IMPACT OF NONVERBAL BEHAVIOUR OF TEACHERS ON …

Impact of Nonverbal Behaviour of Teachers on Students

Educational Accomplishment

Fahim Ullah Khan

Student ID No. 9301-P

Ph.D Education

Qurtuba University of Science & Information Technology

Peshawar, Khyber Pakhtunkhwa

ii

Impact of Nonverbal Behaviour of Teachers on Students

Educational Accomplishment

Fahim Ullah Khan

Student ID No. 9301-P

Ph.D Education

Department of Education

Supervisor: Dr. Wazeem Khan

Qurtuba University of Science & Information Technology

Peshawar, Khyber Pakhtunkhwa

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Author’s Declarations

I Fahim Ullah Khan hereby state that my Ph.D thesis titled “Impact of Nonverbal

Behaviour of Teachers on Students Educational Accomplishment” is my own work and

has not been submitted previously by me for taking any degree from this university, Qurtuba

University of Science & Information Technology Peshawar Campus or anywhere else in

the country/world. At any time if my statement is found to be incorrect even after my degree

the university has the right to withdraw my PhD degree.

Name of Student: Fahim Ullah Khan

Date: 02/01/2017

Signature:

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Plagiarism Undertaking

I solemnly declare that research work presented in the thesis titled “Impact of Nonverbal

Behaviour of Teachers on Students Educational Accomplishment” is solely my research

work with no significant contribution from any other person. Small contribution/help

wherever taken has been duly acknowledged and that complete thesis has been written by me.

I understand the zero tolerance policy of the HEC and University “Qurtuba University of

Science & Information Technology” towards plagiarism. Therefore, I as an author of the

above titled thesis declare that no portion of my thesis has been plagiarized and any material

used as reference is properly referred /cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis even

after award of PhD degree, the University reserves the rights to withdraw/revoke my PhD

degree and that HEC and the University has the right to Publish my name on the

HEC/University website on which names of students are placed who submitted plagiarized

thesis.

Author Name: Fahim Ullah Khan

Author Signature:

v

Certificate of Approval

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DEDICATION

The dedication goes to my supervisors Prof. Dr. Wazeem Khan and Prof. Dr. Muhammad

Sharif Khan; and to those who are serving humanity beyond the confinements of nationality,

race, language, color and religion.

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ACKNOWLEDGEMENTS

ALHAMDULILLAH (All praise to Allah), I would like to express my deepest gratitude to all

those who contributed and assisted one or the other way in the research work described in this

thesis.

First and foremost of all, I thank my academic supervisor, Professor Dr. Wazeem Khan, the

Dean and Head of Teacher Education Department for his unremitting guidance, supervision,

motivation, encouragement, critical evaluation, and valuable suggestions. Without him it

wouldn‟t have been possible to accomplish this research work successfully. May Allah bless

him (Ameen).

I am also indebted to my co-supervisor, professor Dr. Sharif khan, Ex-Head of Education

Department, Khuskhal Khan Khattak University, Karak for his kind guidance, motivation,

care, support, and valuable suggestions not only during the course of this research work but

also during the whole PhD program. May Allah bless him also (Ameen).

I am very grateful to Assistant Professor, Dr. Muhammad Nasir for his cooperation and

extensive guidance during this research work. Besides, the researcher feels deeply indebted to

the ever affectionate Dr. Mohammad Adnan, DEO (Male) Karak, Mr. Qazi Mohib Ullah

Shah, Ex-DPE (E&S) Education Department and Mr. Saif-ul-Islam, a CSS officer for their

pro-active support and collaboration during the course of this study.

I would like to express my heartfelt gratitude to the heads of educational institution, owners,

principals, teachers and students I had the opportunity to work with. I would also like to

acknowledge the prompt support provided by Mr. Nisar Ahmad with regard to the

composition and edition of this research work besides any computer related problem

encountered in the meanwhile.

Finally, I would like to acknowledge my parents whose unending prayers enabled me

accomplish this research work successfully. I thank my siblings, spouse and beloved sons,

Tayyab, Sadiq, and Salih whose genuine love spurred me travel smoothly towards this uphill

task. I would also like to mention Mr. Mushtaq Ahmad, Said Umar Khan and Shah Nawaz

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Khan especially whose financial, physical, psychological, moral, and spiritual support let me

tread my path with chin up. Allah may bless all of them (Ameen).

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ABSTRACT

Nonverbal behaviour precedes a significant role in our everyday life. It helps in

expression of our thoughts, behaviour, emotions, ideas, and skills in the teaching learning

process. We exchange information not verbal but also, through nonverbal communication

on different occasions. Non-verbal communication is synonymously known as sign

language including all kinds of behaviors performed in the presence of others-

consciously or unconsciously. This descriptive study aims at investigating the impact of

nonverbal behaviour of teachers‟ on students‟ educational accomplishments for which

descriptive cum observational method has been used. This also determined the

relationship among the unspoken behaviour of teachers working within different school

systems. The main objectives are:

a) To investigate the non-verbal communication of teachers serving in government,

private, with semi government & private standard schools.

b) To evaluate the unspoken communication of teachers in the above mentioned

educational systems.

c) To be consistent with the non-verbal behaviour of both (male & female) teachers‟.

d) To examine the association with teachers nonverbal behaviors‟ and students

educational accomplishment.

To accomplish the above mentioned objectives, a sample of one hundred eight teachers

out of three hundred sixty four teachers was chosen randomly from various school

systems stated above utilizing multiphase random sampling technique. In turn to

determine, the teachers nonverbal communication properly, a rating scale was used with

differential rating depends on Galloway's category of non-verbal movements. The

unspoken communication of teachers was rated on ranking tool which complement the

spoken measurement of Flanders system of communication. The pilot study was

conducted to see the reliability and validity. The paradigm of the research was

observational cum explanatory, and the data obtained was analyzed and interpreted by

means of different arithmetical tools; as it as mean, standard variation, standard error, Z-

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test, analysis of variance technique and co-efficient of co-relation „r‟. Generalizations

were made on the basis of results obtained after using appropriate statistical tests. The

main findings of study were that:

i) The non-verbal behaviour of teachers was found to be compatible with their

verbal communication.

ii) No statistical variation was found among the unspoken communications of both

(male & female) teachers.

iii) The unspoken behaviour of teachers serving in different educational institutions

was insignificant.

iv) A strong relationship was found between the teachers‟ nonverbal behaviour and

their students‟ educational accomplishments.

In the light of conclusions, it is recommended that non-verbal teaching behaviour ought to

be certain essential place in schooling learning process, a program of study of human

behaviors‟ be able to improve for teachers guidance programs, and both male as well as

arts womanly teacher can be ready alert to make use of their body movements throughout

schooling learning process. It may help guiding and attracting the students‟ attention

through nonverbal communication. For future research it is recommended that the policy

makers and curriculum designers, through arrangement of training programs for the

teachers, may recognize the importance of nonverbal behaviour in the enhancement of

their communication skills. A different research studies depends on Galloway‟s research

design of non-verbal message may be launched. Single way echo soundtrack tool may

exist use to gain improved outcomes, and the tool developed for the current study could

be dwelt upon by the subordinate staff. However, in the light of Galloway system of

nonverbal communication and Flanders interaction analysis, an observation outline is

there built-up for the teacher‟s guidance and surveillance of teacher for the period of

lessons practice.

Keywords: Nonverbal behaviour, Teachers, Students, Classroom Interaction,

Educational accomplishments, Observation Form and Standardized Tests

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TABLE OF CONTENTS

AUTHOR’S DECLARATIONS ............................................................................... iii

PLAGIARISM UNDERTAKING ............................................................................ iv

CERTIFICATE OF APPROVAL…………………………………………………..v

DEDICATION............................................................................................................ vi

ACKNOWLEDGEMENTS ..................................................................................... vii

ABSTRACT ................................................................................................................ ix

LIST OF TABLES ................................................................................................. xxiv

List of Abbreviations ............................................................................................. xxvi

CHAPTER 1 .................................................................................................................1

Introduction ..................................................................................................................1

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

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

1.3 Research Objectives ............................................................................................. 8

1.4 Delimitation of the Study……………………………………………………….9

1.5 Significance of the Study…………………………………………………….....9

1.6 Hypotheses of the Study .................................................................................... 10

1.7 Methodologies.................................................................................................... 11

1.7.1 Population ................................................................................................... 11

1.7.2 Sample......................................................................................................... 11

1.7.3 Research Tool ............................................................................................. 11

1.7.4 Research Design…………………………………………………………..12

1.7.5 Data collection ............................................................................................ 12

1.7.6 Data analysis ............................................................................................... 13

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1.8 Definition of the Key Term................................................................................ 13

1.9 Overview of the Thesis……………………………………………………......14

CHAPTER 2 ...............................................................................................................15

LITERATURE REVIEW .........................................................................................15

2.1 Verbal Communication ...................................................................................... 15

2.2 Learning ............................................................................................................. 16

2.3 Effective Teaching ............................................................................................. 18

2.4 Components of Effective Teaching-Learning Process ...................................... 19

2.5 Nonverbal Aspect of Teaching .......................................................................... 23

2.6 FIACS-Flanders Interaction Analysis Category System ................................... 27

2.7 Nonverbal Communication ................................................................................ 30

2.8 Nonverbal Behaviour in the Classroom Environment ....................................... 32

2.8.1 Gestures, Postures and Body language ....................................................... 33

2.8.1.1 Gestures and body movements in the classroom ............................... 34

2.8.1.2 Gestures .............................................................................................. 34

2.8.1.3 Posture ................................................................................................ 35

2.8.2 Facial Expressions ...................................................................................... 35

2.8.2.1 Varieties of Expressions ..................................................................... 35

2.8.2.2 Face Talks .......................................................................................... 36

2.8.2.3 Facial expressions in the classroom ................................................... 37

2.8.3 Eyes ............................................................................................................. 38

2.8.3.1 Behavior of Eyes in the Classroom .................................................... 39

2.8.4 Touch .......................................................................................................... 41

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2.8.5.1 Vocal intonation in school Classroom ............................................... 43

2.8.6 Physical Environment ............................................................................ 44

2.8.6.1 Personal Space.................................................................................... 45

2.8.6.2 Territoriality ....................................................................................... 46

2.8.7 Dress ........................................................................................................... 46

2.8.7.1 Dressing and Classroom ..................................................................... 46

2.8.8 Individual Artifacts ..................................................................................... 47

2.8.9 Physical Attractiveness ............................................................................... 48

2.8.10 Chronemics ............................................................................................... 49

2.9 Review of the Related Theories ......................................................................... 51

2.10 Critiques on Related Literature………………………………………………61

2.11Summary……………………………………………………………………..62

CHAPTER 3 ...............................................................................................................64

METHOD AND PROCEDURE ...............................................................................64

3.1 Research Methodology ...................................................................................... 64

3.2 Nature of the Research ....................................................................................... 65

3.3 Aim of the Research........................................................................................... 66

3.4 Research Design................................................................................................. 66

3.5 Population .......................................................................................................... 67

3.6 Sample of the study ............................................................................................ 68

3.7 Instrument of the Research ................................................................................ 70

3.8 Data Collection .................................................................................................. 72

3.9 Data Analysis ..................................................................................................... 74

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3.10 Ethics in Research ............................................................................................ 76

CHAPTER 4 ...............................................................................................................78

Presentation, Analysis and Interpretation of the Data ...........................................78

CHAPTER 5 ...............................................................................................................94

FINDINGS, CONCLUSIONS, SUMMARY, DISCUSSION AND

RECOMMENDATIONS .............................................................................................94

5.1 Findings.............................................................................................................. 94

5.2 Conclusions ........................................................................................................ 99

5.3 Summary .......................................................................................................... 103

5.4 Discussions ...................................................................................................... 105

5.5 Recommendations ............................................................................................ 107

REFERENCES ...................................................................................................... 111

APPENDICES ....................................................................................................... 123

Appendix –“A” .................................................................................................. 123

OBSERVATIONAL FORM .................................................................................. 123

Impact of Nonverbal Behavior of Teachers on Students Educational

Accomplishment .................................................................................................... 123

Academic Qualification ..................................................................................... 123

Appendix –“A” .................................................................................................. 126

OBSERVATIONAL FORM .................................................................................. 126


Accomplishment .................................................................................................... 126

Academic Qualification ..................................................................................... 126

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Appendix- “A1” ..................................................................................................... 129

Nonverbal Behavior of Teachers (Male) Government Schools ......................... 129

Appendix “A2” ...................................................................................................... 132

Nonverbal Behavior of Teachers (Female) Government Schools ..................... 132

Appendix “A3” ...................................................................................................... 135

Nonverbal Behavior of Teachers (Male) Private Schools ................................. 135

Appendix “A4” ...................................................................................................... 138

Nonverbal Behavior of Teachers (Female) Private Schools .............................. 138

Appendix “A5” ...................................................................................................... 141

Nonverbal Behavior of Teachers (Male) Semi Government & Private Standard

Schools ............................................................................................................... 141

Appendix “A6” ...................................................................................................... 144

Nonverbal Behavior of Teachers (Female) Semi Government & Private Standard

Schools ............................................................................................................... 144

Appendix “A7” ...................................................................................................... 147

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers

while Accepting Students Feelings (Observation 1 & 2)................................... 147

Appendix “A8” ...................................................................................................... 150


while Accepting Students Ideas (Observation 3) ............................................... 150

Appendix “A9” ...................................................................................................... 153


While Making Questions (Observation 4) ......................................................... 153

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Appendix “A10” .................................................................................................... 157


while Delivering Lecture (Observation 5) ......................................................... 157

Appendix “A11” .................................................................................................... 158

Appendix “A12” .................................................................................................... 161


while criticizing and Justifying Authorities‟ (Observation 7) ........................... 161

Appendix “B1”....................................................................................................... 165

Values of Standard error of mean and A 100(1-α)% Confidence Interval for

Population mean Nonverbal behavior score of teachers while Accepting feeling

of students .......................................................................................................... 165

(Observation 1&2) ............................................................................................. 165

Appendix “B2”....................................................................................................... 166


Population mean Nonverbal behavior score of teachers while Accepting student

ideas ................................................................................................................... 166

(Observation 3) .................................................................................................. 166

Appendix “B3”....................................................................................................... 167


Population mean Nonverbal behavior score of teachers while Making questions

............................................................................................................................ 167

(Observation 4) .................................................................................................. 167

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Appendix “B4”....................................................................................................... 168


Population mean Nonverbal behavior score of teachers while Delivering lecture

............................................................................................................................ 168

(Observation 5) .................................................................................................. 168

Appendix “B5”....................................................................................................... 169


Population mean Nonverbal behavior score of teachers while Giving directions

............................................................................................................................ 169

(Observation 6) .................................................................................................. 169

Appendix “B6”....................................................................................................... 170


Population mean Nonverbal behavior score of teachers while Justifying

authorities ........................................................................................................... 170

(Observation 7) .................................................................................................. 170

Appendix “C1”....................................................................................................... 171

Appendix “C2”....................................................................................................... 172

Values of Mean and Standard deviation Nonverbal Behavior Score of Male

Teachers while Accepting Students, Ideas (Observation 3) .............................. 172

Appendix “C3”....................................................................................................... 173


Teachers while Making Questions (Observation 4) ........................................... 173

Appendix “C4”....................................................................................................... 174


Teachers while Delivering Lecture (Observation 5) .......................................... 174

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Appendix “C5”....................................................................................................... 175


Teachers while Giving Directions (Observation 6) ........................................... 175

Appendix “C6”....................................................................................................... 176

Values of Mean and Standard Deviation Nonverbal Behavior Score of Male

Teachers while Justifying Authorities (Observation 7) ..................................... 176

Appendix “D1” ...................................................................................................... 177

Values of Mean and Standard Deviation Nonverbal Behavior Score of Female

Teachers while Accepting Students, Feelings (Observation 1 & 2) .................. 177

Appendix “D2” ...................................................................................................... 178

Values of Mean and Standard deviation Nonverbal Behavior Score of Female

Teachers while Accepting Students, Ideas (Observation 3) .............................. 178

Appendix “D3” ...................................................................................................... 179


Teachers while Making Questions (Observation 4) ........................................... 179

Appendix “D4” ...................................................................................................... 180


Teachers while Delivering Lecture (Observation 5) .......................................... 180

Appendix “D5” ...................................................................................................... 181


Teachers while Giving Directions (Observation 6) ........................................... 181

Appendix “D6” ...................................................................................................... 182


Teachers while Justifying Authorities (Observation 7) ..................................... 182

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Appendix “E1” ....................................................................................................... 183

Comparison between Nonverbal Behavior Scores of Male and Female Teachers

While Accepting Students Feelings (Observation 1&2) .................................... 183

Appendix “E2” ....................................................................................................... 184


While Accepting Students Ideas (Observation 3) .............................................. 184

Appendix “E3” ....................................................................................................... 185


While Asking Questions (Observation 4) .......................................................... 185

Appendix “E4” ....................................................................................................... 186


While Delivering Lecture (Observation 5) ........................................................ 186

Appendix “E5” ....................................................................................................... 187


While Giving Directions (Observation 6) .......................................................... 187

Appendix “E6” ....................................................................................................... 188


While Criticizing and Justifying Authorities (Observation 7) ........................... 188

Appendix “F1” ....................................................................................................... 189

Mean and Standard deviation of Nonverbal Scores of Teachers performing his

job in Government Schools while Accepting Students Feelings (Observation 1 &

2) ........................................................................................................................ 189

Appendix “F2” ....................................................................................................... 190


job in Government Schools while Accepting Students Ideas (Observation 3) .. 190

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Appendix “F3” ....................................................................................................... 191


job in Government Schools while Making Questions (Observation 4) ............. 191

Appendix “F4” ....................................................................................................... 192


job in Government Schools while Delivering Lecture (Observation 5) ............ 192

Appendix “F5” ....................................................................................................... 193


job in Government Schools while Giving Directions (Observation 6) .............. 193

Appendix “F6” ....................................................................................................... 194


job in Government Schools while Criticizing Authorities (Observation 7) ...... 194

Appendix “G1” ...................................................................................................... 195


job in Private Schools while Accepting Students Feelings (Observation 1 & 2)

............................................................................................................................ 195

Appendix “G2” ...................................................................................................... 196


job in Private Schools while Accepting Students Ideas (Observation 3)........... 196

Appendix “G3” ...................................................................................................... 197


job in Private Schools while Making Questions (Observation 4) ...................... 197

Appendix “G4” ...................................................................................................... 198


job in Private Schools while Delivering Lecture (Observation 5) ..................... 198

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Appendix “G5” ...................................................................................................... 199


job in Private Schools while Giving Directions (Observation 6) ...................... 199

Appendix “G6” ...................................................................................................... 200


job in Private Schools while Criticizing Authorities (Observation 7) ............... 200

Appendix “H1” ...................................................................................................... 201


job in Semi Government & Private Standard Schools while Accepting Students

Feelings .............................................................................................................. 201

(Observation 1 & 2) ........................................................................................... 201

Appendix “H2” ...................................................................................................... 202


job in Semi Government & Standard Private Schools while Accepting Students

Ideas (Observation 3) ......................................................................................... 202

Appendix “H3” ...................................................................................................... 203


job in Semi Government & Standard Private Schools while Making Questions

(Observation 4) .................................................................................................. 203

Appendix “H4” ...................................................................................................... 204


job in Semi Government & Private Standard Schools while Delivering Lecture

(Observation 5) .................................................................................................. 204

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Appendix “H5” ...................................................................................................... 205


job in semi Government & Private Standard Schools while Giving Directions

(Observation 6) .................................................................................................. 205

Appendix “H6” ...................................................................................................... 206


job in Semi Government & Private Standard Schools while Criticizing

Authorities (Observation 7) ............................................................................... 206

Appendix “I1” ........................................................................................................ 207

Comparison of Nonverbal Scores of Teachers performing his job in Government,

Private and Semi Government & Private Standard Schools while Accepting

Students Feelings (Observation 1 & 2) .............................................................. 207

Appendix “I2” ........................................................................................................ 208



Students Ideas (Observation 3) .......................................................................... 208

Appendix “I3” ........................................................................................................ 209


Private and Semi Government & Private Standard Schools while Making

Questions (Observation 4) ................................................................................. 209

Appendix “I4” ........................................................................................................ 210


Private and Semi Government & Private Standard Schools while Delivering

Lecture ............................................................................................................... 210

(Observation 5) .................................................................................................. 210

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Appendix “I5” ........................................................................................................ 211


Private and Semi Government & Private Standard Schools while Giving

Directions ........................................................................................................... 211

(Observation 6) .................................................................................................. 211

Appendix “I6” ........................................................................................................ 213


