End d. Start

Section – B

Q: 2. Answer the following four questions. (2)

1. What sort of life did Hazrat Umar (RA) lead?

2. What profitable uses of wealth have been discovered recently?

3. Into how many kinds ate the honey bees divided?

4. How does a good Muslim live?

Q3. Paraphrase any one of the following stanzas. (3)

I sought to hear the voice of God, OR Not gold, but only men can make;

And climbed the topmost steeple. A people great and strong,

But God declared: “Go down again, Men who, for truth and honour’s sake

I dwell among the people”. Stand fast and suffer long

210

Q4. Read the following passage carefully and answer the question given at

the end. (3)

When I go into bank I get frightened. The clerks frighten me. The

desks frighten me; the sight of the money frightens me, every thing

frightens me. The moment I passed through the doors of a bank and

attempt to do business there, I become an irresponsible fool. I knew

this before, but my salary had been raised to fifty dollars a month and I

felt that the bank was the only place for it.

Questions

1. According to author, what is the effect upon him of entering a

bank to do business?

2. Why did the author decide to open an account?

3. What is the equivalent of fifty American dollars in Pakistan

currency?

Q5. (i) Make sentence about each of the following. (2)

1. Bullocks and Carts

2. Bees and Honey

Section- C

Q6. Which of the following sentences are statement, questions and

command? (5)

1. What shall we do now?

2. Yes you are much older

3. About what price?

4. Oh, be quiet, Tehmina.

5. Not more than two rupees, any how.

Q7. Write story on any one of the following: (5)

1. The fox and Grapes

2. A farmer and His Three Sons

211

Appendix-IV

Post Test

Question Paper of English

For Class 9th

C. No. in Figure: _______________Subject Teacher’s Signature: __________







1. Deprive means: a. Dispose b. Drive c. Poor d. Deep

2. Vendor means: a. Seller b. Sailor c. Sale d. Window

3. Prevent means: a. Previous b. Past c. Stop d. False

4. Eternity means: a. Forever b. Never c. External d. End

5. Worth means: a. Value. b. Devalue c. Currency d. Money

Section – B


2. What vaccinations have you already had?

2. Why was King John pleased with the shepherd?

3. What is sportsman ship?

4. Who owned the well of drinking water in Madina?


And in the world as in the school,

You know how fate may turn and shift;

The prize be sometimes to the fool,

The race not always to the swift; OR

212

Abou Ben Adhem (may his tribe increaser)

Awoke one night from a deep dream of peace,

And saw, within the moonlight in his room,

Making it rich, and like a lily in bloom,


the end. (3)

A sport is a physical activity or skill for recreation. It can also be for

competition. It can be a combination of these. A sport has physical

activity, side by side, completion and a scoring system. Sportsmanship

is the conduct and attitude, which is considered as befitting a

sportsman. It includes as sense of fair play, courtesy towards

teammates and opponents, a striving spirit, and grace in losing. Sports

are very beneficial. Sports aid in the development of social and

interpersonal skills, health fitness and psychological and mental well

being.

Questions

1. What is sport?

2. What is sportsmanship?

3. Are sports beneficial?

Q5. Define conjunction and give five examples. (2)

Section- C

Q6. Translate into Urdu. (5)

1. Tehmina will be working hard

2. I will be writing a letter.

3. They will not be playing hockey

4. We will be jogging

5. Will you be joining the party?

Q7. Write story on any one of the following: (5)

1. The farmer’s son and the snake

2. Try, Try Again

213

Appendix-V

Pre Test

Question Paper of English for Class 10th

C. No. in Figure: __________Subject Teacher’s Signature: ______________







1. Stretched means: a. More b. Spread. c. Think d. Told

2. Fantasies mean a. imagination b. sense. c. sleep d. clear

3. Port means a. long b. stayed c. useful. d. harbor.

4. Spectators mean a. moderate. b. on lookers. c. poultry. d. fetch.

5. Mobile means. a. Moving. b. phone. c. telephone. d. Good

6. When the robbers met to ____the loot. a. swallow b. pass. c. small. d. divide

7. Refugees from Kashmir have _________in may towns.

a. inhabited b. settled. c. lived. d. gathered.

8. One day Hazrat Umar (RA) found a new _________with his wife.

a. carpet. b. musk. c. sheet. d. sword.

9. All the communities signing the charter would form the ______nationality.

a. Joined. b. Jew c. common. d. Muslim.

