Teacher Communication Behavior: It’s Impact to the Students’ Attitude in Learning Science

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Roxan G. Eupena
Keyword(s):  
Interpersonal Communication ◽  
Science Teachers ◽  
Learning Science ◽  
Communication Behavior ◽  
Career Interest ◽  
Teacher Communication ◽  
Interest In Science ◽  
Behavior Science ◽  
Students Attitudes ◽  
The Impact

Teachers' interpersonal communication behavior in the classroom is known to be one of a vital element in creating a classroom learning environment that significantly contribute towards the students’ attitudes and motivation of learning. In view of this concept, the study was primarily conducted to investigate the impact of science teachers’ communication behavior towards the attitude of students in learning science. The study employs descriptive correlation research design and makes use of the Teacher Communication Behavior Questionnaire (TCBQ) of She and Fisher (2002), as well as the Test of Science Related Attitudes of Fraser (modified by She and Fisher in 2002). Results show no significant differences on gender; nevertheless, significant differences are apparent in two of the five scales of TCB namely non-verbal support and controlling in terms of age differences. Simple correlation coefficient indicates a significant correlation in four TCB scales namely: challenging, encouragement and praise, nonverbal support and controlling with the attitudinal scale, enjoyment in science lessons. Attitudinal scale career interest in science on the other hand, is correlated with encouragement and praise and non-verbal support. The above result indicates that communication behavior of science teachers has great contribution and impact towards the attitudes of students in learning science.   Keywords - teacher communication behavior, science related attitudes, learning

scholarly journals Identification of students attitudes towards natural sciences at Adhyaksa 1 Junior High School, Jambi City

2020 ◽  
Vol 15 (1) ◽  
pp. 19-26
Author(s):  
Tanti Tanti ◽  
Dwi Agus Kurniawan ◽  
Boby Syefrinando ◽  
Mahbub Daryanto ◽  
Rini Siski Fitriani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science Inquiry ◽  
Learning Science ◽  
Career Interest ◽  
Interest In Science ◽  
The Social ◽  
Students Attitudes ◽  
Scientific Attitudes

The study examined the attitudes of students at Adhyaksa 1 Junior High School in Jambi, Indonesia towards science subjects. This type of research is a mixed method. This study involved 136 students of Adhyaksa 1 Junior High School in Jambi City. The instruments used consisted of questionnaires and interviews. The questionnaire used was adapted from the study astalini and kurniawan with a Cronbach alpha value of 0.842 with a valid number of claims of 56. Data were analyzed using descriptive statistics processed using the SPSS program. The results of the seven indicators are the social implications of science, normality of scientists, attitudes towards science inquiry, adoption of scientific attitudes, pleasure in learning science, interest in learning more science, career interest in science, this dominant in the moderate category, which means students are sufficient in learning science. With this research, it is expected to be able to measure students 'attitudes towards how students' attitudes towards the natural science course in Adhyaksa 1 Junior High School, Jambi City.

scholarly journals Development and Application of an Annotation Procedure to Assess the Impact of Hearing Aid Amplification on Interpersonal Communication Behavior

2018 ◽  
Vol 22 ◽  
pp. 233121651881620
Author(s):  
Markus Meis ◽  
Melanie Krueger ◽  
Petra v. Gablenz ◽  
Inga Holube ◽  
Maria Gebhard ◽  
...  
Keyword(s):  
Interpersonal Communication ◽  
Hearing Aid ◽  
Communication Behavior ◽  
The Impact

scholarly journals An Analysis of the Factorial Structure of the Teacher Communication Behavior Questionnaire with Brazilian High School Science Students

2014 ◽  
Vol 30 (2) ◽  
pp. 223-234 ◽  
Author(s):  
Daniel Abud Seabra Matos ◽  
Walter Lana Leite ◽  
Gavin Thomas Lumsden Brown ◽  
Sérgio Dias Cirino
Keyword(s):  
Secondary Students ◽  
Science Teachers ◽  
Factor Model ◽  
School Science ◽  
High School Science ◽  
Communication Behavior ◽  
School Type ◽  
International Studies ◽  
Teacher Communication ◽  
Brazilian Version

The Teacher Communication Behavior Questionnaire (TCBQ) has been used at different levels of education in many countries to measure students' perceptions of their science teachers' communication behavior. The TCBQ was translated into Portuguese in accordance with ITC test adaptation standards. Validity evidence for the Brazilian version of the TCBQ was obtained with a sample of 414 secondary students. The internal consistency of the TCBQ was satisfactory and an adequate fit of the original factor model was found through confirmatory factor analysis. The Brazilian data exhibited inter-factor correlations similar in value and direction to those of previous international studies. Statistically significant differences were found between school type and subject matter, which is consistent with previous studies.

scholarly journals Toward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiuqin Zhou
Keyword(s):  
Interpersonal Communication ◽  
Academic Engagement ◽  
Positive Impact ◽  
Communication Behavior ◽  
Related Variable ◽  
Academic Behaviors ◽  
Teacher Student ◽  
Review Study ◽  
Practical Instruction ◽  
The Impact

Due to the fact that teacher-student rapport may favorably influence students' academic behaviors, several scholars have empirically studied the impact of this interpersonal communication behavior on a range of student-related variables. Notwithstanding, academic engagement as another student-related variable has received less empirical attention. Further, no review study has been carried out to illustrate the beneficial outcomes of teacher-student rapport for students' involvement. The current study, hence, aims to fill these gaps by explaining the construct of teacher-student-rapport and its positive consequences for students' academic engagement in the practical instruction classrooms. Drawing on the available evidence, the positive impact of teacher-student rapport on students' academic engagement was illuminated. The significant implications of the finding are also discussed.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Watching television with others: The influence of interpersonal communication on entertainment

2014 ◽  
Vol 39 (2) ◽  
Author(s):  
Arne Freya Zillich
Keyword(s):  
Field Study ◽  
Interpersonal Communication ◽  
Nonverbal Communication ◽  
Social Conditions ◽  
Video Observation ◽  
Communication Behavior ◽  
Emotional Experiences ◽  
Television Show ◽  
Television Group

AbstractThis study investigates the influence of (1) viewing situations (solo- vs. group-viewing) and (2) interpersonal communication in a group-viewing situation on television entertainment. In a field study combining a survey and video observation, (1) entertainment of participants watching television alone or in a group, and (2) entertainment between different groups was compared. To assess interpersonal communication while watching television, group verbal and nonverbal communication behavior was recorded. Results suggest that the presence of others did not influence viewers’ core enjoyment. Further, while the amount of nonverbal communication behavior did not affect viewers’ core enjoyment, particular topics of conversation influenced specific enjoyment qualities, with conversations indicating involvement in the television show intensifying viewers’ empathy, and conversations indicating emotional experiences while watching television decreasing viewers’ suspense. Results are discussed regarding nonverbal and verbal mechanisms that underlie entertainment in different social conditions.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

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