Private and Semi Government & Private Standard Schools while Criticizing

Authorities (Observation 7) ............................................................................... 213

Appendix “J” .......................................................................................................... 214

Nonverbal Scores of All the Teachers ................................................................... 214

Frequency Distribution of Nonverbal Scores of Teachers ................................. 215

Appendix “K” ........................................................................................................ 216

Total Students Average Educational Accomplishment ......................................... 216

Frequency Distribution of Students‟ Educational Accomplishment ................. 217

Appendix “L” ......................................................................................................... 218

Relationship between Nonverbal Behaviour Scores of Teachers and Students

Average Educational Accomplishment.............................................................. 218

Correlation co-efficient calculated by using the following formula .................. 221

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LIST OF TABLES

Table-1: Galloway System Of The Nonverbal Behaviors ............................... ………25

Table-2: Sampling Break-up of the Educational Institutions and Teachers ................ 28

Table-3: Frequency Distribution of Nonverbal Behavior Scores of Teachers ............ 69

Table-4: Frequency Distribution of Average Students‟ Educational

Accomplishment…………… ...................................................................................... 79

Table-5: Values of Standard error, Mean and Standard deviation nonverbal scores of

teachers, while accepting feelings of students ........................................................... 80

Table-6: Values of Mean, Standard error, and Standard deviation nonverbal scores of

teachers, while accepting students‟ ideas................................................................... 81

Table-7: Values of Mean, Standard error, and Standard deviation nonverbal scores of

teachers, while making questions .............................................................................. 82

Table-8: Values of Mean, Standard error and Standard deviation nonverbal scores of

teachers, while delivering lecture .............................................................................. 82


teachers, while giving directions ................................................................................ 83


teachers, while criticizing & justifying authorities .................................................... 84

Table-11: Comparison between Non verbal Behaviour rating Scores of Female and

Male Teacher‟s While Accepting Student's thoughts (Observation 1&2) ................... 84

Table-12: Comparison between Non verbal Behaviour rating Score of Female and

Male Teacher's, While Accepting Students Feelings (Observation 3) ........................ 85

Table-13: Comparison between Non verbal Behaviour Score of Female and Male

Teacher's, While Asking Questions (Observation 4) ................................................... 86


Teachers, While Delivering Lecture (Observation 5) .................................................. 86


Teacher's, While Giving Directions (Observation 6) ................................................... 87

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Teachers‟ While Criticizing and Justifying Authorities (Observation 7) .................... 87

Table-17: Relationship of non verbal rating score of teacher's working in government,

private and semi government & private standard schools ' while accepting feelings of

student's (observation 1 & 2) ....................................................................................... 88

Table-18: Comparison of Non verbal Rating Score of Teachers Serving in

Government, Private and Semi Government & Private Standard Schools while

Accepting Students Idea (Observation 3) .................................................................... 88

Table-19: Comparison of Non verbal Rating Score of Teachers, Serving in


Making Questions (Observation 4) .............................................................................. 89

Table-20: Comparison of Nonverbal Scores of Teachers Serving in Government,

Private and Semi Government & Private Standard Schools while Delivering Lecture

(Observation 5) ............................................................................................................ 90

Table-21: Comparison of Nonverbal Scores of Teachers Serving in Government,

Private and Semi Government & Private Standard Schools while Giving Directions

(Observation 6) ............................................................................................................ 90

Table-22: Comparison of Non verbal Rating Score of Teachers‟ working in Private,

Government and Semi Government & Private Standard Schools while Criticizing

Authorities (Observation 7) ......................................................................................... 91

Table-23: Relation among Teachers Non Verbal rating Score and Students

Educational Accomplishment ...................................................................................... 92

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List of Abbreviations

NV Nonverbal

NVC Nonverbal Communications

FICAS Flanders Interaction Category System

SSC Secondary School Certificate

BISE Board of Intermediate and Secondary Education

r Co-efficient of correlation

ANOVA Analysis of Variance

B.A Bachelor of Arts

Bed Bachelor of Education

Med Master of Education

M.A Master of Arts

MSc Master of Science

MPhil Master of Philosophy

PhD Doctor of Philosophy

CT Certificate of Teaching

SST Secondary School Teacher

DPE Director of Physical Education

GHS Government High School

GGHS Government Girls High School

Govt Government

IER Institute of Education and Research

xxvii

KPK Khyber Pakhtunkhwa

CSS Central Superior Services

DEO District Education Officer

PBUH Peace and Blessing be Upon Him

M Male

F Female

ADEO Assistant District Education Officer

DDEO Deputy District Education Officer

IMU Independent Monitoring Unit

1

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Nonverbal behaviors‟ are the nonlinguistic transmission of information through facial

expression, body language, eye contact and gesture of human being. The

understanding of each other through body language and eye expression is known as

nonverbal behaviour. We exchange information through different ways and means to

convey our feelings, ideas and thoughts. It is generally understood that message is

indicated by means of verbal communication and sound, however in fact message is

the sequence of vocal and non-verbal exchange of information. Allan and Pease

(2004) stated “when an individual or a group of people is sustaining message, at the

time they are focused on the entire environment around them. Albert Mehrabian, a

pioneer researcher of non-verbal communications in 1950‟s found that, the total effect

of a message is about seven percent verbal and fifty five percent nonverbal unspoken

and thirty eight percent verbal together with, inflection, pitch of tone and additional

sound.

In this connection, Given (2002) also stated that, nonverbal behaviour includes body

movement, tone, volume of voice, stance, pitch, speed, artifacts, dress and

appearance, facial expressions, eye movement and contact, apparent behaviour,

sound, gesture posture of an individual which encodes motivation, concept, or mood

(gesture is nor energy and neither matter but information).In generic sense, it is a

symbol used to communicate one after or part from words. We believe that the

investigation of body language, eye contact and facial expression has valuable

applications in the study of nonverbal behaviour and other forms of educational

psychology.

Alberto and Troutman (2003) stated that, every action by a person that can be heard or

seen is called behaviour. Behaviour may be observable or measurable, so that each

one working with the student has a good understanding of what the behaviour look

like or sound like. Non-verbal behaviour remains the oversight part of teaching

2

learning process specifically in Pakistan. In order to teach effectively, neglecting

unspoken message during the class room would be inappropriate at the same time as it

remains an essential tool for sympathetic understanding of class-room interaction.

In every educational system, the role of a teacher holds pivotal importance. Effective

teaching takes place when a teacher successfully transmits the concept and the basic

ideas to the pupils. The effective element of comprehensive teaching was to bring to

an end by using different methods of Meta-analysis. Furthermore, researcher gathered

thousands of studies as well as a list of important factors which consist of positive

reinforcement, academic time, utilization and movement including cooperative

learning activities, feedback, classroom environment, standard quality questioning

and use of modern organizers (Walberg, 1990).

Nonverbal behaviour plays an important role inside the class-room all over lessons

understanding. Nonverbal behaviour causes an effect going on the understanding of

the student, which eventually domino affects in enhanced education and thoughtful

ideas. Teachers similar to everyday state of affairs too utilize unspoken behaviour

inside the classrooms, although but they employ properly and when instruction

strategies with the aim to produce curiosity among the student improved outcomes are

able to attain in the shape of student-learning achievements.

Delleo (1977) stated, “Communication comprises all types of language; facial

expression, crying, yelling, touching, and also speech and writing. Communication of

message is an integral part of our life. Teachers convey their message to students in

diverse way, to reflect their feelings, thoughts, skills, ideas, and knowledge.

Normally, it is believed that information is exchanged and expressed only with the

help of sounds and speech, but exchange of information is actually the result of a

combination of verbal ideas and nonverbal signals and cues. Indeed, the primary

source of relation among all human beings is communication and a greater portion of

communication is made of nonverbal signals.

Unlike verbal communication, nonverbal communication is a silent language to

express messages in the form of gestures or postures rather than verbal. This system

of communication is more related with the feeling and perception we have about the

idea. However, when a nonverbal signal or body language is used for communication,

3

especially for those people who are deaf, is not considered nonverbal movement. In

such type of situation it becomes the only source through which information could be

transferred. It is revealed through researches that more than sixty percent

communication is nonverbal which is considered a powerful means of

communication.

Nonverbal behaviour among the individuals is a transformation to dispatch by means

of communication and receiving speechless movements. It comprises the use of visual

signals such as physical appearance, body movement; paralanguage means voice,

touch (hepatices) and distance (proxemics). It may consists oculesic (eye contact, the

movement of looking while listening and talking, patterns of fixations, and frequency

of quick look, blink rate, and students‟ expansion).

In the eyes of a layman, nonverbal signals do not hold much significance in

transferring messages, but this field is very vast and is an essential part of every

communication in every type of context. The use of time, merely as a speech includes

nonverbal elements called paralanguage. It consist pitch, voice quality, speaking style,

rate, and volume as well as relating to the rhythmic aspect of language. Similarly,

intonation, stress, and rhythm of the verbal signals also compose part of nonverbal

communication and, therefore, written texts have a verbal component especially

arrangement of words, handwriting style, or visible page layout. Moreover, most of

the research work based on nonverbal behavior has brought into focus communication

between peoples and divided it into three major areas; state of the environment, which

is the situation where the communication happens, physical features of the

communicators, and manner of communicators during communication. In this

connection, Amulya (2004) stated that “reflection is the base of useful learning”.

Teachers may use their body movements, eye contact; facial appearance, pitch of

accent, anger, smile; frown, and aloofness for improved accepting of the concept of

student. Teachers might make use of nonverbal cues intended for quick learning of the

student‟s with less effort. This teaching method based on learning mean, which finally

lead to educational accomplishments. These accomplishments are the ending results

of education learning development.

4

Teaching strategy and learning accomplishments of student are based on learn

behavior. The higher degree of retention and achievements of the students are directly

proportionate to the quality and arrangement of the learning activities. The basic

purpose and aim, the final results of all academic actions is knowledge achievements;

as a result these academic tricks help and require immense be concerned and special

consideration during the time of execution and designing in the classroom. If the

learning activities are well organized and suited to the requirements of the students

and the situation then academic performance of the student‟s will be of higher degree.

Gronlund (1970) also observed that, there was a great interrelation between teaching

learning and educational accomplishments. The wisdom practice was not a conclusion

nevertheless a way to desired last part. Various A.V aids and teaching methods in the

teachings are advised as an instrument to accomplish preferred learn

accomplishments. Teaching education presentation is as well contributes to learning

procedure, in the context so as to give some idea and guidance to the teachers‟ chosen

from their appropriate learning methods and respective materials in the class-rooms.

Furthermore, but educational results are appropriately communicated to students; then

learning activities may be enhanced both within and external side of the school to a

great extent. A nonverbal behavior carries the intended and unaware methods of

encoding and decoding. The encoding means the process of creating information such

as gestures, postures and facial expression. Similarly, decoding interprets information

from the received perception in the light of some previous experience.

It is very important to mention here that culture and social values also play pivotal

role in non-verbal behaviour. It is one of the most essential aspects that assist to infer

how learning activities are established. Different nonverbal signals may attribute

various things in different cultures. We cannot negate the role played by culture if we

want to take the help of nonverbal signals. Learning depends not only on verbal but

also on the nonverbal communication which serves as a basis to organize and to

interpret the interpersonal interactions. It will be extremely difficult to interpret and

comprehend a message in verbal communication without taking into account the

nonverbal cues. Researchers have investigated that how children learn to involve

culture and social values and to participate in this organize system of signals and cue

from a young age (Paradise & Ruth, 1994). In fact, two-third part of the nonverbal

5

behavior is represented by all exchange of information. Furthermore, non-verbal

behaviour may describe a communication both by verbal and nonverbal signals.

Hogan and Stubbs (2003) stated “body language consist of physical characteristics,

may be intended and insensible signals, body language gestures and postures, the

medium of individual space”. A false communication is conveyed when a movement

of body does not match with the verbal. Nonverbal behaviour throws the first

expression an ordinary situation like motivating a business partner in a business

interview. Abstractions are largely formed within the first few seconds. Allan and

Pease (2004) stated‟ when an individual or a group of an individuals‟ is absorbing a

communication, at the time they are focused on the whole environment around them.

In this condition an individual uses 83% of his eye sight, eleven percent 11% hearing,

three percent 3% smell, two percent 2% touch and one percent1% taste of all his five

senses in this interaction.

Behavior approach is ambitious and simplistic that claims to explain all learning. It

does not take into account mental processes in learning because they cannot be

directly observed. Behavioral approach uses the concept of conditioning to explain

how learning takes place. Learning refers to those changes in behavior, knowledge or

thinking that occur mainly due to practice or experience. Behaviorist, in fact, attempt

to discover universal scientific laws just to explain how all organisms, people

including all living organism learn.

In teaching learning process, teaching is one of the most important elements

performed by different educational experts and teachers. Effective communication is

that where a trained and qualified teacher transmits the subject matter or ideas to the

learners efficiently. The majority understandable and all-inclusive evaluation of

instruction learning efficacy was carried out by Walberg as cited by (Sprinthall,

1994). Using the process of a quantitative analysis of several separate but similar

experiments, he collected more than three thousand studies and then synthesized them

carefully to find out and predict immediately how every component was important in

student education. Since his study outcome, he gathered a record of important

components which included students‟ time, utilization, gestures and positive

6

reinforcement including feedback, cooperative learning interaction, class

environment, morality, use of advance organizers and standard queries'.

To know where these elements fit together undoubtedly, Flanders (1970) classified

teachers‟ verbal communication into seven groups. These classifications represent the

most generally observed behaviors‟. Whereas both designs of the research were

entirely old but served as a foundation for the present research work. Flanders‟ study

depends on traditional method of teaching. In our country educational system is still

based on teacher centered method. In such a case, it becomes essential to make use of

the research study of Galloway‟s as cited by Gay (1996) how to see effectiveness of

nonverbal communication of the teachers‟ being affected in the system? Galloway

study seems old but it is followed by many research studies later on. Similarly

Kodakos‟ and Polemikos‟ (2000) conducted scientific study on non-verbal behavior at

Kindergarten school just to see non-verbal cues of teachers and children, and its

relation to their verbal behaviour.

Gage (1978), “Flanders system of interaction classified keen on two foremost

category undeviating and not direct method of schooling”. On the basis of his research

work, teaching models were designed for a better method of teaching for students

learning. The classification of interaction planned by Flanders no merely connect

seven point rating strategy technique firmly and strongly constructed, however in

addition it serve the same as a link among the general and detailed lessons models.

Albert's (2006) conduct a study on top of the closeness or non-verbal immediacy

within the class-room atmosphere with the aim of finding a relation among the

operation of unspoken behaviour and sharpness of the listeners participating in the

discussion. An assumption was made to denote student‟s sharpness to discuss

different situations with a teacher in the class room atmosphere. Really, it assists the

students to enhance their performance and understanding.

These studies demonstrate that Galloway research is still important framework for

nonverbal communication. Nonverbal behaviour to bring into being by combining is

its place and getting momentum in teacher centered teaching. On the other hand, a

majority of the methods of teaching in our country is direct. Although, there is a

growing concern about this and, now, here is a model vary and shift from straight

7

method of teaching to instructional method. However, this does not mean that we

should abolish everything related with the direct method. The traditional method of

teaching means teacher centered method is still important (Gay, 1996). While to study

effective communication more stress was given to the spoken aspect of teachers‟

behaviour. These ideas were advocated by Sprinnthall (1994.) who reflected

instructional method and do research on education usefulness. The main purpose of

his reflection was basically to focus on the improvement and analysis of verbal

behaviour of school teachers. However, nonverbal behavior is widely used by teacher

whether consciously or unconsciously. It is based on teachers‟ body language towards

teaching, learning process and the students. The nonverbal signals are very helpful in

creating a favorable classroom atmosphere which facilitates students' learning. When

teachers‟ behavior is positive about their teaching, then the attention of the students

tends to be much more enthusiastic about what they teach.

Nonverbal behavior provides us a lot more about the teacher and his/her teaching

style. The lack of confidence or enthusiasm is exhibited by such nonverbal cues as

gestures, postures, manner of influence, facial appearance, and judgment get in touch

with (Gay, 1996). However, it is very much unfortunate that the nonverbal behaviour

aspect of teaching is neglected and overlooked in our country and no proper attention

is given to it while designing and executing teaching activities. On the other hand, it is

a proven fact that seventy five to ninety percent messages are transmitted nonverbally.

In fact, verbal behaviour is less important as compared to tone of voice, facial

expression, gestures, postures and eye contacts etc. when it comes to the

understanding of message and effective communication. However, it must be noted

here that the use of essential body language is based on positive attitude. Research

study showed those teachers‟ who have positive behaviour towards the physical

existence really employ an important and large set of non-verbal signals for

facilitating and encouraging the participation of the students.

Galloway (1977) stated that “Nonverbal communication of Flanders system of

interaction serves a helpful research for teachers' nonverbal behavior analysis”.

Different researches have been launched in our country to predict the impact of the

nonverbal behaviour of teachers on the educational performance of the students. In

this connection, the results of the previously conducted researches may give a useful

8

knowledge about the present study. They may serve as an expensive input for teacher

training programs specially in teaching learning process regarding the social status of

teachers. By reviewing the research studies the importance of nonverbal movements

can be showed but not in the sense as was given by Galloway who extended his

contribution upon nonverbal. It was this clear evidence for the researcher that

compelled him to conduct a research on it. A research in diverse setting presents a

pivotal role in human understanding.

1.2 Statement of the Problem

The current research titled as “Impact of nonverbal behaviour of teachers on students‟

educational accomplishment”. The researcher would like to conduct a research on

teachers‟ nonverbal behaviour in different school systems. Although despite its role

and importance it remains a strongly ignorable part of instructional education

procedure in the setting of our country. It is essential for better understanding of the

area under discussion by the students and if we neglected it then effective exchange of

information in the classroom is not possible. It is a very sad fact that in the setting of

our country, teachers give more stress to verbal communication more than the

nonverbal, whereas effective teaching needs a good and wise amalgamation of both.

As Flanders interaction analysis theory neglects nonverbal communication, it was

strongly felt that nonverbal communication should also be an integral part of verbal

communication for effective teaching. In the light of the personal experience of the

researcher as a teacher, this aspect is generally ignored in our educational system. In

order to remove this flaw from the educational system of our country, where teaching

institutions focus only on a teacher‟s verbal behaviour during the teaching-learning

process, the current study assumes much importance because this current practice

might negatively affect the education of the student. Furthermore, the reading also

aims at assessing that how teacher make use of this method for the improved

academic accomplishments of the students.

1.3 Research Objectives

The objectives were formulated for do research:

9

1. To know about mean, standard deviation and standard error in the teachers'

nonverbal behaviour in various educational institutions and to investigate that

whether it is compatible with their verbal or not.

2. To find out, evaluate and compare and contrast the nonverbal behaviour of

male and female arts teachers in different educational institutions.

3. To find out a significant difference base on their gender category difference

between the nonverbal behaviour of both (male & female) arts teacher

working in government, private, semi-government & private standard schools.

4. To investigate the relation between the unspoken message of the teacher along

with the educational accomplishments of the students.

5. To make recommendations and suggestions for the teachers to use nonverbal

communication strategies as an essential part of their teaching activities in

order to improve the academic accomplishments of their students.

1.4 Delimitation of the Study

The research work was delimited to the unspoken cues of the teachers such as facial

expression, body language, vocal cues, artifacts, judgment contact, and bearing, pitch

and speed of talking between the teacher-students for the period of lessons wisdom

procedure. The ability of the research work was further acute behind to the classes of

9th

and 10th

(both genders) of secondary school students in the subject of arts only

(English, Urdu and Islamiat) in Government, Private, Semi government & private

standard schools located in district Karak, Khyber Pakhtunkhwa, Pakistan.

1.5 Significance of the Study

Nonverbal behaviour shows an essential position in our everyday life in realize the

meaning and milieu of the message. Researchers likes Allan and Pease have revealed

that seventy to ninety percent communication is nonverbal. Non-verbal behaviour is

the unspoken exchange of information that takes place in each and all confronting

each other come across through other individual. It is the nonverbal signal or cue

which informs us that what kind of feelings others are having towards us, and how

well are our words being received and perceived by them. The present study was

undertaken consecutively to explain and elaborate the importance of unspoken

10

behaviour in authentic class room situation and atmosphere and to determine the

effect of non-verbal message of teacher lying on the learning process. Similarly, this

study is able to help the teachers to get an evaluation and feedback for their nonverbal

communication in terms of percentage. Research in diverse settings indicates that

nonverbal behaviors‟ can serve a wide range of responsibilities in human involvement

and understanding. It would also pave way for teachers to reinforce, supplement, or

control a verbal message with appropriate non-verbal communications.