10. It is a very__________fact. a. Sad. b. Tragic c. good. D. Funny.

Section – B


1. Write three main points of the last address of the Holy prophet (SAW).

2. Which are the most commonly abused drugs?

3. How many types of computers are there?

4. Has Pakistan fully industrialized?

214


The woods are lovely, dark and deep, OR Since to look at things in bloom

But I have promises to keep, fifty springs are little room.

And miles to go before I sleep. About the wood land I will go.

And miles to go before I sleep. To see the cherry hung with snow


the end. (3)

Congress leaders spent most of the Second World War in prison, on

account of their mass civil disobedience plan against India’s

declaration of war. During this time Jinnah won over almost all the

Muslims. When he was not traveling from place to place speaking to

huge meetings, he spent all his time his desk writing to Muslim League

workers in all parts of India.

Questions

1. Who were in prison during the Second World War?

2. On what account they were in prison?

3. How he contacted Muslims all India?

Q5. (i) Use any two pairs of words in your own sentences. (2)

1. Advice, Advise.

2. Bail, Bale.

3. Boy, Bouy.

4. Cell, sell.

5. Cite, sight

Section- C

Q6. Written essay of 100 words on any one of the following. (5)

(i) Allam Iqbal (ii) My Native Town.

(iii) A rainy day

Q7. Write a dialogue between two friends about their best teacher. (5)

215

Appendix-VI

Post Test

Question Paper of English for Class 10th

C. No. in Figure: ____________Subject Teacher’s Signature:_____________






Q1. Do as Directed. (5)

1. The number of drugs addicts is rapidly____________ a. increasing b. decreasing. c. constant

2. He writes very slowly but neatly. The underlined word is a ________ a. verb b. article. C. Noun. d. adverb 3. Did I not tell you to be punctual? The pronoun in this sentence is ____ a. I b. Did c. To d. Be 4. The plural of calfis ___________________ a calfs b. calfies c. calves. D. more calf. 5. I like this pen. The passive voice of this sentence is __________

a. This pen was liked by me. B. This pen is liked by me. c. This pen is being liked by me. D. This pen has liked by me.

6. Nasir Said “I do not want this book. The indirect narration of this

sentence is_______ a. Nasir said that he does not want this book b. Nasir said that he has not wanted this book c. Nasir said that he will want that book d. Nasir said that the did not want that book

7. A drug abuser is the person who uses___________ a. Drugs b. medicine c. dinks

216

8. Those who sell killer drugs are____________ people. a. good b. fair c. cruel

9. Abdul Qadir Jilani (RA) when eighteen years asked his mother’s

permission to go to Arab. a. True b. False 10. Abdul Qadir Jilani (RA) prayed for seven years on the bank of the

rivers Tigris a. True b.Flase

Section-B

Q.2 Match column A with column B and write the answer in column C. (3) A B C

1 Rehabilitation wrong use

2 Meadows Child

3 Almighty all powerful

4 Infant grassy grounds

5 Abuse crowded

6 Flocked tending to soothe

Q.3 Answer the following questions (3)

1. What are drugs?

2. Name some drugs that are commonly abused

3. How does a drug addict look like?

Q.4 Explain the following stanza in your own words (2)

All things bright & beautiful,

All creatures great and small,

All things wise and wonderful

The Great God made them all.

Q.5 what are the objects of nature, which remind us of the glory and

greatness of God on the poem “Blessing of God”. (2)

217

Section-C

Q.6 Write a story on any one of the following (5)

1. The Dove and Bee

2. The Little Fish

3. The Arab and his Camel

Q7. Write an essay on the following (5)