Furthermore, the suggestions of the research might be helpful for curriculum designer

at the instance of scheming syllabi by means of results of the research. It might be

helpful for teachers to use nonverbal teaching behavior and to effectively combine it

with verbal signals to facilitate students learning. The results of the present research

work might strengthen make use of guidance practice that emphasize on nonverbal

communication during the training courses in our country, especially in teachers‟

education.

The study was tried to explore whether the educational accomplishments of the

students were somehow linked to the nonverbal behaviour of the teachers or not.

Broophy (1988), stated the ideas that concrete instruction is a series of organize and

stable monitor movements. The outcome of the lessons might be useful intended for

the in-service and pre-service teachers‟ guidance programs, and this aspect may be

given some place in the teachers‟ education, especially in teaching practice. The

results may also identify directions for further research in future.

1.6 Hypotheses of the Study

The hypothesis developed for the present research work was:

H1: There is an important variation among the average non-verbal communication

rating score of male and female arts teachers in six dimension of nonverbal behaviour.

H2: There is an important variation among the average nonverbal behaviour rating

score of arts teacher working in government, private, semi government & private

standard schools.

11

H3: There is an important relation among arts teacher unspoken communication rating

score and their students‟ educational accomplishment.

The versus of the hypotheses were;

H01: There is trivial variation among the average unspoken communication rating

score of both (male & female) arts teacher in six dimension of nonverbal behaviour.

H02: There is trivial variation among the normal unspoken behaviour rating score of

arts teachers working in government, private, semi government & private standard

schools.

H03: There is no correlation among teacher nonverbal communication rating score

along with their students‟ educational accomplishment.

1.7 Methodologies

1.7.1 Population

The entire secondary schools teacher 364 (233 male & 131female) and students

(7583) in the subjects of English, Urdu and Islamiat from government (95), private

(80), semi-government and private standard school (13) situated in Karak district

constituted population of the research.

1.7.2 Sample

A sample of one hundred eight (108) arts teachers (54 male and 54 female) out of

three hundred sixty four (364) arts teachers and (1144) one thousand one hundred

forty four students out of 7583 was randomly selected through multistage cluster

sampling technique from 36 secondary school of the defined population of schools.

1.7.3 Research Tool

So as to determine, the non-verbal communication of teacher with differential rating

tool; recommended by Galloway be use, to observe how far-away the teacher use their

non-verbal communications with the intention of be well-matched by means of their

spoken performance, and how far their nonverbal communication wasn‟t compatible

12

through their spoken communication. The body position is rated on rating scale. The

major essentials of the patterns of non-verbal behaviour are alienated interested in two

foremost area. Nonverbal behaviour that i.e. facilitates student knowledge ii tightens

their wisdom. Galloway‟s structured the non-verbal category according to Flanders

classification of teachers‟ direct and not direct manipulation. The ranking on the

examination form be complete at the same time as explain in section three.

Later than construct the instrument of the research, it was direct experienced. The

random sample of the pre study constituted of both (5 male & 5 female) teacher from

the definite people. Direct experiment confirmed the soundness of tool for the reason

that no complexity was bring into being in assessing nonverbal activities of these

teacher. Investigation consistency of the device is firm, which was 0.70, which is

quite satisfactory indication of the reliability.

The variable of students‟ educational accomplishments was measured by averaging

out the marks obtained by the sample students in secondary school certificate

examination held by their respective boards.

1.7.4 Research Design

Descriptive cum observational tool was used for data collection.

1.7.5 Data collection

For the collection of primary data, the researcher personally completed comments

concerning nonverbal performance of the teacher inside the program throughout two

diverse sessions including of five or six follow-up every one. The mean gain lying on

every measurement was measured as indication of the teacher nonverbal behaviour.

Similarly, the nonverbal behaviour rating score of one hundred eight teachers was

also observed.

The educational performance of the students was composed from the concerned

educational institution. This documentation consist the outcome of the assessment

detained by board of intermediate and secondary education immediately subsequent to

the study gathering.

13

1.7.6 Data analysis

The nonverbal behaviour of every teacher was rated on a rating scale and the

unspoken performance score of every teacher be investigated by summarizing up

rating score on seven different proportions. The average rating score and standard

variation were calculated. Students in every class were 25 to 34; hence, normal of this

figure would be predicted in sequence to get there at single learner gain for every

teacher achieve. This provided a standard data set allowing comparison of one teacher

against one learner. The z-test was carried out to check the disparity among the

average nonverbal gain of a male with a womanly teacher. Similarly, the same

technique was used to come across the dissimilarity among the teachers of

government, private and semi-government schools. The correlation among non-verbal

performance rating score of the teachers on students‟ standard academic performance

during their lessons be compute by means of the Pearson‟s method. The 5%

significance level was used.

1.8 Definition of the Key Term

Some important definitions of the key terms are;

Nonlinguistic behaviors is a communication in which signal is conveyed

through environment, artifacts and vocal intonation.

Students‟ educational accomplishment means academic performance achieved

by students in educational institutions rather than sports or music.

Classroom means interaction between teacher-students learning process.

FIACS stand for Flanders Interaction Analysis Category System. It is a

research tool used for teaching effectiveness in order to improve teachers'

teaching skills for ensuring an active participation of students.

Body language means the unspoken behaviour of body which comprises the

movements of the body, vocal intonations, nonverbal cues, gestures, postures,

eye contact and facial expressions.

14

Kinesics means the study of body language; in different aspects as gestures,

facial expression and eye contact etc.

Facial appearance and eye interactions are the mainly animated medium of

interaction which can facilitate students learning.

Body language used to understand what kind of communication made by

teachers with their gestures and postures.

Eye contact, the most powerful kind of nonverbal signal which is used for the

purpose of emotional relations between speaker and listener.

Posture means the body position of a person that conveys different messages.

Gesture means the motion of body to covey speech of an individual.

Hepatics means the study of touching which refers to how human and animals

communicate with each other via touching.

1.9 Overview of the Thesis

The idea has been set in five chapters‟. Chapter #1 furnished a detailed introduction to

the background and importance of the study, including definition of the key terms.

The problem of the study is the impact of nonverbal behavior of teachers on students‟

academic accomplishments. It justified the research question and objectives, in a few

words summary, the suggestion and implication, and contextualize the research.

Allied writing has been review in chapter 2, which has relatives by way of this study

impinge leading the research hypothesis. The connected literature evaluation has been

accepted on the origin of two concepts: vocal and unvocal interactions. The method

and procedure of this research has been discuss in chapter three which offers careful

details of the methods adopted for the compilation and the investigation of gathered

data. Chapter 4 presents and analyses the data that has been gathered through

observational form that what are the impacts of non-verbal behaviour of teachers on

students‟ educational accomplishments. Chapter five represents a detailed discussion

on findings, bringing in related literature; conclusion and suggestions for further

research of this observable fact.

https://en.wikipedia.org/wiki/Haptic_communication

15

CHAPTER 2

LITERATURE REVIEW

This part of the research is concerned with the review of accessible literature

connected to the study. The ideas and observations of the relative literature provided

not only a penetration but also a theoretical base to the researcher which facilitated to

understand what others are aware of this issue in the same situation. The appraisals in

this research work provide a theoretical design to the study and tinted the diverse

directions of unspoken behaviour on the sources of pertinent text in equal perspectives

i.e. limited and universal perspective. The basic aim of the research work is to

investigate the impact of nonverbal behaviour of teachers on students‟ educational

accomplishments. This chapter focuses on the nonverbal communication of teachers

in the perspective of ideas performance and teaching efficacy. Thus, this section

discuss verbal communication, teaching, learning, , the unspoken aspects of lesson,

nonverbal communication, fundamentals of efficient schooling, Flanders

communication investigation, verbal aspects of learning and review of the associated

literature.

Miller (1988) stated that, communication is a continuous processes of receiving and

sending information that enables‟ human beings to share their skills, attitudes,

knowledge, and effective method of teaching based on successful interactions”. When

students and teachers share information in a particular setting either implicit or

explicit, then communication should occurs in one way or the other. This research

revealed that there are two dimensions of communications; one is verbal

communication and the other is nonverbal communication.

2.1 Verbal Communication

Bedwell et al. (1991) stated, that “Problems arise in spoken dimension, when a sender

and a receiver don‟t share identical ideas, or they use words by speaking together in

different models”. Due to this, it is more essential that teacher‟s especially in diverse

setting, enhance the students‟ comprehension in their respective class. Effective

communication clearly explains concepts, ideas, or simply defines new terms.

16

Sensitiveness to this act becomes nearly second nature as a teachers probe into their

students' understanding.

Wood (1976) stated, “Verbal behaviour may be used to exchange almost everything. In

contrary, the non-verbal movement of body position appears to have a more limited

range. So, it is easy to know and understand that limited range and use it for

comprehending new information.

A body movement communicates emotions, feelings, and the opportunity of choosing

information about occasion, affiliation, and gender and subsequently into view.

Usually, a body movement also support or contradict in sequence convey orally. Body

movements include any part of the body such as rising of the eye brows, nod of the

head, and cues of the whole body”. L. J. Sahe (2009) has discussed that while

teachers‟ have some control on verbal communication but not on non-verbal

messages. Weinstein and her colleagues (Brattesani, Weinstein, & Marshall, 1998)

correlate teachers she called low and high discriminated. These were teachers‟ who

differentiating to a greater or of lower status between their high and low state of

expected students. Weinstein stated that, students‟ educational accomplishment varied

substantially based on in any case, the children‟ were placed in the classrooms of high

or low discriminating teachers. Highly discriminated teachers‟ become attached to a

fixed view of capability, placed students in a courteous manner, inflexible ability

class, discouraged counterpart interactions, vividly differentiated between the

educational activities of high and low performance students, emphasized aim and

goal, and used primarily negative behavior guidance techniques. The low performance

discriminated teachers‟ on the other hand held cumulative concepts of intelligence,

stressed task mastery goals, and chiefly used interest based collection, and an

indicating positive relation between teachers and students.

2.2 Learning

In the light of past experiences, all of us understand things. Really, it is due to

learning, we get an idea of what „learning‟ means in the light of what to do in the past.

For example, we might think that learning as something taking place in a school

environment or in a classroom. We may consider of it as an individual sitting isolated

17

at night, trying to learn a lot of facts. He does all this, so, that he could pass an

assessment examination. However, a series of thought will show that knowledge is

vaster than that. In spite of consideration, children understand a great deal ahead they

go to school. They know speaking and walking. Educational psychologists told that

any movement which tends to a change in our behavior is called learning.

Karban (2015) stated, Learning is the method of acquiring and reinforcing present

information, behavior, skills and may involve in combining different kind of

knowledge. Although, learning skills possessed by animals, humans and plants.

However, human learning is an integral part of personal development, education or

training. It may occur consciously or unconsciously. A common assurance given by

an individual when asked what school of thought is to 'facilitate children learning'.

Santrock (2006) stated that Learning- is comparatively a permanent change in

behaviour, knowledge, skills and thinking, which come from first to last experience.

This analysis is specified by Hummel (2006) in these words, "alteration in manners

the same as a consequence of understanding due to learning".

Behavior may be best explained through observable experience in our daily

life and it cannot be express by psychological process. On behalf of

behaviorists, actions are the whole thing so as to carry out which be able to be

observed honestly. However, intellectual psychologists analyze that

knowledge as a permanent modification in cognitive process on account of

past practice. Psychologists on the other hand explain mental process as

thoughts, feelings and motives. Everyone gains from experience but the

problem is that these cannot be observed by others in true meaning as we have

no clue how all these things happen. Even though we can‟t frankly observe

judgment, way of thinking and motive, they exist no fewer factual (Santrock,

2006). On behalf of the behaviorist these feelings, belief and motive are not

suitable theme for a logical activities as they cannot be openly convenient as

stated by Pearcee (2001). Despite the fact that equally behaviorists and

cognitive psychologists have the same opinion that education is an alteration

because of a past practice; however they focus on noticeable and

imperceptible change and effort in the direction of give details how these

change have effect. The entire justifications are accurate since education is a

18

multifaceted method. Learning about nonverbal behavior and signals may

assist us to reflect the idea we want to present, and make more aware of the

cues that we are to explain or interpret.

2.3 Effective Teaching

Simultaneously, our power of comprehending of what “education” is based on our

earlier period put into practice. Our first practice was in institution, everywhere the

teacher was also a teacher, status an area of interest, impressive us what to be taught

and what to accomplish. Certain of us practiced the identical class of training at

school. Other might have practiced lessons somewhere the teacher is supplementary

of an equal, who take explanation of the learners understanding and yet learn from the

apprentice.

Education may be described as the guidance and discipline of teaching wisdom

process. It is the progress which given that chances for student to create

comparatively enduring change from first to last experience and management provide

by the teachers. Education facilitates wisdom by means of the philosophy of learning

flexibly and creatively. An effective teacher enables the students to learn and

understand the subject matter effortlessly and keep hold of it for further request and

use the same data for comprehending new information.

Santrock (2006) commented, “Effective communication is one of the important

variant for school enhancement. This revision is interested with how to explain

teacher‟s effectiveness and what makes a real teacher. It draws out implication for

policy makers in teaching learning-process and for enhancing class room interaction.

To be an effective teacher it is very important to contain a control in excess of the

area under discussion and in parallel ought to possess essential training skill in

addition to excellent educational strategies supported by instructional planning,

method of goal setting and classroom administration. He should be acquainted with

how to communicate, stimulate and work efficiently by way of students from different

background and should also comprehend how to use suitable skill in the classroom.

These reflections are more explore by Sprinethall and Sprinethall (1994) by introduce

idea of instruction. An idea of instruction comprises series of instructional methods,

19

which are organized to arrive at a specific category of learning result through

students. Although no particular method of teaching represents the most excellent

means to educate. As an alternative, whole usefulness will depend on teacher

competency; foremost to design a particular technique and then to merge inside a

specific idea. Lastly, he will expand the capability to employ a diversity of model. A

teacher‟s effectiveness is commonly referred to in term of a focus on students‟ results,

teacher‟s behaviors and classroom process that promotes better understanding of the

students. This review suggests that effective teachers are clear about teaching goals,

knowledge and information regarding content of the curriculum and appropriate

instructional strategies.

2.4 Components of Effective Teaching-Learning Process

The fundamental elements of teaching that make possible results are the teachers,

students, learning atmosphere. The prime movers of the educational institutions are

the teacher and student. These are the participants of the teaching learning process. A

suitable environment provides essential ingredients that could guide the process

needed for smooth connection among the three elements.

Furthermore, fundamentals of lessons are too connected with effectual learning. There

is a very deep connection between these Elements of teaching and effective learning.

This connection is very well stated by Walberg (1990) through meta-analysis which is

an inclusive appraisal of essentials of training usefulness. For this purpose, he

composed a record of subjective factor. The basics that are nearly too every person

directly correlated to the spoken and unspoken actions of effective teacher in the

school classroom environment are integrated in academic learning time, cooperative

learning activities, use of positive reinforcement, feedback and cues, classroom

environment, and high order questioning. Herring (2009) also held a similar view and

enhanced these by stating the following factors: access and equality, possessing

students‟ responsibility, setting anticipation, engaging students, sharing authority and

improving critical thinking.

Sprinthall (1994) stated, “As a quantitative statistical analysis of several separate but

similar experiments of teaching, there was a raising view of authentic teaching as

20

similar with direct method of teaching”. The Centre on the institutes for explore study

going on instruction learning process at Michigan State particularly generate a huge

amount of researches helping the speculation that gain in educational

accomplishments are frequently affiliated through this technique. Effectively, shortest

method of teaching is highly designed and teachers present the physical objects in

little steps, use move ahead, check used for mental grasp, take the students‟ answers

turn by turn and provide direct feedback on their replies. Moreover, the teachers

accomplish each and every one this at a quick and commerce approximating

swiftness. By close connection, the teacher would use up incredibly small instance, if

another method, as discovery or inductive method of instruction. The study seems

toward hold up ideas so as to communicative lessons is a series of constantly and

carefully monitor movements. Actually, the supposition was that the undeviating

training is suitable for every subject at the entire level. Brophy (1988) stated that one

must bear in mind about inquiry learning and research which suggests when and who

for the direct instruction is best and appropriate.

To conclude, argue was that through via straight lessons, we cannot merely improve

educational accomplishment transversely the board, however too an effective and

individual expansion will be encouraged. During observing the soundness of these

results, it is essential to realize a lot of drawback. For instance, the basic study

objective has been simple schools classroom instead of secondary school. However,

the research work has been limited to specified area at the beginning classes and here

were thumbs down endeavor to engage a factual irritable part of school type, as rural,

municipal, lofty and small socio-economic position and so forth. This mistrust may

exist casted ahead the assertion of the generalizations. Ultimately, the utmost concern

is to facilitate, efficient coaching cannot arrive at concise of telling a on its own set of

teachers‟ behaviour high-quality in spite of subject, for all students and for all that

period.

Towards the end result, undeviating teaching presents simply a fractional image of the

schooling learning process and concern is requisite adjacent to the contemporary

generalization. There are many other practitioners who have the same opinion by

means of in cooperation Cubin and Schulman‟s when describe by way of suggestion

to Sprint hall and they call for more modern view for a broad concept. The study on

21

schooling attempt to focuses going on only a single variable on time, because, if it

was being within the limits of ability to concrete teaching framework. An instruction

is communicative and involves amalgamation of numerous variables sooner than

achievement through very soon an only one variable. The record indicated that not

each and every one of the educated performance continued to correlate with the

achievement gains. Similarly, several of the new educators didn‟t constantly exercise

the arranged outline. Furthermore, it also showed that not all of the arranged activities

were compulsory for enhanced accomplishment. In additional, a fine grained

investigation of assert cannot hold up the contention of the nonstop instruction. The

last and the for the most part was the absolute deficiency of presumption to give

details the feelings. Exclusive of hypothesis, there is small to direct carry out and

there is no organized system to make clear the inconsistency in the behavioral

explanation. Finally, a transparent ending is that, dynamic training provides a few,

other than all answer to the difficult problems faced by teachers for effective learning.

We can see that effective teachers don't rely all the time only on opening book and

being able to convey the information they prepare. In order to be effective, teachers

use contemporary data in science subjects, social studies and arts subjects to help the

students see the value of the information they are learned.

2.4.1 Nonverbal Communication in the Class

The class is the area of perpetual interaction among students as well as teachers.

The role of teachers is near to make easy and encourage students towards academic,

social and emotional developments. The teacher responsibility is the overall

development of students is greater in the lower levels, narrowing down in higher

level. Apparently teachers‟ and students share their educational aims and would act in

simultaneously to achieve them, but the individuality and psychological complication

of the class room reject this pleasing image. The class room is most often an area of

continuous struggle, teachers and students have to hope for particular purposes, and

classroom supervision is very much difficult effort a. Teachers have the constituting

authority and capable of being presumed power, but students‟ are not inevitably

impotent in their continuous struggle with teachers‟ and they can make life

complicated and lonely for the teacher. Approximately another hierarchical living

organism system, particularly human systems a different emotion, positive and

22

negative emotion are expressed and experienced in the classroom interaction. Much of

this emotional disorder is observed via non-verbal channels, with conscious or

without awareness of the teacher or students. Larger nonverbal sensitivity converted

to intelligible form would support teachers an intensive understanding of the

emotional hidden opinions in the classroom, and possible them to be more valid and

reliable in the class room smoothly. The main aims of education are the scholastic

achievement and cognitive development, and as far as educational accomplishment is

concerned is the verbal communication that is most important in education. Thinking,

curriculum, didactics, cognitive process writing, and reading are all constituted

through the use of body language and verbal communication.

In that context, the role of the nonverbal communication in education is secondary.

But the nonverbal behaviour is the critical factor in the delivery of teaching,

mediating teachers‟ success in achieving the basic goals of education. Whereas less

competent teacher most often fail in their nonverbal communication delivery, whereas

valuable quality in teaching is always portray by teachers‟‟ positive effective style

(Babad, 2009).

2.4.2 Students Non-verbal communication Teachers as a Detector

Teachers‟ nonverbal behaviour perceptiveness and their skill to convert into

intelligible form nonverbal cues in students‟ communication are discussed first,

disconnecting between classroom administrations and learning related process.

Students nonverbal communication provides teachers‟ with continuing feedback,

if they can determine it and interpret it rightly. Much of the effective teaching is carry

on through teachers‟ students interrelation, either the teacher leads guides or asks and

students replied, or students ask or act and the teachers respond.

An effective teaching the teacher needs cues indicating students‟ level of

comprehending. Because students (especially weak students or mediocre), hate to

allow when they do not reach to the conclusion, the teachers need their nonverbal

communication to give the required cues. Tricky teachers find out dearth of

understanding even when unchallengeable students‟ claim to have truly understood.

Students‟ nonverbal behavior also gives the teacher with information about their

attention and their level of motivation at any given process of moving.

23

Teachers‟ interference can become more authoritative when they have command on

such knowledge from the sure origin. Much as students require refined cues from the

teachers‟ to understand how smart they are, teachers need nonverbal communication

from the students to rectify their teaching behaviors‟. Because the teachers

communicate with different students at any time, their nonverbal behavior gives the

teacher with different movement to indicate where other students are at a given time,

and who requires what at any point. In this way; teachers can relate the students who

need distinctive help. Teachers‟ nonverbal ability and finding ability assist them to

attain essential feedback from students‟ nonverbal behavior in the social domain.

Classroom atmosphere and students‟ feeling can be detected from nonverbal cues, and

implicit stress can sound a signal in real time for research and hopefully precautionary

(Babad, 2009).

2.4.3. Teachers’ non-verbal communication; Students as a Detector

Students extend a considerable proportion of their life in the classroom. The setting is

imperative instead of democratic, many requisite are made, and they are awfully

based on the figure in authority; the teacher. It would be greatly helpful for them to

pick up to judge their teachers deeply, to development-experts, able to

decode the craftiest nuances of teachers‟ behavior. Because often messages are not

communicated verbally and clearly, students become experts in comprehending

teachers‟ nonverbal behavior (Babad, 2009).

2.5Nonverbal Aspect of Teaching

It is a matter of fact that we use body language all the time. It is not possible to

communicate some idea, though, or impression with others without any contact.

Nonverbal communication has a wide range and can include gestures postures,

shaking hands, facial expressions, appearance, voice tone, hairstyle, clothes, smiles,

touch, artifact, color choice and (even) silence. All these are important elements of

teaching with efficacy. To an incongruous, the unspoken feature of an individual is

subsequently observable that teachers frequently take it for granted and usually ignore

it. Actually, in anticipation of the effort of theorist such as; Galloways (1977), the

vicinity of nonverbal communication was extremely unobserved in schooling learning

24

process and no attention was paid to its effectiveness by teachers inside their

classrooms. Despite the fact that it is very rigid to visualize yet from seventy to eighty

percent of a messages affect is communicated non-verbally.

Generally, it was proved that most of the messages are communicated non-verbally.

The spoken communications turn out to be less significant than gestures, postures,

pace of talk and facial appearance. In the class environment how the teacher sits or

stands using postures and gestures convey a message to his students. However

unhappily, as Galloway‟s point out, also frequently, we are approximately completely

unconscious of our personal nonverbal etiquette. We hardly ever observe ourselves in

communication and therefore don‟t actually appreciate what effect we may possibly

have lying on others (Sprintahall, 1994). Really the production of literary work

suggest that body language, eye contact and mimics are generally used for having

grasp over and keeping muteness at secondary level, other than higher level students

denoted this aspect of nonverbal behavior.

Researchers have revealed that teachers who encompass absolute attention towards

the community really place a vital position of accelerating non-verbal behaviour to

reinforce students' involvement and participations. Those who have negative attention

lay out non-verbal communication designed to inhibit and discourage the students'

participation (Smith, 1981). Moreover, Sprinthall and Sprinthall (1994) stated that the

kids unspoken the significance of diverse physical movements and might understand

the teachers' facial language similar to release manuscript.

During classroom interaction between teachers and students, the exchange of

information may occur exclusively at the verbal level, but it does not mean that

nonverbal cues will not be included. In every case of communication a freight-age of

meaning is interchanged at the nonverbal level also. There are a large number of signs

and signals that serves the purpose of what we might phrase unspoken

communication. It is this nonverbal language from which conclusions may be

formulated because students unconsciously tend to read the meaning of the

expressions. Sometimes, a glance of an eye or a facial expression may reveal what the

actual me meaning is. Indeed, a message communicated in this way may be quite

informative and easy to understand.

25

Consequently, Galloway‟s and his associate developed a non-verbal description of

Flanders‟s scheme. As an alternative of code spoken communication, but, they rate

the body movements of the teacher as described below.

Table-1: The Galloway System of Nonverbal Behaviors

DIR

EC

T IN

FL

UE

NC

E

1 and 2. Congruent

Non-verbal behaviour is compatible with

verbal. No mixed message is given. Body

language substantiates suitable set of

feelings.

3. Implement

Whenever the teacher takes and accepts

ideas of students, non-verbal cues are

constantly unhesitating. For example, leans

in respect to laugh

4. Personal

A teacher keep up direct eye make contact

through the class, and preserve an easeful

psychological spacing from the students‟.

Incongruent

Behaviour authenticates words,

e.g. laugh when upset. Body

movement is more than restricted.

Thoughts are occasionally, if

increasingly revealed.

unthinking

Nonverbal behaviour shows no

bona fide attention in students‟

idea. e.g. Bored facial expression.

Impersonal

Teacher avoids face to face

communication. For example, he

looks towards the ceiling, or

discussion to the bottom, or

maintain unnecessary aloofness

from the students

26

a. Observation 1 & 2 combined by Galloway

The over classification outline the key essentials of the pattern of message that are

distributed interested in two chief arenas, non-verbal communication that promotes

students' development and constrict their expansion. Galloway too prepared the

unspoken category according to their direct and indirect control. The fallout of

Galloway‟s study has implication which involves a basic requirement of obvious and

comprehensive relation among a teacher nonverbal cues and the class feeling which

ultimately should set classroom tone. Moreover, teachers could do with to construct

an intentional effort to turn into extra conscious of their own necessary collection of

non-verbal behaviour. Zwozdiak, Capel,Leask and Turner (2005) stated that much of

communication between teachers and students takes place as in the form of nonverbal

as gestures, postures, appearance, facial expression and mannerism.

In this connection, the make use of videotapes of class presentation is one most

important method of fast attentiveness and considering the effects of teachers‟

IND

IRE

CT

AF

FE

CT

5. Reactive

Tone of voice and pace of talk of the

teacher are attempted to observe students'

participation.

6. Involve

Non-verbal behaviour provokes students‟

involvement in justifying direction.

7. Comfortable

Non-verbal cues are consistent and

coherent with firm language in controlling

misbehavior.

Unresponsive

Teacher speaks in a monotonous

tone with little bit change in tone

with a high pace of talk and

protected students' movement.

Dismiss

In non-verbal behaviour, students‟

escape participation.

Rigorous

Nonverbal behavior is an

aggressive, terrible, severe and

really discouraging.

27

behaviour. A teacher will become well aware of the importance of his nonverbal

signals once he analysis later on in the form of a video clip. Another method of

investigating the nonverbal signals inside the classroom for later analysis is to inquire

an important person to watch and mark down example of how your performance keen

on the Galloway‟s classification. Let us observe the hypothetical idea of nonverbal

message in universal and inside the classroom.

2.6 FIACS-Flanders Interaction Analysis Category System

This strategy was developed by Flanders at University of Minnesota between 1955

and 1960. It is a mode of observation in which classroom interaction records was

distributed in ten categories. This technique only measures the verbal communication

of teachers‟. This methodology was developed by Flanders related to children' posture

of teacher influence. Interrelationships is initially concerned with analyzing the

important patterns of the teacher, and understand those respond of the teachers, which

increase students‟ freedom of reaction from those response that decrease it. The

system of categories shape a screen in front of observers eyes, in above those respond

which result in compliance are sharply separated from those that invite more creative

and spontaneous involvement, while certain appearance of content are neglected.

To draw conclusion, how the components collectively added clearly, and the effort of

Flander (1970) is critical. He as well as his colleagues made far-reaching class

explanation of teachers at unusual and transversely diverse content area. He

establishes that teachers' conversation behaviour can be separated into seven

categories. The classification symbolizes the mainly generally pragmatic teaching

behaviour which brings us to the query. 'What is the relation among these behaviour

and students‟ educational accomplishment? Really, the main analysis of Flanders

work was completed by Gage (1978) into his manuscript, "The logical basis for the

ability of teaching". In order to have clear idea of those categories it will be helpful to

discuss them at some length.

28

Table 2: Classification for Flanders communication Analysis IN

DIR

EC

T I

NF

LU

EN

CE

OF

TE

AC

HE

R T

AL

K

1. Accepts Sentiments

In this classification, teachers accept the impression of students‟. He perceives

himself that the students shouldn‟t be criticized for exhibiting their heartstrings.

A student is given the opportunity to express his/her feelings without the fear

that what will be the reaction of the teacher. This acceptance of feelings on the

part of the teacher encourages the students to express what they feel about a

particular situation. However, it must be noted that the emotions could be

appreciative or unenthusiastic.

2. Praise or accredited

Teacher support students‟ communication. When a student gives response to the

question asked by the teacher, the teacher gives positive underpinning by saying

words like „correct', 'excellent', 'good', 'very good', 'better', 'carry on', etc. It is a

kind of feedback in positive manner. Even if the response of the student is not

right or if it needs modification, the instructions are given in a positive and sugar

coated manner to encourage the students.

3. Accepts notion of students'

The first category is justified. The students‟ ideas are only appreciated not his

impressions. Here, the rational element of what the student says is stressed and

judged. Students are given opportunity to freely present their opinions, views and

perspectives regarding a given topic or situation. If a student proceeds on some

idea, then the teacher may iterate in nutshell in his own words. The teacher can

view, I comprehend what you mean? The teacher develops ideas given by a

student.

4. Asking Questions

Inquire questions about procedures which are depends on the teachers feelings

and then expecting response from students. Occasionally, teacher interrogates,

but he carries on his lecture without ratify any answer.

29

DIR

EC

T A

FF

EC

TO

F T

EA

CH

ER

TA

LK

5. Lecture/ Lecturing

Giving facts about the procedure and content of his own ideas and explanations,

cites an authority rather than the students.

6. Giving instructions

The teachers give orders, commands, directions, or initiation with which a

student is expected to conform with; stand up, open your books etc.

7. Justifying or Criticizing authority

When teachers ask from the students‟ not to interpose with illogical questions,

then this behaviour is included in this category. When the teachers asking 'why'

and „what‟ from students also come nearby this category. Statements voluntary

to change students‟ behaviour from unintended to acceptable pattern. Stating and

giving explanations; why the teacher is doing? Or what he is doing?

In order to have a better idea Gage classified the system into two extensive categories

instead of examining one element at a time: Indirect mode of teaching type 1, 2, 3

and 4, and direct mode of teaching 5, 6, and 7. The major difference between the two

expression is primarily to find out and determine whether instruction is view because

cross question or numerous instructions.

In relating expression, Gage (1978) appreciates to judge elementary versus secondary

grade level differences. He was able to get clear verification that the teacher who

engaged the not direct method at the secondary school yield better educational gains

relatively their students‟, the teachers who used the direct mode. It means that

educational accomplishments‟ of young student will be remediating during

authenticate make use of problem and undo study. The results carried authenticate

subject matter. Although, this study doesn‟t indicate that the secondary teachers‟ be

required to wait generally in the roundabout means. The validation depends on ratio

of time extended in one form against the new. At secondary school, success

augmented when the teacher used misleading style greater than semi of the duration.

Clearly, there will be moment for giving vigilant lecturing; instructions, and criticize

student for misconduct, eventually for the most measurement, strengthen, cueing,

30

employ problem, and replying to perception will yield educational gain to a better

quantity. The importance of nonverbal behavior increases many fold when it comes to

indirect method in the above mentioned model. Nonverbal behavior plays a vital role

as a feedback for accepting the feelings, encouraging them, allowing them to present

and elaborate their ideas etc.

Additionally, to this approach of teaching, Chickering and Ehrmann (1996) conducted

a list of self-dependent research at higher level. Whereas, the concrete Flanders‟

taxonomy was not used, the whole outcomes were all together alike. The college

scholars initiate that professor who provided occasion for students‟ question,

authorize students‟ to asking problem from one more, and encouraged student to craft

assertion in the classroom nourished intellectual development and better intricacy of

opinion on behalf of their student. However, outcomes from mutually lofty and senior

classes indicated the content of the not direct method of teaching when it was utilized

by older students.

At secondary school, Gages‟ investigation indulged slightly different conclusions. He

set up subordinate coordination among the coded method of teaching and students‟

wisdom. There were a few unchallengeable results in the coded method, other than

numerous in the direct approach. Really, contemporary study particularly, at

secondary school, recalls indicating the more direct approach to teaching may be

completely important in yielding students' accomplishment (Gage, 1978).

The impressive secondary school teacher involuntarily to ask question from the

students, encourage their responses, construct their idea about the topic, and reply to

their passions. However, he may use their direct mode. The vigilant make use of

progress organizer along with a small degree of vagueness on the part of the teacher

provide smaller children‟s with helping direction for education. In this connection,

complete representation of teaching come the same as next stage of generalization in

observe to lessons.

2.7 Nonverbal Communication

Crable (1979) stated, “Nonverbal behaviors engage the intentional or unintentional

techniques of converting message into intelligible form. Encoding is the process of

31

generating information such as body language, gestures, facial expressions and

postures. It manipulates signals which probably think to be multipurpose. Decoding is

the explanation from generally accepted perception given by the encoder. Decoding

data apply wisdom one may have of certain received feelings.

Elisha Babad (2009) demonstrates the unique implication of nonverbal behaviour in

multifold side; its availability to observers, its links to feelings, control nature, its

speed, and the fact that it conveys special meanings.

Knapp (1972) also stated that nonverbal behavior may be considered all those human

reactions which are not found in verbal. Miller stated that “it consist overt behaviors”

as it is a facial expression, tone of voice, touching, eyes, like less clear messages as

postures, dress and special distance among two or more individual. Miller showed that

nonverbal behavior is not limited to a specific time. He maintained that the nonverbal

behavior which is learned shortly after birth is refined and practiced through the

individuals‟ entire life. However, nonverbal behaviour is a difficult process both as

communication and behaviour, whether conscious or unconscious (Hickson & Stacks,

1993).

Message is convey of information among the sender and a receiver by means of the

purpose of allocation of information, ideas, thoughts and experience. Even though we

categorize message only with respect to verbal communication, while, practical

communication can be defined in two dimensions termed as verbal and nonverbal.

Nonverbal behaviour is that behaviour of individuals, which is unspoken but should

involve gestures, postures, facial expressions, body movement, eye contact, and pace

of talk, moving and pitch of tone and a smaller amount understandable means but

more observable like dressing, posture and spatial distance between two or more

people. It is a fact that the whole thing communicate, counting substance, bodily

distance, and the moment in time. Though we are able to turn off the verbal output but

it is almost impossible to turn off the nonverbal output. Even silence also speaks.

Activities, words, silence and inactivity each and every one have significant

communication to affect other, or to instigate positive events in relevant context. Thus

all the elements through which we stop verbal signals themselves communicate in

nonverbal signals (Segerstrile & Molars, 1997).

32

Additionally, Segerstriles and Molars (1997) argue that individual who has ear and

eyes to listen and see could encourage himself that keep a covert is one of the nearly

entirely complicated responsibilities. If his mouth are uncommunicative, his rambling

conversation through his fingerprint; change in sequence flow exclusion or

deprivation. Non-verbal behaviors‟ starts with delivery and get sophisticated with the

means of access of time during one's existence. Initially, one learns the unspoken

interactions during simulation and this learning phase of non-verbal behaviour is

further obvious during early days. Nonverbal message are used as a; plain and

consistent, further proper mode of appearance, dominant gesture potency, partial

terms and new authentic and reasonable. However, it has been observed that

nonverbal behavior helps in communicating much more intentions and feelings as

compare to spoken only. Mehrabian and Wiener recommended that language only

give to seven percent of the message, while remaining ninety three percent is being

transmitted through nonverbal expressions. So, it is evident that one must be aware of

the significance of nonverbal signals while conveying a message and must be aware

how to utilize these signals in the best possible way in order to make the message

easier to understand.

2.8 Nonverbal Behaviour in the Classroom Environment

Segerstrile and Molars (1997) defined nonverbal behaviour as a judgmental aspect of

interpersonal conveyed information which takes place in the classroom environment.

This means that it plays a very critical role in explaining the message we want to

convey to the students. Where, Galloway explored educators as involving several

psychological senses who can only talk sometimes. Hence spoken language is not the

only source as it is normally believed. Majority of the input and output are explained

consciously and unconsciously in the light of nonverbal cues. Blazer revealed through

his research that about seventy five percent of the working in classroom is nonverbal.

So it becomes very pertinent that a teacher is mindful of his/her nonverbal signals and

he/she consciously try to codify his/her message in nonverbal signals. Smith reported

that teacher nonverbal behaviour denoted the mental status of the teachers to student.

This definition takes the value and the role of nonverbal signals a little further. A

teacher is explained and revealed to the students through his/her nonverbal signals.

33

This helps a lot in developing and strengthening the interpersonal exchange of

information between the teachers‟ and students as well as explains the message.

Rosenthal and Jacobson (as cited by Segerstril & Molars, 1997) in “Teacher

opportunity for the deprived” recommended that there are chances of the negative

effects of nonverbal behaviour where in some cases teachers may develop some false

expectations about their students, and in many cases the students may also develop

wrong ideas or thoughts about teachers, or may be wrong in judgments by observing

the teacher‟s nonverbal behaviour. This shows that relying blindly on nonverbal

signals is not free from dangers. If the teacher is not conscious of his nonverbal

signals then it can result in some dangerous misunderstanding. Ekman (1967)

expressed that there are certain elements like facial expression, physical atmosphere,

body movements‟, vocal cues and gestures, physical attractiveness, touch and dress

which play a major role in occurrence of nonverbal communication in the classroom.

A brief detail of each of them is given below;

2.8.1 Gestures, Postures and Body language

The most encompassing means of nonverbal communication as well as the most

complicated to manage the current information to other is during actions and gesture.

These movements and gestures are made by the body parts which include face, eyes,

hands, legs, arms, and rest of the body parts. It is expected that presently there are

above two lac bodily motions capable of moving meaning in other person. A simple

example is that of eyebrow, where there are twenty three different gestures, each

suitable of enchanting a diverse implication.

The movements and posture of the body are used clearly by an individual‟s to

articulate their attitudes and make clear or communicate the messages in accurate

correspondence and courage which are not easy to be masked. As we recognize that

nonverbal message is unaltered by the attendance of sound because their gesture to

sound ratio is greatly other than message using terms which finally outcome in

towering information tariff in evaluation to vocal message. It is usually taken for

granted but) message is universally. We express communication to others throughout

our pace, the mode we place and the means we be seated, our body talking also

34

denotes position or wanting another person. A more positive attitude is almost directly

proportional to direct orientation.

Body actions and attitude perform argument directly to the verbal and enhance the

listeners' capability at large. If, on the other hand, the body movements and postures

do not match with the vocal expressions, subsequently the outcome infer can be a

muddled picture. This is where the importance of nonverbal signals comes to play for

a teacher. If the teacher is not able to make any correspondence between his body

movements and the output then it may give a distorted image of the message to the

students. On the other hand, if there is a visible and fine link between the nonverbal

signals and the output then it will serve as additional context in the light of which the

message can be understood well and easily.

2.8.1.1 Gestures and body movements in the class

In class actions of information to the learner be able to communicate by various

behavior and resources everywhere. Nonverbal message has participated most

important part and has an enormous end product on inter-personal awareness. The

body movement of a teacher throughout the lecture in the class convey a big contract

of observation to the student e.g. if an instructor, while teaching in the classroom

twitches to students then he is not likely to be noticed as a well-balanced individual.

Whereas teachers who consistently come out to be calm always of the conclusion, is

expected to be observed like a snap and introvert and most excellent understand by

the students (Gullberg & McCafferty, 2008).

Coulson (2004) stated, “Self-assurance, liveliness, tiredness, or position is quite

obvious from the body postures and movements. Often, a teacher can also evaluate

students' extravagant hope and expectations through different messages of nonverbal

signals such as a student who moves his hands, twists his fingers and rolls his eyes as

compared to the students who is attentive and sits erect in classroom.

2.8.1.2 Gestures

The area of gestures is very vast and deep. Different researchers have observed

different kinds of body movements, hand movements and facial expressions. Cassel

35

(1999), in his research, “Embodied Conversation” narrated gestures as a vital part of

flexible flow of the exchange or in new viewpoint we know how to speak that signal

help in clarifying, or replacing a verbal message, E.g. single node of the skull, open

and close the eye, waving of hand preserve express the necessary communication to a

learner in class also to maintain his movements or end.

2.8.1.3 Posture

A particular posture of the body can convey or explain the message very much.

Different researchers found and pinpointed different postures and their significance in

conveying and clarifying verbal messages. Friesen and Ekman (2008) stated that, the

teachers-students relationship, attention towards each other, effective method of

teaching, understanding, warmness and other numerous variables linked to class

behavior be able to best take out from individual attitude. From his research he

discovered that postures convey an overall impact whereas, particular emotions are

better communicated through body and facial expressions.