1. Democracy

2. Advantages of Computer

3. My Favorite book

218

Appendix-VII

Classes Taught by Gender

Gender

Total Female Male

Class Taught 9 10 10 20

10 10 10 20

Total 20 20 40

Appendix-VIII

Gender by Locality

Gender

Total Female Male

Rural 10 10 20

Urban 10 10 20

Total 20 20 40

Appendix-IX

Teaching Experience by Gender

Gender

Total Female Male

Experience 1-10 5 6 11

11-20 12 14 26

21-30 2 0 2

31-40 1 0 1

Total 20 20 40

219

Appendix-X

Teaching Experience by Gender & Locality

Teaching Experience

Gender

Total Female Male

Rural 1-10 2 6 8

11-20 6 4 10

21-30 2 0 2

Total 10 10 20

Urban 1-10 3 0 3

11-20 6 10 16

31-40 1 0 1

Total 10 10 20

Appendix-XI

Statistics

Gender of the Respondents

Level of the students

Respondents by Locality

N Valid 800 800 800

Missing 0 0 0

Appendix-XII

Gender of the Respondents

Frequency Percent Valid

Percent Cumulative

Percent

Valid Female 400 50.0 50.0 50.0

Male 400 50.0 50.0 100.0

Total 800 100.0 100.0

Appendix-XIII

220


Frequency Percent Valid

Percent Cumulative

Percent

Valid 9 400 50.0 50.0 50.0

10 400 50.0 50.0 100.0

Total 800 100.0 100.0

Appendix-XIV


Frequency Percent Valid PercentCumulative

Percent

Valid Urban 400 50.0 50.0 50.0

Rural 400 50.0 50.0 100.0

Total 800 100.0 100.0

Appendix-XV

Gender of the Respondents * Level of the students *

Respondents by Locality Cross tabulation

Count



Total 9 10

Urban Gender of the Respondents Female 100 100 200

Male 100 100 200

Total 200 200 400

Rural Gender of the Respondents Female 100 100 200

Male 100 100 200

Total 200 200 400

221

Appendix-XVI

List of Schools

1. Govt. Boys High School Civil Quarters Peshawar

2. Govt. Boys High School Gul Bahar No. 2 Peshawar

3. Govt. Boys High School Hayatabad Peshawar

4. Govt. Boys High School Nanak Pura Peshawar

5. Govt. Boys High School Zaryab Colony Peshawar

6. Govt. Boys High School Badber Peshawar

7. Govt. Boys High School Mathra Peshawar

8. Govt. Boys High School Pakha Ghulam Peshawar

9. Govt. Boys High School Pishta Khara Peshawar

10. Govt. Boys High School Wadpaga Peshawar

11. Govt. Girls High School Gulbahar Peshawar

12. Govt. Girls High School jogiwara Peshawar

13. Govt. Girls High School Nishtar Abad Peshawar

14. Govt. Girls High School No.2 Peshawar Cantt

15. Govt. Girls High School Yakkatoot Peshawar

16. Govt. Girls High School Badaber Peshawar

17. Govt. Girls High School Chaghar Matti Peshawar

18. Govt. Girls High School Landi Arbab Peshawar

19. Govt. Girls High School Malgo Peshawar

20. Govt. Girls High School Urmar Miana Peshawar

222

Appendix-XVII

List of Schools for Experiment

1. Govt. Boys High School Civil Quarters Peshawar

2. Govt. Boys High School Mathra Peshawar

3. Govt. Girls High School Banat Peshawar

4. Govt. Girls High School Chaghar Matti Peshawar

223

Appendix-XVIII

Observation schedule

Specimen of Observation Schedule of Actual Classroom Setting Teacher: ______________________Observer: _______________________

School: _______________________ Date: __________________________

The observation of teachers in experimental group setting was made in the

subject of English on the basis of the following parameters basic to the

measuring their non-verbal behaviours.

S.NO NON-VERBAL BEHAVIOURS 1 Teacher uses his/her facial expressions properly

2 Teacher uses facial expressions during teaching leaning process to make teaching

more effective and interested 3 Teacher’s facial expressions positively affect the teaching learning process in

classroom 4 Students’ facial expressions during classroom activities help teacher in improving

his/her teaching style and methodology. 5 Teacher uses eye contact with the students in the classroom to make them

attentive during teaching learning process. 6 Teacher’s regular eye contact makes the classroom’s environment alive to lesson

taught. 7 Teacher appreciates those students in the class who make regular eye contact with

the teacher during learning process. 8 Teacher poses questions to the students during lesson who avoid eye contact with

me in the class. 9 Teacher uses body movements to teach stories in a better way to the students.

10 Teacher is using very high pith voice in classroom teaching.

11 Teacher uses variations in the pitch of his/her voice to put emphasis on different

concepts during teaching to make them clearer for the students. 12 Teacher normally keeps a fair distance with the students, from 14 inches to 4 feet,

in the classroom. 13 When teacher comes close to the students during teaching, they get confused.

224

Appendix-XIX

Case Processing of Students

N %

Cases Valid 80 100.0

Excludeda 0 .0

Total 80 100.0

a. List-wise deletion based on all variables in the procedure.

Appendix-XX

Reliability Statistics of Students’ Questionnaire

Cronbach's Alpha N of Items

.72 28

Appendix-XXI

Case Processing of Teachers

N %

Cases Valid 15 100.0

Excludeda 0 .0

Total 15 100.0

a List-Wise deletion based on all variables in the procedure.

Appendix-XXII

Reliability Statistics of Teachers’ Questionnaire

Cronbach's Alpha N of Items

.78 36

225

Appendix-XXIII

Pictures of Experimental Classrooms