2.8.2 Facial Expressions

Words are mere words and bundles of confusion if they are not accompanied by facial

expressions. Kocher (1992) stated, “A picture is worth a thousand words". It helps in

effective description of the meaning being conveyed and well delineates the meaning

of relating to the face expressions. Face appearances like skin appearance, muscle

tone with regard to color, and eye flush exhibits endless signal that disclose best in

sequence pertaining to individual period, gender, contest, racial and position.

2.8.2.1 Varieties of Expressions

Meaning is what we feel a particular emotion or attitude about it that particular word.

In this connection, Hexby and Hoffman (2002) in their study going on “Human

nervous system for face identification and extroverted contact” established a general

scope of facial movements probable on a person expression and do this in an

organized mode. Along with this there is a second set of facial cues-which is less

permanent comprising of hair length, their style, cleanliness, and facial hair related to

ones thinking about beauty.

36

There is another group of facial makers as well which may be termed as momentary

expression signal or the third group of facial makers which actually brings a change in

forehead, eye related expressions including rest of the face like wrinkling the brow,

curling the lip and raising the eyebrows etc. Some of them are either visible, while

others are transitory. But both of them possess the capability to add strength to the

verbal and transmits cue regarding attitude and emotions. However, some of them

willingly enhance the verbal communication and communicate expressions through

attitude and emotions.

2.8.2.2 Face Talks

Face brings exposure about the trait of an individual and gives a communication

regarding rather inside to the expresser. If we compare appearance in terms of

expression and non-verbal communication, then we can find that expression pertains

to the alteration of image model ended time, however as fixed image will brief

information about someone's mood or at least sentiments can be extracted quite

obviously, hence we can say that the face can express relatively fixed uniqueness

clearly termed as physiognomy (Gullberg & McCafferty, 2008). The idea of facial

appearance has three basic elements which thus includes;

A person‟s trait that is represented is called signified. On the other hand we have a

Signifier that is a diagram pattern which symbolizes this trait, the material expression

used for the appearance of this characteristic that is individual's skin, eye and muscle

movements, wrinkles, lines, blemishes on face or forehead etc. and in last perceiver,

the ones that observe and understand these secret codes (Hager, 1985).

Facial language has many dimensions. They could be premeditated or accidental in

addition they might be unconscious signal, or too be controlled depending upon the

circumstances. The mope, raised eyebrow, open mouth, jutting cheek, and mock are

facial language that be able to exchange a few words and directly transmit artifact.

The entire human beings are suitable to manipulate a smile, a pleased frown or a

gloomy face.

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2.8.2.3 Facial expressions in the class room

Within the class environment both instructor and learner exchange non-verbal

communication with each other all the time. This change of communication could be

consciously as well as unconsciously. Teachers should update themselves of the

utilization of unspoken contact owing to two basic grounds; first, to be enhanced

beneficiary of learner communication and ultimately increase the capability to

retransmit optimistic indication that will surely support learner understanding, and

secondly, attractive new intellectual and skillful at keep away from unenthusiastic

gesture that help in stifling student learning (Ekman, 1994).

Facial expressions may be used by the students in the classroom to convey their

feelings to teachers related to understanding, speed of lecture, or even ask teachers to

change their method of teaching. Just before be present a solid recipient of learner

communications, a teacher should be positively flexible and well-adjusted with the

classroom vicinity and be able to grasp a lot from minor nonverbal communication

that their students send.

Apart from being good receivers, it is also very much significant for the instructor to

be high-quality nonverbal communicator because both attributes have equal

importance during the different phases of classroom instructions. Teachers express

confidence, enthusiasm, assertiveness, warmth, and anger during facial language,

spoken inflection, gesture and use of gap. Whereas, once the teachers display spoken

communication, students become confused which can have severe implications on

their learning accomplishment.

Hall and Knapp (2001) stated that “the entire community together with teachers and

students create use of facial appearance to shape imitation of other”. As we are aware

of the fact that a freeze hard aspect has lengthy in the sort of instructor arms which is

often used. Similarly, a smile may have an accessible tool in establishing the behavior

of the students. Teachers can also predict a lot as feedback from students facial

movements which may be quite valuable for adopting future course of actions. For

example, while delivering lecture a teacher can make out when he should speed up,

slow down, make lecture interesting, or generally change his lecture to be more easily

understood by the students. This all can be known from the face reading of the

38

students during the lecture. Intellectuals who are involved in the study of facial

expressions interrelate to the very small momentary movements or alter in the

reflection that consistently take place in all individual senders, and are generally thus

transitory that they require greatly peculiar to be equipped separate them for study.

Yet, as they precede diagonally the expression of an individual, they are immediately

to take hold and lift up by others and get the desired reaction. When teachers are in

communication with their students then the improving the appearance of the face can

serve as reinforcement to the students or even a non-reinforce as well. As a matter of

fact, teachers have very less control over such very small momentary gestures, but at

the same time they must be capable to manage more enduring articulation such as

sneer which will ultimately serve the purpose understanding of teachers by the

students (Jabon, Ahn & Bailenson, 2011).

2.8.3 Eyes

Eyes are the most distinctive feature of facial expression. From this expression a very

clear and comprehensive source of exchange of information takes place between

teachers and students in school classroom environment. Much obvious information

like shifting and evasiveness, guilt, hate, fear, or love, expressing confidence, and

support etc. all are depicted quite easily through eyes. Eye is also well thought-out to

be a key deciding issue in interpretation of verbal expressions and helps to a great

extent in conversation of dialect exclusive of any require of vocabulary. Eyes can be

termed as the most reliable means of message in gap to the communication

transmitted through speech. Most of the people in our society bearing congenial

acceptance by knowing the eyes of others and try to extract as much information as

possible.

Optimistic or unenthusiastic side is able to easily sense from eyes. Visualization is

used longer for belongings and community whom you resembling more than the ones

whom you hate. A teacher who uses frequent eye contact is likely to be observed as

more self-reliant, credible, professional and honest. Usual eye dilation is involuntary

but when bearing at acceptably agreeable then the pupils of an individual will tighten.

39

Furthermore, eye behaviour is also prejudiced by bashfulness and unreservedness

personality of the qualities.

2.8.3.1 Behavior of Eyes in the Class

Eye behaviour well shows the category of message between teachers and students in

class events. This eye behaviour is well obvious once a teacher asks a question in

classroom. The students who know the reply will try to seem into teacher eyes while

those who do not know the answer will try to avoid the teacher. Jeckeer, Maccoby and

Brietrose (as cited by Ekman, 1967) in their field of study hidden visual feelings by

learner which appeared to connected through address content understanding and also

highlighted that those instructor who can conceive these visual cues get more

accuracy while judging their students as compared to those teachers who lack this

capability.

The study results of Breede, Christiansen and Larson as cited by (Ekman, 1967) also

highlighted that illustration cues or contacts among teachers within classroom

increase the student‟s attention; increases his aptitude, his understanding of lecture

contents and ultimately improvement in grades. Normally those students who have

greater extent of eye contact with teachers usually get better grades in class tests and

quizzes.

In the same context, Exline (1971) reported through a survey conducted with college

students. According to that study, once students were asked to have interactive

communication with teachers and only 50% of students liked to have inter-active

message by means of teachers for improved sympathetic and idea buildings as

opposed to hundred percent of the moment in time or not at all.

Additional study highlighted that only those students who are self-assured, well-

informed and paying special attention favor to have hundred percent of eye contact

time with teachers. While opposite is the case for a speaker in having epidemic

difficulty among knowledge, self-possession or concern for students or he is not at all

well prepared for the lecture. Inter-personal communication can also be forbidden

during contact. Once community don‟t want to be disturbed during their speeches

they will just have a glance either at audience or on side walls of lecture hall and will

40

continue with their proceedings and once they want to have some interaction with

people sitting in front, they will just pause and will try to have direct eye contact with

them (Brent & Felder, 2000).

Teachers also try to extract maximum information from the eye contact of the

students to differentiate between students who are well prepared and who are not.

However, some interesting information can also be extracted by teachers to confirm

which student is lying or not caring regarding assignment completion or homework. It

is also a matter of fact that the dishonest person will never look into your eyes.

Moreover, wrong perceptions may sometimes be made due to less eye contact by

teachers about their students and sometimes students may be blamed for cheating

related activities if they have less eye contact with investigation teams dealing the

cases. Unhappily, there seems to be marginal validity to this generalization.

However, it has been revealed through research that it is totally reverse of the fact

about factual community who are lying are usually create to have an excellent eye

make contact among researcher, possibly as an intentional answer to the concept.

Teachers on the other hand can have direct eye contact with individual students in

class. Attitude of familiarity, acquaintance, unfriendliness, or unresponsiveness can be

incidental by the means a teacher observe or keep away from come across at a

student. Normally, the trained teachers do come to know about interest of the students

in ongoing lecture. The eyes of the students are a big source which conveys

tremendous amount of signals related to pay attention and non-listening

communications, thus exchanging delicate communication about their be short of

engagement or bareness for the lecture contents. Students having fixed their eyes on

the clock may require break either because of dullness of the lecture contents, or

because of the lack of teacher‟s motivation and preparation to ensure involvement of

students. In any case, eye observation can be used in evaluating teachers‟ and

students' performance behavior. Teachers' coordination, motivation and preparation of

the lectures ensure enrolment of the students and a teacher will succeed in this only

when he is able to develop clear understanding with the students. This understanding

is ensured more smoothly and easily through the exchange of nonverbal signals. In

any situation, eye contact may be used in assessing and evaluating performance

behavior of teachers‟ and students‟.

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2.8.4 Touch

Emotional support, tenderness and encouragement can be expressed via touch. Parents

prefer physical emotions for their children instead of verbal emotions. Physical means

of exchange of information can tend to useful function in the class room environment

but needs to be utilized carefully. Touching behaviors may be demonstrated by

teachers whichever by immediately realize a few learner workings, by hand over, or

by grasp the shoulder or arm of a badly behaved learner. However, touching in some

cases may lead to inflowing the student freedom undesirable. Similarly, touching may

lead the students towards highest level of goal achievement as far as brilliant students

are considered, whereas the naughty students may develop negative feelings due to

this and may consider it some kind of intruding.

Miller (2000) stated that “Positive aspects of touching are considered as reinforce”.

Invading the students‟ personal space by teachers may help in developing a close

relationship of encouragement and really enhance learning abilities. One up to date

research has indicated that for children employing such behaviour by teachers tend

them to learn extensively extra and this augment interest and attachment in classroom.

Whereas, with the passage of time as kids grow up, these moving actions losses their

deep impacts.

Touch has diverse contact in the class and depends to great extant on sex and age of

the students‟. To continue an irregular touch on the reverse and hand shaking might

demonstrate to be authoritative for older students to some extant but in case of young

children, touch or contact participate a key part. It can correspond, logic of fit in and

comprehending to an adolescent. Similarly, if teachers deliberately refuse contact a

teen can experience rejected or inaccessible, which know how to guide to the

development of neglect feelings in the direction of studies but most probably about

(the) teacher.

Miller (2000) also stated about touch phenomenon in elementary students as kids in

the junior elementary position make use of touch to learn things about atmosphere.

This phenomenon of touching is not only limited among youngsters to each other but

they also tend to touch teachers‟ clothes and hair as well. For this purpose, the teacher

needs to be vigilant to interpret students touching behaviour depends on the elder

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touching usual norms. Teachers need to understand that these are well put

enlightening fluctuations and must be outlook. Though at elementary school level,

touch is considered as a reward by students but as students promoted from junior to

senior high school, variations occur that needed change of teachers‟ behavior.

When it comes to gender differences the teacher should be very much careful about

touch behavior. Due to set cultural norms it can result in negative outcome. Touch as

an encouragement at this moment may be misinterpreted greatly, especially, by other

people who just keep to. It is this gender sensitivity which compels male teachers to

avoid making use of it with female students and consider it inappropriate which may

not be considered well appreciated among students.

2.8.5 Vocal Intonation and Cues

Intonation means the way someone‟s voice rises and falls when they are speaking. It

is not what we state that influence but how we say it. The meaning of a given

expression is reflected by vocal intonation. This has revealed that use of oral cues are

correct signal of body type, race and height, overall appearance, education, and dialect

region frequently reveal situations in a true manner. Emotional expression can also be

best narrated by making use of disparity in volume, throw, accent, resonance, nuance,

rate, and pulse.

Picard (2011) indicated in his research that effective expressions seeing that anger are

illustrate orally by fast pace, elevated pitch, and loud resonance and mostly it does

help out in creating a good impact. While on the other hand, inactive manner such as

hopelessness are expressed by low pitch, delay pace and ringing noise. Similarly,

people make use of higher pitch and loud voice to show their stress and the opposite is

true for depression. People are generally aware of vocal cues phenomenon and does

indicate all this during conversation as to have deeper impact on listeners by

depressing sound pitch and by rising at the end of problems. Vocal message may

challenge the spoken one and when done intentionally, is thoughtful indication of

irony.

Mehrabian as cited by (Ekman, 1967) proved via his study that listener perceptions of

the behaviour of a narrator were effected thirty eight percent by the vocal tones

43

opposed to seven percent by the verbal message. Words have different meanings but a

particular meaning is specified and conveyed to the listener only because of how they

are being conveyed through intonation. As an example just analyses this brief

expression “thank you". If expressed naturally, it indicates wording of gratefulness;

but if intonate ironically, it can indicate a completely opposite aspiration and may

mean to mock the listener. People are generally aware of oral intonation which shows

all this during conversation.

2.8.5.1 Vocal intonation in school Classroom

Students' participation is affected to a large extent due to vocal cues in classroom.

Normally, teachers in reply to correct answers by their students answered with

positive spoken reinforcement in addition to vocal tone or pitch, showing liking with

students' answer. Opposite responses will be seen or observed once the teachers do

not like the answer. Higher levels of retention, understanding of the context and

clarity of the concepts can be experienced due to large variations in pitch, frequency,

and tone in comparison to the messages being delivered without these variations.

However, this practice should be conducted with proper care in certain situations.

Exclusive spoken and non-verbal communication cause considerable trouble for small

children. There are certain expressions in which the contrast between the words and

the intonation is very drastic and can confuse small children. A best expression for

this is the use of satire, which is an unsuitable means of communication with little

children and is quite hard to understand. In almost all examples small children were

unable to comprehend the irony which was present in those satirical expressions.

Intonation is not only a key to the understanding of verbal signals but a light through

which an idea about the overall personality is made. People create certain personality

features which are deduced from the intonation of the speaker. The stereotype about

either a teacher or a student is affected by their vocal behavior. It is because of these

stereotypes that there are very little chances of acceptance of a teacher by students in

class room if he or she possesses very nasal speaking voice because the teacher will

be perceived to have a variety of unwanted physical and personal characteristics.

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Similarly, the females‟ teacher through especially stressed tone is frequently noticed

as more touching, being younger, feminine, less intelligent, and easily upset. The

males teacher with the similar oral qualities are often observe as being more

unyielding, cantankerous, and older. Similarly, the teachers‟ perception of students is

also affected by vocal characteristics and can be correlated with the stereotypes

defined above. But as students and teachers get closer these stereotypes get overcome

gradually.

This phenomenon is more likely to be observed in the low grade classes whereas; in

the higher levels and secondary schoolteachers and students may never interact

repeatedly enough to exceed stereotyped reaction. The teachers may get shocked at

students imitations of them. It is true that students often try to imitate and mimic the

teachers‟ vocal pattern which resemble quite similar to that of teachers and it is very

rare to find any differences. Similarly, intonation may also become a cause to bring

mental distances between the teacher and the students. Once the teachers speak in an

accent or dialect which is different from the one with which the students are familiar

in classroom, a intentional or unconscious biases may develop. This situation is good

for the cases where individuals leave their home towns for better employment,

education and often face difficulty due to their accent or dialect (Meyer, 2009).

Children learn most of the things from their surroundings which include their parents

and environment where they grow up. Children assume that whatever they have learnt

with the channel of time is accurate and need no modifications. It is this idea of

absolute correctness due to which a child cannot accommodate any change in his

accent. If the intonation or vernacular is discarded by a teacher then this rejection is

considered as a personal rejection by the child and this ultimately results in inferior

self-esteem and ultimately negative response of the teacher as well as the school.

2.8.6 Physical Environment

To make use of the arena in class room can have a to a great extent effect on

behaviors‟ between teachers and students‟. These messages become more inter-active,

if the material environment also goes with the provision. If together effects are set

aside beneath contemplation through class room actions by teachers‟ then the

45

students‟ learning ability and accepting concept turn out to be greatly easier. The

physical environment organized and arranged by the teacher has a great effect on the

exchange of ideas among students and teachers. This exchange of information looks

attractive, if physical environment is suitable to the requirement. If physical

environment and space are set aside below discussion throughout class routine by

teacher, after that the students‟ ability of knowledge and concept of accepting become

much easier. Space in a classroom may be personal or territorial.

2.8.6.1 Personal Space

In communication process space is considered a very difficult factor between teachers

and students. Teacher can easily feel and understand the acceptance or rejection

behaviour of students merely by the aloofness they preserve. Teachers just like other

human beings are likely to break the personal space barriers with the students. It is

true and pertinent to understand that students possess more liking for those with

whom they do not maintain personal space. While on the other hand, they maintain

improved detachment from those they do not similar to. However a conducive and

creative education atmosphere means a lot of efforts by teachers in classroom by just

making use of individual freedom effects. Immediately as we know that region have

permanent boundaries, similarly the personal distance has also been connected to

hidden bubble shaped something like a human being by himself which go through

him and can extend in length or turn out to be lesser based on the circumstances.

As the time passes person learn a lot from their surroundings. Similarly, they also

learn how to restrain their replies to the incursion of their individual space by

intruders, whereas little children‟s are far away from learning this yet. They must

show their responses via their both verbal and physical aggression. The teachers

require being extremely aware, together in class and in further school environment

about the security of small children.

Ekman (1967) stated that, “the classroom by itself has specified volume of distance

and the means that gap is engaged will surely have an effect on the type of

announcement and will deeply affect the learning environment of students”.

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2.8.6.2 Territoriality

All humans and animals in the universe share these territorial limits and are

considered as a natural to assured distance for oneself and to protect that space for any

change without their will by potential intruders. This territory violation by intruders

may come across different reactions depending upon the individual to be invaded.

2.8.7 Dress

Rollman has stated (1977), Really dressing plays an important role in expressing one's

personality, status, sex, age, socio-economic class, physical climate, group

membership, and occasion in the past. Though, the majority of the communities are

apparently conscious of the communicative messages delivered by their dressing. In

addition, clothing is also related to attitude and can also be related to traditions, self-

expression, aesthetic satisfaction, positive values and social participation.

Dressing takes part in interpersonal effectiveness and tends to create greater collision

on others in social gathering and helps people be established between unfamiliar

groups as measure up to the ones who are not sounding decent. It is quite interesting

and amusing but research has proved that there hold up a linkage between the

students‟ success and their dressing in classroom. All of the individuals involved in

the research related to relationship between dressing and individual performance

account to their impression regarding an individual was affected a lot by his dressing.

Presently, still the same concept is held about dressing but the definition has changed

a little bit with the passage of time. However, there does a contradictory opinion about

dressing of a person or his efforts involved in being well-dressed appearance which

may affect other aspects.

2.8.7.1 Dressing and Classroom

Miller (2000) stated, “Dressing tells about one‟s perception”. This idea where

affordability is not an issue encourages people to dress well to do manner. While

dressing influences very little on those with whom one is familiar, but it is considered

totally opposite about teacher‟s impression on students. An educator is a kind of

character mock-up for students and they tend to make ideas about him and his role

47

from his dressing. That is why the teachers should put all their efforts into appearing

at ease, and more suitable in the role in organizing to improve credibility.

Furthermore, if the teacher is able to impress the students with his dressing then this

would eliminate some emblematic instructor learner obstacle as well.

Conversely, it is not all in one object inside the classroom for a good teacher.

Although dresses can communicate but it doesn‟t assurance goodness of a people

character similar to acquaintance, philosophy, performance and ethical standards?

Students are joke only for the time by the covering but trick them for an extended

through this is not likely. Student ratio teachers support on their qualified ability like

inspiration, justice and honesty to the occupation.

Similarly strong feelings have a great effect on students understanding. First

impression as usual has much deeper impact on the students and it is believed that the

first thirty seconds of communication between teachers and students last a great

impression on students about their instructors for the rest of the time being spent

together.

Allportt as cited by (Ekman, 1967) has stated, “by means of a short statement of the

main points visual concept, a difficult psychological development is alert”, aftereffect

inside an incredibly small duration in finding of age, size, gender, ethnic group,

culture, occupation, societal cast of the unfamiliar person, simultaneously by way of a

few estimates with his ascendant, his temperament, quality of being reliable,

friendliness, and even his honesty and uprightness”.

2.8.8 Individual Artifacts

Appearance, glasses, gemstone, make-up and jewelry also send a lot of information

about an individual. Horn as cited by( Ekman, 1967) also disagree that comments

about assuming traits depends on an individual appearance of an individual, is

probably based on some group of a logic which may not be correct all the time. This

inferring about that person from the artifacts can be flawed as well. For example, he

writes, “a person suffering from eye strain and wearing glasses, his eye strain is

probably due to much of the reading. An individual who review a lot is supposed to

48

be very exceptional; consequently; it's not at all logical or necessary to say that the

individuals who be dressed in eyeglasses are competent and smart.

However, it is quite arousing to communication that the past researches have

indicated those publics via glasses are rated superior in intellect and knowledgeable

by school students‟. However, sometimes they are also considered to be as clumsy,

stopped and nerdy natured individuals.

2.8.9 Physical Attractiveness

Bodily pleasant appearance is the extent to which an individual' physical

characteristics are considered with regard to perception and appreciation of beauty.

The physical beauty stereotype is an attribute which is represented by psychologists to

suppose that people who are physically fascinating and attractive may possess other

socially attractive personality traits. Physically energetic and attractive people are

more friendly and less socially fearful and alone than less physically attractive people.

Stereotyping is the procedure by which we draw conclusions about other people based

on knowledge of the class to which they belong. These stereotypes are also related to

body types to a large extent and communicate a lot to others. There are three general

body types and each will affect stereotypes regarding personality trait and can be

identified. The first in this regard is an ectomorph who is a thin person. Usually,

ectomorph has lengthy thin projecting joined appendage of the body such as arm and

leg etc. with lean and thin muscles. The qualities of ectomorph are fragile design and

bone building, classic gainer, little shoulders, bony, smooth chest, lean muscles mass,

firm to get mass, and fast metabolism. However, these are skinny and tall.

The second one is a Mesomorph and it consists of a large muscle, large bone, and

inherently athletic physique. It is best body kind for body structure. It may easily lose

and gain weight. The traits of mesomorph are strong, usually hard body, athletic, ease

to see muscles, and rectangular body shape.

The third one is an endomorph body type and it is generally soft and solid.

Endomorph gain fats very easily. Endo's are also generally of a shorter structure with

thick legs and arms. Body tissues are strong, especially the upper legs. They are

basically strong in leg exercises like the knee bend etc. The qualities of an endomorph

49

are round body, slow metabolism, round physique, gains fat and muscles very easily,

generally short, muscles are not so well defined. Endomorphs are reflection of

feelings, sociable and warm. Either these traits are accurate or not but they correspond

to and stimulate the actual label (Ekman, 1967).

The cause behind why these stereotypes are being emphasized for a number of

teachers is that students, like the other individuals, also go to stereotype teachers

depends on this trait of bodily appearance. Mesomorph is considered be the mainly

motivating body style individuals and be likely to get desirable results merely not

only due to their ability but because they are more attractive and generally appear

more interactive. Several studies and researches which were conducted about this

phenomenon have succeeded in developing relation between physical attractiveness

and grade-point average (GPA) from academic results (Bogden & Biklin, 2007).

It is a matter of fact that in classroom environment, physical attractiveness control

class communication to a large degree. This varying, on the other hand, is possibly

not as much of invaluable concentration as various, because statement does not

exclusive of intricacy alter it. However, we cannot simply ignore this and the

stereotypes must be dealt very carefully by the teachers. One of the main problems of

this is that it will make us believe something which is not true such as it is not

possible that all intelligent students will wear glasses, well artifact and well dress in

the same manner. Similarly, Chubby are not happy, satisfied and easy going as they

are generally believed. Furthermore, healthy built adolescent group are not each and

every one jock

2.8.10 Chronemic

It is the study of the role of time which takes place in message and it is one of

multiple subdivisions of larger categories of non-verbal behaviour. Other remarkable

subcategories consists kinesics (body movements), haptic (touch), proxemics (the use

of space) and vocalic (paralanguage), .Thomas (1970) stated, “Chronemics is the

social gathering of time in human reciprocal action". It can be abruptly and usually

defined as the study of human activity or pace as it is affiliated to human

communication.

50

In a specific manner, chronemics bears the study of both objective and subjective

human activity as they are interrelated with human behaviour. Moreover, it is the

study of human exchange of information as it compare to interrelated and co-opted

level of time experiencing. In the past, these integrated and interdependent levels have

been discussed and outlined as: social time, biological time, cultural time, and

psychological time. A number of grouping system exists in the literary culture.

Although, such systems are not put to practical use human interaction straightly

(Bruneau & Thomas, 1980).

In spite of the fact that this section has not been studied in detail it is still considered

that the use of time and management has a great effect on nonverbal communication

which can never be ignored. At elementary level, the teachers attempt all the time to

convince pupils to accept the content of mathematics. It is an essential act as

compared to history, but often in teaching history they certainly impart the

significance of history in pupils' mind set. Similarly, those who know a lot regarding

the students but considerably plan only a little time for gathering around people for a

particular purpose with them. Duration and time handling, formality and regularity,

personal manner in this way exchange information to pupils. Time is usually observed

as an artifact in institution. Lesson plans are set up and requirements are strictly

followed, and failing rules and regulations should be getting into one's possession as a

transgression and be awarded with punishment (Miller, 2000).

There are a variety of schools of belief regarding the time facing the end of the

classroom. Several say that very soon at the conclusion of the classroom student

misplace their curiosity in the speech and generally have no new will to hear

something, therefore, a fresh topic must not initiate at the end of the class. However,

various studies propose the contradictory. For example, they believe that the attention

of the students go up to its hit the highest point a moment ago before the conclusion.

However, students are extremely aware about the contravention of their occasion and

they create contact unspoken if such circumstances happen, so, there must be

reliability in group lessons and class ought to be ended on time (Felder & Brent,

2003).

51

Moreover, the use of silence is of immense significance even as present information.

Silence after or before several satisfied depict value of the communication presented

in the subject matter. It is generally observed that mainly classroom engage teachers‟

students‟ communication generally in the form of asking query from each other.

Giving enough time to obtain a respond from the learner, though, is a tricky job for a

trainer to manage. Majority of the learner, out of terror or uncertainty, do not response

rapidly and get time to react whilst the teachers; to consider probable response. It

happens very repeatedly that while no reply is made available from the learner the

teacher then moreover gives response himself, or might shout on a few other deprived

learners who are not prepared mentally for some action.

Obviously it doesn't denote that the entire moment should be exhausted in coming up

for answer. Each and every one depends on the whole behaviour of the group of

students. Different students have diverse responses to find out the response. Some can

take a time while others may be quick in giving the answer. This mainly depends on

the response pattern of the students and most of them have nothing to perform with

concentration, intelligence, or preparation. Therefore, it is useful for the teachers to

keep this point in mind for receiving better accomplishments from their students.

2.9 Review of the Related Theories

The revision in this research work provided an ideal framework to study and focused

the various dimension on the basis of related production of literary work both in

global and local perspectives. The ideas given by Galloway‟s nonverbal behaviour in

1972 is receiving much recognition at present time, as numerous further latest studies

are based on it. Only some of the interrelated studies are appended below;

A study and investigation of speculation was carrying out by Galloway (1972) in

nonverbal message. He projected that equally instructor and learner were not being

educated in the sense of non-verbal interactions. Moreover, special hypothesis were

made for nonverbal statement with the means of access of time as well. However due

to the lack of insufficient measure of consistency, soundness and some degree of

funds of practical group, the investigation in this area is not easy. Innovative study is

being carry out to learn how nonverbal cues are learnt; their distinctive shape in

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diverse traditions about the globe, and generate dissimilar apparatus and techniques

for observational tool that illustrate class communication.

An observation arrangement was planned by the instigator throughout his initial study

of the time in which he enlarges an observational classification unfolding the

importance of non-verbal category. The key plan was to establish whether a consistent

observational system can be extended or not. For this purpose, he added new

categories in the course time. However, despite of all this till nonverbal skills

education is a relatively latest area. By wisdom the talent of nonverbal cues, instructor

gain knowledge of about the signification and role of their own behaviour and its

meanings to students during the course of teaching learning process, and they become

skilled at to monitor and become aware of nonverbal movements from learner so that

they are able to deliver effectively and ensure higher accomplishments.

Woolfolk (2004) commented on communication that “exchange of information is

greater than teachers‟ talks and student listen”. It is extra than the verbal exchange

among persons. We exchange in different behavior. Our actions, accent attitude, facial

appearance and numerous additional non-verbal cues mail information to our student.

Numerous period exchange of information we accomplish to mail are not the

conveyed information our apprentice accept” through wisdom practice nonverbal

moments take part towards the accomplishments of students‟. The complete education

knowledge method based on the achievement of knowledge outcome, so, the method

of improving education consequences is extremely important and desires crafty skills.

Leighe (2005) stated that, the accomplishment of knowledge results and the

production of learning intention after everything else. He more suggested that, “Each

objective should set out pertaining to reactions made in response which can be

independently noticed. This is required because state of being active with a basis in

observable facts rather than feelings.

Nayak (2004) reach to the point that, knowledge is not continually the development of

lessons. Majority learner inside the class makes out take away as we reflect they have

agreed upon because of good teaching. Mostly the interpretation of students is

bounded and unintelligible, if not completely incorrect; consequently, it is extremely

53

significant to have close in the progress of academic objectives and objective, thus

that nature of indulgent is gained through learning conclusion.

Significance of nonverbal behavior in the area of teacher students‟ relation is

completing through the aid of subsequent self-exploration in diverse field of learning.

The research investigator donates a great deal and accomplishes studies on non-verbal

behaviour and its significance on learning system.

Zekiaa (2009) resulted interested in awareness of the students‟ observations regarding

nonverbal cues in class room attraction on eye movement, body language and mimics.

The overall numbers of sixty seven (67) students distributed into two groups. Thirty

seven (37) were the respondent of the research. The assignment were set to a certain

students, to note down a significant suggestion statement on any happening that they

reasoned immediate on one occasion a week being in accordance with their lessons

for 2 month. Record was use as a tool for the research. Content of a body of

communicated material as book was used to analyze the categorical data, or involving

quality gather from the information throughout converting into code and classifying

the most important shape in the records. The lessons concentrated on the research

question; like inquire, what perform the learner sign up in the class room

administration classes report on the sense of body language and eye movement?

The findings of the study discovered that, nonverbal cues might be an essential basis

of attraction and motivation for learner wisdom, as well as a technique for enchanting

and maintain attraction. It was suggested that teachers should employ the significance

of non-verbal movements; and use this behaviors‟ in favor of learner to produce an

extra relaxed and motivating atmosphere within a group of students for improved

class room arrangement.

Baylore,et al (2009) carry out a study titled as “Designing efficient non-verbal

behavior for academic means”. Studies recognized the impact of understanding arena,

facial expression and body gesture on the behaviour to subject matter, remember and

influence appearance. Multi system analysis (MANOVA) and reduce analysis of

variance (ANOVA) were used. Findings denoted that the influence between facial

expressions and knowledge arena significantly impacted the attitude regarding subject

matter. Notwithstanding, together the absence and presence of facial appearance

exaggerated attitudinal and procedural component, but the attendance of facial

54

appearance was more important on attitudinal component than the nonattendance of

facial signal, but the nonappearance of facial movement have further important result

on technical standard than the attendance of facial way of thinking. The body signal

had as well as significant impact on outlook to subject matters. Simply the

information arena was important for remember, whereas leftover kinds be there

describe to be inconsiderable. The major impact of knowledge domain and eye

expression was important on mediator manifestation.

Richmond, Mc Croskey, Fayer, Sallinen and Barrowclough (1996) have done a

research titled as, “A multi-cultural assessment of relation-ship between nonverbal

nearness and effective learning”. The researcher assembled the information from 4

diverse kingdom; US, Finland, Puerto Rican, Australia. The respondent students were

chosen from colleges. Two hypothesis were refined clarifying, How much the

relation-ship among nonverbal nearness and emotional language through culture and;

how much the interrelation among a human being nonverbal closeness and authentic

knowledge lie transversely the civilization?” Data was collected throughout survey;

consisting ten nonverbal objects were at randomly chosen explicitly, monotone, or

boring tone of voice seem at the group of students, gestures, beam, at individuals. The

study exposed that interrelation among the non-verbal closeness and effective

knowledge lies in three except one i.e. Puerto Rican.

It was extra demonstrated within the conclusions that vocal variety, smiles and eye

contact as non-verbal expression were frequently connected to communicative

knowledge. The nonverbal movements of instructor mostly exaggerated the students‟

knowledge process, which obviously stated the significance of nonverbal movements

of trainer in instruction knowledge procedure across the ethnicity.

Stanton‟ (2004) also acknowledged that, “the entire nonverbal components of

behaviour similar to eye contact, body language, facial appearance, proximity, head

nods infrequently termed as meta message, from Greek sound „meta‟ denotation

beyond. Meta message is consequently being „in addition to communication and we

prerequisite forever be conscious of continuation.

Staven‟ (1980) reviewed different research works that emphasis on the task of

nonverbal behaviors in the background of education. Throughout this research work,

55

various fields were search with classroom interaction, chronemics, kinesics, eye

movements, polemics, Para-language and physical appearance. When he completed

his research after intensive study in these areas, he drew a final conclusion and among

them the main focal point was that the teachers‟ learning programs must maintain a

firm focus on the contact of trainer on their students' in classroom interaction. He

maintained that the controlled nonverbal communication variables which can affect

student attitudes and performance towards learning and building concepts should be

made essential part of such programs.

The studies recorded extended have given an idea of the impact of different kinds of

nonverbal movements on the learner. However, it is not explained, how this impact on

their education be able to studied with no rising a suitable scale. Besides, the result of

spoken activities of instructor can‟t be entirely rejected on the source of justification

that unspoken cues are extra conducive and productive to improved coaching learning

process. Of course, it is accepted that learners are provoked to wisdom, by watching

instructor diverse nonverbal communications. A few research work re-create in the

existing part have demonstrated special effects of non-verbal cues of dissimilar

students. For example, a learner in teen-ages is sharp and inquisitive observer, of what

the teacher performs?

Smith (1988) also presented valuable suggestions after the review and conversation of

semantic matter and universal nonverbal study. These suggestions were presented in a

discipline correlated study fewer than seven type of non-verbal touching behavior,

kinesics, ecological issue, polemics, physical appearance, artifacts‟ and Para-

language. He draws the traits of all-purpose academic hypothesis and too tinted the

method result model and the interrelation of non-verbal message in this arena. In last

phase of the investigation he presented unusual statistical and technological

apprehension. The major aim of the assessment was to explore the studies of non-

verbal communication in the class room and to define encouraging design and

strategy for prospect study in non-verbal behavior which are resulting from the past

researches.

In this connection, a number of limitations were forced when the appraisal was

carrying out. Particular stress was established on the non-verbal behaviour in

56

classroom research study of kids from nursery school to level three. But on time,

study was also passed out in post-secondary and pre-kindergarten which means that

sometimes the research was also conducted before and after schooling of the children.

McCroskey and Sidelinger (1997) carry out a study focusing on the work “message

associate of teachers‟ transparency in the college classroom". The core issue of this

research was to bring into light the positive correlation between the teachers‟

precision and students‟ intellectual knowledge in addition to the students‟ perceived

effectiveness of the teacher. Similarly, they also wanted to establish the fact that if

spoken and unspoken communication in classroom instruction enhances the students

learning skill or not. The final results of the research revealed that there exists a

positive correlation among spoken and unspoken communication of the instructors.

Similarly, teachers‟ clarity also correlates with the two dimensions of socio- talkative

teaching technique.

A survey was conducted on two hundred and four graduate learners reading in a mid-

Atlantic institute. The part was resulting from a huge address examine classes in

communication. Learners were given directives not merely vocally moreover

throughout a covering correspondence. They were properly briefed about their

contribution in the learning which was intended and unspecified. Later on towards the

end of the semester, data collection was conducted and students‟ perception about

teacher clearness in the class was considered by an extended version of the balance

used by Powel and Hartvillee (as cited by Sidelinger & McCroskey, 1997). The

improved sizes constituted of twenty two objects make use of a five-point Linker

nature weighing tool. They found quite enough variations in the relations connected to

the research query “Is there a connection among instructor precision in class coaching

and learner touching learning?". The results obtained proved right towards larger side

but, however, alike and significant correlation was also found for the research

problem, “Is there a connection among educator simplicity in class teaching and

learner teacher assessment?” Hence, both vocal and non-vocal communication of

educator was found to be closely linked to the effective learning of the students.

Later on, in a research which was conducted by Davis (2002) to investigate from the

suspense worth of effort were found quite a few motivational and cognitive variations

57

which were understood to have an effect on students‟ growth, teacher-student

relationship. The research also found that this in return affects the classroom

interaction success ratio. From this research of expectancy-value theory, three

variable correlated to learners were out looked as key reason in the progress of

teacher/student relationship accomplishment, nonverbal communication skills,

development of an optimistic affiliation with educator, and social self-concept beliefs.

The research population of this study was diverse and eighty two students participated

in it from fourth and fifth grades.

In another research, the learner awareness of the feature of their association with their

key teacher and their class performance were inspecting with respect to different

variables. The results obtained from it stated that students develop schematic mini

handbooks, their social self-concept idea without interference of any other individual

about their communication through instructor that are reliable with their non-verbal

message ability. The obtained outcome also tinted that focusing the affiliation among

main teacher might payment for non-verbal complexity for both constructive

consciousness of association and educational accomplishments.

On the other hand, Polemikos and Kodak's (2002) conducted an empirical research on

non-verbal movements at kindergarten just to assess the non-verbal cues of children

and teachers and most significant its relation to their spoken communication. The

main theme of the research was to investigate the appraisal of non-verbal behaviour of

the nursery school teachers and the kids. The assumption which was recognized from

the investigation showed that there is a negation established among vocal and

nonlocal behavior of the nursery school instructor. They study further found that there

is a contract among atmosphere and target in kids. In such connection, their spoken

and nonverbal behaviour decided. The study integrated nine diverse nursery school of

the city of Rhodes; where the average learner in each class was ten. Sixty five (fifty

five percent) of these kids were baby girl and fifty two (forty four percent) of them

were boy. The time of the learner vary from four to six year. In order to make the

research more effective and accurate and to draw better conclusions record

investigation was used as a tool to attain the outcome. For commencement of the

research, an instrument of account, evaluation and data-entry of non-verbal interaction

was build. A scheme of interactive affairs investigation instrument was also enhanced

58

by the investigators to discover the relation between the nursery school instructor and

the kids‟ behaviour. The conclusion shows an encouraging conformity among nursery

school teachers' spoken and unspoken behaviour. Though, discrepancy is exposed in

the case of unenthusiastic communication.

Rosa (2002) carries out a study on comprehending the significant and possible effect

of non-verbal behavior in basic class environment. The reason was to distinguish the

relationship among the nonverbal communications of the learners who were vigilant

normal in their intellect by means of those who were considering when empirically

test. This study of contrast was made during the time as soon as they were active

during common classroom teaching within together small along with large collection

situation. The research revealed the nonverbal communication of single instructor

because he was communicating by means of a selective collection of pupils inside the

natural class interaction.

The summarization of data involved class-room observations, activities noting,

informal, formal context, discussion with teachers about students‟ profiles, lesson

plan, and overall validity of the study and videotaping of science lessons in groups. At

the end, the outcomes of the research showed the most common nonverbal interaction

which was showed by both the special and common learning apprentice was

“presence to events” as they were during the observation.

Albert (2006) also conducted a study on the nearness, or we can also call it as a

nonverbal immediacy within the class room understanding. The purposes of the study

were to come across interrelation between the non-verbal movements and the

sharpness of the audience experience in discussion. As a result of the study an

assumption was made which was based on an indication that the students‟ sharpness

to talk about usually from various points of view with a teacher inside the class room

atmosphere actually assist them a lot to enhance their understanding of the input and

increase their performance. Apart from this, it was also highlighted in this premise

that making the use of nonverbal behaviors, in its true spirit, also increases the

keenness of audience and makes them more eager and enthusiastic to encounter in

deliberations external of the language surroundings. For this purpose, a total of one

hundred and eight learners of undergraduate interaction and psychology play part in

59

this study from an intermediate sized state college in northwestern Missouri. It was

made sure that the entire subjects taught were to be treating among the “Ethical

principles of Psychologist and Code of conduct”. In this connection, the primary

instrument used for this purpose was the development of a scale of ten items revised

nonverbal immediacy measure (Sidelinger & McCroskey, 1997).

Furthermore, Albert also managed to develop a tool of his own specially designed for

the purpose. He actually used this tool in that study which was called the level of

additional interaction. Albert also made the make use of videotapes as an instrument

for conducting research. In this process, he has to give three to four minutes speech to

an individual and also made the use of several non-verbal cues that were considered to

be of immediate importance. Then, the person was tape recording another time using

the same expression of thought in spoken words with full implementation of direct

movements. Later video tapes were handed over to class participants and were asked

for individual‟s performance and this process was repeated with various individuals.

For statistical data analysis, a 2(Gender of subject) X 2(Nonverbal immediacy)

between subject factorial ANOVA was computed relating entire gain on Albert's

balance of extra-curricular activities by means of the non-verbal rapid communication

in verbal communication and the masculinity of the area under discussion. In all this

process, he found a very significant effect along with an important communication

among the understanding of non-verbal and gender of the participator.

A similar study was also conducted by Rogers (2006), with a focus on designing the

answer to this interesting questions; what nonverbal behaviour should be opted for use

by effective teachers for at risk students? For this purpose, he collected the

achievement assessment forms about the teachers‟ nonverbal communication from

students. Thirteen performances that comprises of seven nonverbal areas were

included in the data forms. However, in addition to this, it was also decided to observe

the teachers within the classroom environment. In order to carry it out, four trainers

were noticed thrice for a span of thirty odd actions and in the same way two extra

instructors were also monitor just once. The conclusion of the research facilitate to

emphasize in relation to harmony that both spoken and un spoken communications

make easy learning and helps a great deal in improving the at risk students a lot by

making them take more interest in class with much more devotion and zeal.

60

Similarly, a study on “individual make contact by means of the classroom” was

conducted by Andrzegewski and Davis (2007). In this study they try to investigate

about how educator talks on the subject of and discuss the topic of moving students.

For the subject of study, they selected four experienced teachers for whom touching

students was considered to be the basic instinct of their teaching skills. They carried

out discussions with them and explored about how they determined on selection

regarding at what time engage in the dangerous behaviour of emotive students and get

maximum out of this behaviour. At the end of the study the results obtained were

segregated in to two different notations. The first judgment indicating that how

participated instructor professed background like make possible or cons-training

individual contacts, and the second judgment tinted the aspects of conversation

regarding person contact exposed about participant lessons. Though the research

carried out not merely enabled to contribute to the text on learner trainer dealings but

in addition give tools on teacher conclusion making. This investigation also

highlighted the suggestion involved correlated to the teachers-students relationship,

teachers‟ education and teacher decision making.

In a nutshell, education can be termed as alteration in actions which deal with

progress of understanding, skills and attitudes. Education plays an important role in

teaching. By using learning techniques and method, procedure of teaching and

training in the teaching-learning process can be successfully enhanced. But we must

keep in brain the results and points given by Galloway and Flanders. Majority

research work has shown that skills of knowledge can be enhanced by applying vocal

and nonverbal message through teaching the same as both are completely associated

to successful learning. Furthermore, the data findings obtained from diverse studies

highlight the truth that spoken communication can most excellent conveyed to

students when we use unusual variables of non-verbal statement simultaneously as

appropriate to the occasion and the demand.

After going through the literature related to nonverbal communication, it became clear

that the given study is important to know the existing situation of teachers‟ nonverbal

communication in Pakistani education system, and to find out how much the

nonverbal behaviour is used. Furthermore, it is also pertinent to find out on the basis

of this that what is the educational performance of students? Similarly, it will tell us

61

that how we can train our teachers to develop reliability among their spoken and non-

verbal interaction for a better accomplishment because research on effective

communication reveals that a greater uniformity among non-verbal and vocal message

always fallout in high educational accomplishment. So, the present study might

hopefully help us to fill in the gap between verbal and nonverbal behaviors of teachers

for greater educational excellence.

Furthermore, Galloway classification of non-verbal behaviour is a useful addition

depends on Flanders analysis of spoken communication. This system is not used as a

method of spoken and nonverbal interaction in teachers‟ education and research on

teaching in the context of Pakistan.

The writer is of the opinion that although Galloway gives importance to nonverbal

communication but he has given less importance to verbal one because of his opinion

that from seventy five to ninety percent of messages is communicated through

nonverbal communication. However, words and vocal interaction are also very

important which are well categorized by Flanders. So, the blend of both of these

frameworks leads towards a better communication and interaction.

After the work of Galloway (1977), nonverbal communications gain popularity in the

system of education because it complimented teachers‟ verbal behaviors. Researchers

like Segeerstrile and Molars (1997), highlighted nonverbal message as “a serious

aspect of inter-personal exchange of information in the classroom environment”. The

researcher strongly agree with the ongoing research studies on nonverbal

communication and that is why he felt to explore the status of nonverbal

communication in Pakistani system of education, and to incorporate it along with

verbal communication in the classrooms for effective learning. The work of Galloway

research work is appreciated as it provides base to many research studies in the area

of nonverbal behaviors and its importance in the system of education.

2.10 Critiques on Related review

The research investigation presents a universal view of nonverbal message along with

their larger strength on students learning outcomes. However, these research works

should not go without scrutiny as they were accomplish in different contexts.

62

Similarly, the importance of nonverbal communication is not only considered in

secondary school but also in primary and elementary schools as well. This view is

argued by researcher like; Smith and Kodakos & Polemikos etc. The findings of the

present work strongly reliable with the result of researcher. Smith stated that, the

importance of body language on the teachers and students of kindergarten and

accomplished that; instructor should use this skill to generate a motivated and a

comfortable classroom learning environment.

Additionally, Davis also research on the suspense worth of work on a number of

analytic and motivated variables. Similarly, the outcomes of the current work, the

significance of nonverbal message in lessons knowledge development was also

found, during the profession and teaching of medical students‟, encouragement of

teachers‟ nonverbal behaviour, and positive relation between teachers and learners.

Investigators like Galloway, Stave, McCroskeys, Rosa and Albert have carry out

research studies on the significance of non-verbal behaviour in the instruction of

diverse traditions. They found it‟s important and helping in spatial remoteness, and

disclosed that nonverbal behaviour is similarly important in everyday life. The

findings and results of the present research work powerfully support the conclusion of

the aforementioned studies about the significance of nonverbal behaviour conducted

across the globe. The study moreover illustrates the significance of nonverbal

behaviour ability in students‟ wisdom process in the learning set-up of Pakistan.

2.11 Summary

Nonverbal communication is progressing in developed as well as in developing

countries on the basis of international declaration in teaching-learning process. The

Government of Pakistan is also testing to pass some initiative in favor of nonverbal

communication which would be beneficial for its successful implementation.

Teachers are important figure in the accomplishment of nonverbal communication

which is an essential component in teaching-learning process as may be observed

from this literature review. However, there are also some constraint significant to

teachers‟ “knowledge and attitudes” regarding nonverbal communication which are

considered to be major issue, to successful implementation of nonverbal

63

communication in Pakistan. For examples; insufficient knowledge of nonverbal

communication, lack of teaching skills, lack of training and large class size etc.

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CHAPTER 3

METHOD AND PROCEDURE

This methodology chapter provides a description of the qualities of educational

research as well as presents the research design used in this study. It is an established

fact that a research has a pivotal role in education (Bell, 2005, Cohen, Manion &

Morrison, 2007); and academic research is always depends on some ways of

reasoning and reliable method of authenticating a knowledge and belief (Drew, Hosp

& Hardman, 2008).

Conventionally, investigators used three lenses for educational research, namely

qualitative, quantitative and mixed method paradigm (Bell, 2005; Manion, Cohen &

Morrison, 2007). The description in this chapter is mainly about the quantitative

approach. By using such approach, a researcher can use the strength of quantitative

design as suitable to the topic and data. The data collection procedure also described

in this chapter, method of selecting a random sample and research paradigm was used

to choose a random sampling.

There is also a discussion of reliability and validity, ethical considerations, and some

of the issues which were come across during the data gathering. This research work is

also investigating the effect of non-verbal behavior of the instructors on the

educational accomplishment of the students at secondary school level working in

diverse and different school systems such as government, semi government and

standard private schools situated within the premises of district Karak, Khyber

Pakhtunkhwa.

3.1 Research Methodology

This section is to lead and demonstrate different paradigms, including a description of

research approaches. There are different methodologies used by various investigators

for their research study, such as quantitative, mixed method, qualitative and action

research. A quantitative design is generally depends on observations that are

controlled and structured (Punch, 2009). On reverse, qualitative design is depend on a

more holistic perspective and it is not about questions-answering such as “to how or

what extent well something is done. Furthermore, in the production of literary work, a

65

researcher can make opinion by integrating and evaluating past research studies

(Cooper, 1989).

The area of action research is practitioners carried out and based is by teachers in their

class room with their aim and purpose of enhancing art of teaching to the students

(Carr &Philips, 2010). These approaches are like a group of people in which

individuals of each group encounter similar methodological orientations, background,

research idea and practices. A different researcher has been linked with different

paradigms (Teddies & Tashakkori, 2009).

The main focus of this study was to observe the effect of nonverbal behavior of

teachers on students‟ educational accomplishment. The concept of unspoken message

of teachers in secondary school teaching system has emerged recently in different

developing countries including Pakistan. This was observational study which

observed teachers‟ nonverbal behavior in real classroom environment and its impact

on the students. In order to draw finding and make them more accurate, a semantic

rating scale was to be used for non-verbal communication of the teachers‟. Along with

this, the educational accomplishments of the students were obtained from the

respective boards.

3.2 Nature of the Research

According to Biklen and Bogdan (2007), we can determine research as investigate

information through methodologies to add to one own body knowledge and possible

to that of several by encounter significant insights and facts. The researcher describes

in his research as a systematic way of method of inquiry, asking questions and a

communication that may be used to acquire more information. Lichtman (2010) stated

that by conducting study, an investigator may also disclose arising knowledge

phenomena and in this way he can produce new information.

Drew, Hardman and Hosp (2008) stated that “research is administered to solve issues

and to enhance level of understanding and knowledge”. Keeping in line with this

approach of the scholars, this study involves impact of nonverbal behavior of

teachers‟ on students‟ educational accomplishment as well as their positive effects on

the overall teaching-learning process.

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3.3 Aim of the Research

It is also significant for the researcher to comprehend when, how and why; a research

design is needed to collect data, how the data will provide available information and

how to avoid difficulties in the research (Morse & Nihaus, 2009). In the light of this

opinion of Hardman, Drew and Hosp (2008) it is essential to discuss in details the aim

of the research. Denzin (2010) also introduce that the nature of research is designed

and framed by the nature of the research. So, the current research describes to

investigate the impacts of nonverbal communication of teachers in different

educational systems on students‟ educational performance by using mixed-method

approach. Within the scope of this study, behaviour of teachers is studied within

empirical perspectives as those of Srivastava, Chhabra and Srivastava (2010).

Although, behaviour is a larger concept in social psychology and according to,

Chaiken and Eagly (1993) there are three perspectives of behavior, affective,

cognitive and psychomotor behaviour. When the cognitive judgment is related to

teachers‟ beliefs or knowledge regarding educating students with particular needs, and

the affective perception considers their feelings, and the psychomotor viewpoint

reflects their tendency to respond.

3.4 Research Design

In educational research, there are several approaches within which qualitative and

quantitative design can be best worked. The aim of the study determines the research

design (Denzin, 2010). Researchers may use both designs, which have emerged from

diverse philosophical thoughts, to shape their understanding and acceptance.

Quantitative purists vocalize hypotheses which are generally called a positivistic

philosophy (Johnson & Onwuegbuzie, 2004). In the reverse, the interpretive approach

is usually concentrated on trying to know the meaning which the events have for

individuals and their words (Lichtmans, 2010). His study “describes a world in which

reality is fabricated, complicated and enduringly changing”.

Creswell (2008) stated that quantitative research is a process of investigation that may

be utilized for understanding the trends and to make relationship between variables. A

quantitative paradigm based on numeric data collection the same as, surveys which

67

are focused on a hypothetical authentication (Johnson & Christensen, 2000; Wierrsma

& Jurss, 2009). However, the center of attention of the numeric study was to

determine the attitude of the teachers towards the nonverbal behavior of teachers on

students‟ educational accomplishment with special reference to the need in the

mainstream classroom. As the aim of this research work is to understand some special

phenomenon about the nonverbal behaviour of teachers on students‟ academic

performance, the quantitative method seems to be suitable as part of this mixed-

method approach. Qualitative research is an umbrella term for various research

approaches (Bogdan & Bikelin, 2007). It refers to the interpretation, analysis and

collection of comprehensive and visual data in order to attain insights into a

knowledgeable phenomenon of interest (Springer, 2010).

3.5 Population

According to Gay (1996), “The term „population‟ is the aggregate to which an

investigator should be fond of the outcomes of a research to be comprehensive”. The

present research was confined to determine impact of nonverbal behaviour of teachers

on educational accomplishments of the students, and also to compare and contrast the

nonverbal behaviour of teachers working in government, semi-government and

standard private schools which are located in the premises District Karak, Khyber

Pakhtunkhwa, Pakistan.

The population of the research constituted the entire man and feminine secondary

schools instructor in the subjects of English, Urdu, and Islamiat of district Karak.

Similarly, the relevant data was obtained from the available record of the board of

intermediate and secondary education Kohat and DEO office Karak according to

2014-15 sessions. The total number of schools of both genders was one hundred

eighty eight (188) i.e. ninety five (95) government, eighty (80) private, and thirteen

(13) semi government and standard schools.

Total numbers of teacher working in the existing school systems was 364 (233 male

& 131female). The entire students‟ registered in secondary schools examinations was

seven thousand five hundred eighty three (7583).The minimum qualifications of

68

teachers were B.A/B.Sc, C.T and B.Ed. A very few number have higher qualification

e.g. M.Sc/ M.Ed, M.A, M.Phil and Ph.D.

3.6 Sample of the study

It is a common fact that the value of research is basically determined by paying

serious and cautious concentration to the sample selection process (Parkker &

Trietter, 2006; Mannion, & Morrison, 2011). So far the size of sampling is concerned;

Cohen, Manion, and Morrison (2011) are of the opinion that there are no rigid

regulations for sample selecting procedure in relative to size. This based on the

environment of the aggregate that are the topic of the investigation method as well as

the traits and intention of the study. Furthermore, likelihood sampling is measured

more suitable for quantitative inquires where the fundamental intent is simplification,

as non-likelihood sample fits greater to the plan of qualitative study which focus itself

not less to have in detail investigation of the observable fact in the explicit

background, and where deeper approaching is the key plan as conflicting to overview.

However, sampling is not simply a combination of few persons upon which

experiments are made, rather they represent a whole class to whom we can apply the

deduced results of the study. In connection, Gay and Airsian (2000) suggested that

“Sampling is the method of choose a sample of individual for a research in such a

technique that the selected person represents the whole cluster as of which samples

are chosen”. The part of the current research comprises one hundred eight teachers

including: fifty four male and fifty four female teachers. They were selected randomly

from the defined population. Similarly, to select a sample from the population,

multiphase cluster sampling technique was used. Six male and six female schools

were randomly selected from different educational institutions. It was followed by the

selection of three arts teachers in the area under discussion is English, Urdu, and

Islamiat. The distribution of secondary school teachers in the subjects of Urdu,

English, and Islamiat is as under:

69

Table-3: The sampling distribution of teachers and their educational institutions

Name of educational

institutions

Number of

Institutions

Number of teachers

per institutions

Total number of

teachers

Male Female

Government Male Schools 06 3 - 18

Government Female Schools 06 - 3 18

Private Male Schools 06 3 - 18

Private Female Schools 06 - 3 18

Semi Government & Private

Standard Male Schools

06 3 - 18


Standard Female Schools

06 - 3 18

Total 36 - - 108

The selection of sample was cohesive and compatible. The number of teachers may be

less or more than one hundred eight. However, the sample size, n=108 out of three

hundred sixty four arts teachers is enough to represent the whole population.

In order to find out gender difference and analyze these differences critically, the

sample of both genders was kept equal for the purpose of comparing and contrasting

and to test the consistency of verbal and non-verbal behavior (Gay, 1996, pp.111-

116). There were one thousand one hundred and forty two (1142) students in the

subjects of English, Urdu and Islamiat who constituted the sample of study.

Furthermore, only those learners were incorporated in the sample who attended

classes of the one hundred eight teachers.

70

3.7 Instrument of the Research

In this study the relation of two variables was investigated. It was the study of

association among variables that is; teachers‟ nonverbal communication with

students‟ educational accomplishment. Efforts were made as far as possible to

accurately find out a simple relationship between these two variables. For example,

the time of observation was kept constant. All the teachers were informed regarding

the general aim of the study without any details of the study, and all the participated

teachers were observed twice by the researcher at the same time and in the same

subject and students. The scale which was used in this study complemented verbal

dimension of Flanders interactions.

So as to decide the impact of non-verbal behaviour of teachers‟ seven-point semantics

ranking score was developed by following Galloway‟s alliance. According to Gay,

(1996) revealed that; nonverbal behaviour equivalent to Flanders interaction

classification of spoken behaviour. Similarly, the nonverbal behavior of instructor was

observed on an evaluation form specifically designed for this purpose. Nonverbal

communication of the teachers was distributed into two major areas; Non-verbal

behaviour that facilitates students learning; nonverbal behaviour that constricts

students accomplishments.

The points on the rating scale were as follow;

1 & 2. When accepting positive and negative expression of the students in

unthreatening way and encourages or praises them, the teachers‟ body movement is:

Compatible and

constant by means of

language with

appropriate sort of

expression.

1 2 3 4 5 6 7

Inconsistent with words

and variable

71

3. While accepting the ideas of students, the teachers non-verbal behaviors are

constantly;

reinforcing i.e.

happy tends to

smiles

1 2 3 4 5 6 7

discouraging i.e.

making wrinkles on his

forehead.

4. When asking questions from students, the teacher maintains;

eye contacts

with the student 1 2 3 4 5 6 7

avoid eye communication

through the students

5. When talk, the teachers make sure by using;

different

nonverbal

behavior

1 2 3 4 5 6 7

avoid different types of

non-verbal

communication like

pace of talk, gestures

and tone etc.

6. While giving guidance, teacher body movement is;

encourage the

students‟

involvement and

participation in

clarifying

directions

1 2 3 4 5 6 7

Discourages the

students‟ involvement

and participation

7. While criticizing and justifying authority, the teachers non-verbal communication

is;

tolerant, lenient

and hearty 1 2 3 4 5 6 7

aggressive, severe and

intensely rigid

The score on rating scale determine the following;

1. Fully compatible (7) 2.Highly consistent (6)

72

3. Moderately consistent (5) 4. Partially consistent (4)

5. Moderately inconsistent (3) 6. Highly inconsistent (2)

7. Fully inconsistent (1)

Like this, the observational tool was planned by means of an instrument in the

research work to examine nonverbal teaching behaviour of the instructor. The

evaluation form was an addition of non-verbal measurement to the renowned Flanders

communication system which is used throughout the world without any modification

for research purposes. In spite of all this, most of the researchers are very much

conscious of the cultural elements and they have linked culture to be part of nonverbal

behavior. However, the nonverbal version of Flanders system appears to be as

civilization free which does not need any revision.

3.8 Data Collection

Before the data summarization, a pilot study was carrying out so as to see the

reliability and validity of the data.

3.8.1 Pilot Study

In advance of collecting the main data, the investigator executed a pilot study to make

sure the quality of the observational form. For this purpose, the nonverbal behavior of

10 arts teachers (five male and five female) was randomly selected from the definite

people for pilot study. However, the selection of these teachers was not contained in

the main sample. The pilot test was considered successful as no intricacy was

practiced in watching the non-verbal teaching behaviour of those arts teachers. The

researcher himself observed the body language of the teachers. English is the

secondary language in Pakistan and observational form‟ was in English.

To check the reliability and validity of the self-developed observation scale in the

light of Galloway categories, opinions of the experts (supervisor and faculty of

teachers of Education Department at Qurtuba University) were obtained who

considered rating scale to be valid for considering the nonverbal teaching behaviour

of arts teachers. To ensure its reliability and validity, co-efficient of consistency was

73

measured by using test retest method on the obtained data. The co-efficient of

reliability was 70%. The coefficient ranges from zero to one. If coefficient of

reliability is equal to zero, it means that there is no reliability, and if co-efficient of

reliability is equal to one then its means a perfect reliability. Generally, it was

observed that all tests had some errors as well as co-efficient of reliability, which

cannot be perfect. Similarly, standardized test reliability is 80% or erom. If it is more

than 70% then it is regarded as very good reliability. If it is below 50%, then the test

would not be considered as a reliable one (Trochim, 2006).

3.8.2 Quantitative Data Collection

Quantitative data was collected; after pilot study, this involved the accomplishment of

observational form on nonverbal communication of secondary schools teacher tends

to students‟ learning. The teachers‟ nonverbal behaviour observation duration were

noticed by researcher contacting with the head of the institutions from which teachers

were chosen. Before entrance to the educational institutions, an investigator received

proper permission from the university. The scholar also received right permission to

collect data from the office of District Education Officer, Karak, Pakistan. In this

research study, the investigator went to all the nominate institutions personally to

gather data. Data collection was organized into different phases.

Firstly, the study was descriptive cum observational in design which is a kind of

quantitative research (Gay, 1994) because the non-verbal behavior of teachers‟ was

rated on rating scale and ratings were converted into scores by using standard

criterion. However, recording and observing the nonverbal movements of teachers‟

coherent by means of their spoken message was a complicated job. In order to resolve

this problem, the researcher himself made observation of every trainer twice. The last

rating value was allocate whereas observance in intellect together the observation and

videotape audio recording. The subsequent process was assumed to collect data:

Secondly, for data compilation from the chosen sample of observations rating scale

was used as a tool of research. Each instructor was noted by investigator twice

himself through different instruction hours for about 6 or 5 minutes. The non-verbal

behaviour of the educator was recorded. The time space between first and second

observation was one month. The final rating score were allocating by safe custody in

74

brain connected with the interpretation. In this process the nonverbal and verbal

behaviour of all sampled trainer was too videotaped, observed, and analyzed under the

control of the supervisor so as to ensure the viewer consistency.

Thirdly, so as to observe the effect of nonverbal behaviour of teachers on learner

educational accomplishment, the information of the dependent variable learner

educational accomplishment was together from the selected school evidence. This

evidence comprised the outcome of secondary school examination detained by the

board of intermediate and secondary education, Kohat.

3.9 Data Analysis

In order to come across a reliable conclusion the following method was assumed to

investigate the data;

Ratings allocate to each instructor comprised in the selected sample were gain

in the reverse order by assigning a utmost value of seven (7) to score one (1)

with a smallest score of one (1) to rating seven (7) on each dimension. The

unspoken behavior rating of every teacher was determined by outline score on

seven aspect of non-verbal behaviour of the teachers as described in the

observational form (Appendix-A). The maximum score of nonverbal

behaviour on the entire dimension was forty two (42) and the minimum rating

score was seven (7).

The average nonverbal behavior score was calculated for the arts teachers of

each educational system including both teachers‟ (male & female) and for all

teachers included in the sample.

In order to decide whether the non-verbal communication of teachers‟ was

compatible and cohesive with their linguistic behaviour; the following

principle was followed:

The high mean score of rating on rating scale means that the higher

correspondence between the spoken and non-verbal cues of teachers‟.

75

The smaller average score on the rating scale lower the consistency between

vocal and non-vocal performance of the teachers. In fact, while rating on the

rating scale the teachers‟ higher rating was made when there was greater

consistency between the verbal and verbal behaviour of teachers. And lower

rating score was made when there was smaller consistency between unspoken

and vocal behaviour of the trainers.

Learners‟ educational accomplishment was calculated on the source of total

scores achieve by them in the respective subjects of English, Urdu and

Islamiat. As size of each class was mostly 25 to 32 students, generally average

students‟ educational accomplishment of each class was computed by finding

out the average score achieved by the entire class. This was required to pair

the nonverbal behavior of each teacher with the mean educational

accomplishment of each student.

In order to sum up the non-verbal interaction score of instructor with the

learners educational outcomes, the descriptive statistic of average score and

average variation scores were calculated.

In order to calculate the exact population mean from the beyond mentioned

sample gain, the inferential data of standard error of average and a 100(1-α)%

confidence interval of true mean and sampling distribution of standard

deviation were determined.

As to compare the non-verbal rating of both genders (male & female) teachers

on the basis of their masculinity and femininity difference, an appropriate

statistical Z-test for both genders was applied.

Similarly, so as to evaluate the non-verbal behaviour of instructor in three

diverse educational institutions explicitly, government, private, and semi

government & standard private educational institutions, the most suitable test

statistic was F-test computed by using ANOVA technique. F test is used if we

want to compare more than two population mean and then we use ANOVA

techniques which means Analysis of variance.

76

Furthermore, Pearson co-relation tool was applied to measure the connection

among variables i.e. nonverbal behaviour score of instructor with learners‟

educational accomplishment, and to arrange the essential postulation of

linearity.

Similarly, for the purpose of driving a conclusion from the value of real

population interrelation between the unspoken communication of teachers and

learner educational accomplishment, the chances of error was computed by

using the formula (P.Er). In this formula, if they obtained computed value “r”

is smaller than 4×P.Er; it means that there is no relation among the variables.

But, if obtained value “r” is equal or less than 4×P.Er, and then it means that

there is some relationship between these two variables. There is a strong

relation among these two variables when computed value of co-efficient of co

relations is equal to 6×pEr, or 5×PEr (Garret, 2000, P.170-173).

Generally used confidence levels for testing hypotheses are 1% or 5% and or

10%. These are pre-assigned values and its known is a type first error. It is the

probability of rejecting the null hypothesis when actually it is true.

3.10 Ethics in Research

It must be stated here that a social research requires paying special attention the issue

of ethical values. The main ethical issues and values include the informed consent,

confidentiality, intrusiveness and anonymity. For this purpose, a researcher needs to

have rising standards of individual and professional integrity. A researcher needs to

very much careful about the research site and the well-being of the individual

participants. For the undergoing‟ research, ethical permission was given by the ethics

committee of Qurtuba University Peshawar, Pakistan. The researcher also received

permission from District education officer, Karak. Furthermore, the investigator is

obligated to preserve the participant‟s rights in two ways; by informing the

participants‟ of their role in the research and by maintaining confidentiality during the

study.

Before conducting a survey or observe nonverbal behaviour of teachers, it was

compulsory to get a written permission of willingness from all the participated

77

teachers and all the participants agreed that they were briefed about the purpose and

nature of the study and that they were fully ready to cooperate in the task they were

participating.

In this connection, confidentiality refers to the satisfaction given by the researcher

that the obtained data should not be exposed to any other individual, professionals,

and organizations, and that the participated teachers‟ names would be kept secret.

Teachers „participation was entirely willingly and they voluntary presented to be

observed during their classes for the purpose of the research. Similarly, every

participant was informed that he/she had the right to remove from the research at any

stage and time. Furthermore, apart from their willing participate the researcher also

made it sure that there was no hazard or potential risk that would have resulted from

involvement in this study.

During the process of carrying out this study, the researcher faced a bunch of

problems in relation to the collection of data. Firstly the dates which were plan for

data collection by the investigator were not easy for some institutions, because of their

annual examinations as well as because of some cultural restrictions. This fact made it

difficult for the researcher to collect data and to observe the school teachers non-

verbal communication. Secondly, majority teachers‟ have no proper awareness about

the fields of non-vocal communication. Majority teachers had not been participated in

any research activities before and all the participated teachers have no knowledge

regarding verbal and nonverbal communication. Initially, the teachers felt confused

because of the fact that someone was present there for observing and recording their

behavior inside the class, but this shyness and confusion was removed by them very

soon.

Finally, this study was mainly conducted within the positivistic and paradigm. For this

purpose, observational form and rating scale were used as a medium in order to

collect data for accurate analysis. This data was collected by conducting face to face

observations of the teachers. As a result of all this, obtained data was sesylama by

applying inferential and descriptive statistics.

78

CHAPTER 4

Presentation, Analysis and Interpretation of the Data

For the aim of this research, the basic source of data collection included the nonverbal

behaviors of teachers‟ and the educational accomplishments of the students. In order

to accurately record and further analyze the nonverbal behavior of the teachers, an

observational form was used during the lessons delivered by them. Similarly, results

from the concerned boards were obtained in order to check and then compare the

accomplishments of the learners‟. The secondary source of information gathering was

a related literature review and document in limited and international prospective. The

data which was achieved from these sources were identified to qualitative and

quantitative analysis with their reliability and validity was observed through the use of

statistical tests.

For the purpose of studying group dynamics, Flanders‟ research work was used to

identify the sequence of interrelationship between the individual teachers and

students. This research work helped to know which students were giving attention,

and which kind of attention was directed towards each student. In the present study,

the researcher studied a group of teachers in order to bring out their group behaviour.

The nonverbal behaviour of 108 teachers was scored through proper methodology.

Later on, in order to have a holistic view of the outcome the individual nonverbal

behaviour scores were summed up into group behaviour scores.

This study examined the nonverbal behaviour of the teachers with the purpose to find

out the average and standard variation of unspoken score of trainers‟. The study was

also aimed to determine interrelation among the non-verbal rating score with their

learner educational accomplishments through correlation techniques. During this

process, the non-verbal communication of teachers was observed not only towards the

individual students but also towards the class as a whole.

The obtained data also disclosed the teachers understanding level about the conscious

use of nonverbal cues, and how much impact this knowledge have upon the

educational accomplishments of the students. All these revelations were made in a

form of descriptive statistics. Furthermore, mean standard error and standard

79

deviation, and inferential statistic that are confidence intervals about population mean,

and the testing of hypothesis, Z-test, ANOVA and co-efficient of correlation in this

regard was determined by using statistical tools for data analysis.

At this stage, it is pertinent to mention that although the aim and focus of the present

research was the nonverbal behaviors of teachers, but the verbal behaviour has served

as the context in which the nonverbal behavior took place and performed its purpose.

The outcomes of the analysis are provided in the below tables;

Table-4: The Frequency Distribution of the Teachers‟ Nonverbal Behavior rating

Scores

Nonverbal

Scores of

Teachers

f Class

Mark

Class

Boundaries

h Tally

21-23 3 22 20.5-23.5 3 III

24-26 6 25 23.5-26.5 3 IIIII I

27-29 12 28 26.5-29.5 3 IIIII IIIII II

30-32 24 31 29.5-32.5 3 IIIII IIIII IIIII IIIII IIII

33-35 23 34 32.5-35.5 3 IIIII IIIII IIIII IIIII III

36-38 27 37 35.5-38.5 3 IIIII IIIII IIIII IIIII IIIII

II

39-41 11 40 38.5-41.5 3 IIIII IIIII I

42-44 2 43 41.5-44.5 3 II

∑ 108

Table 4 shows the one hundred and eight teachers‟ nonverbal rating scores where the

nonverbal behaviour of every teacher is rated on a rating scale and the non-verbal

communication score of every trainer determined by means of summarization score

on seven different aspects. Similarly, the average rating score as well as standard

variations calculated. From each institution, the nonverbal behaviour of three teachers

80

was recorded by the researcher himself during teaching-learning in the classroom

interaction. The data was presented in a form of table by adopting different steps for

the construction of frequency distribution of the teachers‟ nonverbal behaviour. The

method employ for computing the beyond tabulated assessment is given at appendix

“J”.

Table-5: Frequency distribution of the average students‟ academic accomplishments

Students’

educational

accomplishment

F X Class

boundaries

h Tally

50-54 5 52 49.5-54.5 5 IIIII

55-59 9 57 54.5-59.5 5 IIIII IIII

60-64 11 62 59.5-64.5 5 IIIII IIIII I

65-69 17 67 64.5-69.5 5 IIIII IIIII IIIII II

70-74 13 72 69.5-74.5 5 IIIII IIIII III

75-79 11 77 74.5-79.5 5 IIIII IIIII I

80-84 15 82 79.5-84.5 5 IIIII IIIII IIIII

85-89 13 87 84.5-89.5 5 IIIII IIIII III

90-94 8 92 89.5-94.5 5 IIIII III

95-99 3 97 94.5-99.5 5 III

100-104 3 102 99.5-104.5 5 III

∑ 108

Table 5 reveals that the average pass percentage of the results of one hundred eight

students is noted. As sample of learners in every course group was 25 to 34, as an

average result of this size would be establish so as to arrive at one student score for

81

every instructor gain. The combination of this provides a standard data set allowing

comparison of one teacher against one learner. From each institution, the average

pass percentage of the students in each subject was obtained from the available school

record. The data was presented in a form of a table by adopting different statistical

tools for the construction of frequency distribution of the average students‟ academic

accomplishments.

The method used for computing above tabulated value is given at appendix „K‟.

Table-6: Values of Standard deviation of mean, Mean and Standard deviation of

non-verbal behaviour score of teacher, while accepting feelings of the students:

Standard Error(x

S ) Mean ( x ) Standard Deviation

(S)

A 100(1-α)% C.I

for

0.09 5.65 0.96 83.547.5

The above table reveals that while accepting feeling of the students‟ during teaching

learning process inside the class, the overall mean nonverbal behaviour score of the

arts teacher was 5.65 with very small dispersion in the arts teachers‟ individual

nonverbal communication score that was 0.96. This statistic indicates that the

teachers‟ nonverbal behavior was extremely compatible and cohesive with their

spoken communication. It convey an idea indirectly, as the true average score was

estimated from sampling mean, the lower boundary of the population non-verbal

communication mean score is 5.47 and its upper limit range is 5.83, then the teachers‟

non-verbal sample mean score lies within these two limits that is demonstrated as

highly coherent and cohesive with their spoken behaviour.

The method applied for calculating above value is given at appendix „A7‟ and „B1‟.

82

Table 7: Values of arithmetic Mean, average error, and Standard deviation of

nonverbal behaviour scores of teachers, while accepting students’ ideas:

Standard Error(x


(S)

A 100(1-α)% C.I

for

0.06 5.56 0.95 77.553.5

The above table reveals that during the time of accepting different ideas of the

students, the overall mean nonverbal behaviour score of the arts teacher was 5.56 with

very small dispersion in the arts teachers‟ individual nonverbal communication score

that was 0.95. This also indicates that the arts teachers‟ nonverbal behavior was

completely consistent and cohesive with their spoken behaviour. It convey an idea

indirectly, as the true average score was estimated from sampling average, the lower

boundary of the population non-verbal communication mean score is 5.53 and its

upper limit range is 5.77, then the teachers‟ non-verbal sample mean score also lies

within these two limits that is demonstrated as highly coherent and cohesive with their

spoken behaviour.

The method use for computing above calculated value is provided at appendix „A8‟ as

well as „B2‟.

Table-8: Values of sample Mean, average error, and Standard deviation of

nonverbal behaviour score of teachers, while making questions:

Standard Error(x


(S)

A 100(1-α)% C.I

for

0.09 5.68 0.94 86.550.5

The above table reveals that during the time when the teachers asked questions from

the students, the overall mean nonverbal behaviour score of arts teacher was 5.68 with


that was 0.94. This indicates that the arts teachers‟ nonverbal behavior was vitally

consistent and cohesive with their spoken behaviour. It conveys an idea indirectly, as

83

soon as the true average score was estimated from random sampling average, the

lower boundary of the population non-verbal communication mean score is 5.50 and

its upper limit range is 5.86, then the teachers‟ non-verbal sample mean score lies

within these two limits that is demonstrated as highly coherent and cohesive with their

spoken behaviour.

The method use for computing above calculated value is provided at appendix „A9‟ as

well as in „B3‟.

Table-9: Values of Arithmetic Mean, Average error and Standard deviation of

nonverbal rating score of teachers, while delivering lecture:

Standard Error(x


(S)

A 100(1-α)% C.I

for

0.09 5.52 0.95 70.534.5

The above table reveals that during the time of delivering lectures to the students, the

overall mean nonverbal behaviour score of the arts teachers was 5.52 with very small

dispersion in the arts teachers‟ individual nonverbal communication score that was

0.95. This indicates that the arts teachers‟ nonverbal behavior was favorably

consistent and cohesive with their spoken behaviour. It convey an idea indirectly,

whilst the true average score was estimated from sampling mean, the inferior


upper limit range is 5.70, then the teachers‟ non-verbal sample mean score lies within

these two limits that is demonstrated as highly coherent and cohesive with their

spoken behaviour.

The method employ for computing above calculated value is provided at appendix

„A10‟ and „B4‟.

84

Table 10: Values of sample Mean Standard error and Standard deviation of

nonverbal behaviour score of teachers, while giving directions:

Standard Error(x


(S)

A 100(1-α)% C.I

for

0.09 5.56 0.97 74.538.5

The above table reveals that during the time of giving different directions to the

students, the overall mean nonverbal behaviour score of the arts teacher was 5.56 with


that was 0.97. This indicates that the arts teachers‟ nonverbal behavior was vitally

consistent and cohesive with their spoken behaviour. It convey an idea indirectly,

while the true mean score was estimated from simple random sample mean, the lower




spoken behaviour.


„A11‟ and „B5‟.

Table 11: Values of Sample Mean, Average error and Standard deviation of

nonverbal score of teachers, while criticizing & justifying authorities:

Standard Error(x


(S)

A 100(1-α)% C.I

for

0.10 5.45 1.06 65.525.5

The above table reveals that during the time of criticizing students and justifying

authorities in a given situation, the grand total average of the teachers‟ nonverbal

score was 5.45 with a very small amount of variation in the arts teachers‟ nonverbal

communication score. This was measured in term of standard deviation that is 1.06. It

85

clearly indicates that the nonverbal behaviour rating score of teachers‟ was favorably

consistent and constant with their spoken behaviour. It convey an idea indirectly,

while the true average score was estimated from simple random sample, the lower




spoken behaviour.

The method employ for computing above calculated value is provided at appendices

“A12” & “B6”.

Table 12: The Relationship among unspoken communication rating Score of

male and female Teacher’s While Accepting Student's thoughts (Observation

1&2):

Gender n x S2

Z cal

Male 54 5.69 0.96 0.43

Female 54 5.61 0.90

,96.12

Z at α = 0.05

The data in table 12 reveals that; the computed Z value is smaller than the Z-tabulated

i.e. Z tab = 96.1 , at 0.05 significance level. The assumption under H01 is accepted.

Therefore, no statistical diversity among the average nonverbal behaviour rating score

of both gender (male & female) teachers, even as accepting thoughts of students‟.


„C1, D1 & E1‟.

86

Table 13: The Relationship among Non-verbal Behaviour rating Score of Female

and Male Teacher's, While Accepting Students Feelings (Observation 3)

Gender N x S2

Z call

Male 54 5.56 1.25

-0.05 Female 54 5.57 0.64

,96.12

Z at α = 0.05

The data in table 13 reveals that; the computed Z value i.e. Z call= -0.05 which is less

than Z-tabulated value i.e. Z tab = 96.1 , at 0.05 significance level. The assumption

under H01 is accepted. Therefore, no statistical variation is found among the average

nonverbal behaviour rating score of both (male & female) instructors even as

accepting learners‟ idea.


„C2, D2 & E2‟.

Table 14: The Relationship among Non-verbal Behaviour Score of both (male &

female) Teacher, as asking Problem (Observation 4):

Gender N x S2

Z Cal

Male 54 5.61 1.04

-0.72

Female 54 5.74 0.71

,96.12

Z at α = 0.05

The data in table 14 reveals that; the computed value of Z i.e. Z Cal= -0.72, which is

less than Z-tabulated value i.e. Z tab = 96.1 , at 0.05 significance level. The

assumption under H01 is accepted. Therefore, no significant variation is found among

the average nonverbal behaviour rating score of both gender (male & female) teachers

87

as asking problems. The method employ for computing above calculated value is

provided at appendix „C3, D3 & E3‟.

Table 15: The relationship among Nonverbal Behaviour Score of Female and

Male Teachers, While Delivering Lecture (Observation 5):

Gender N x S2

Z Cal

Male 54 5.46 1.06

-0.61

Female 54 5.57 0.72

96.12

Z at α = 0.05

The data in table 15 reveals that; the Z computed value i.e. Z cal= -0.61 which is less

than Z-tabulated value i.e. Z tab = 96.1 , at 0.05 significance level. The assumption

under H01 is accepted. Therefore, no important variation is found among the average

non-verbal behaviour rating score of both (male & female) teachers at the same time

as delivering a lecture. The method employ for computing above calculated value is

provided at appendix „C4, D4 & E4‟.

Table 16: The relationship among Nonverbal Behaviour Score of both gender

(male & female) Teachers, While Giving Directions (Observation 6)

Gender N x S2

Z cal

Male 54 5.48 1.03

-0.62

Female 54 5.57 0.72

96.12

Z at α = 0.05

The data in table 16 reveals that the calculated value of Z i.e. Z Cal= -0.62 which is

less than Z-tabulated value i.e. Z tab = 96.1 , at 0.05 significance level. The

assumption under H01 is accepted. Therefore, no variation is found among the average

88

non-verbal behaviour rating score of both gender (male & female) arts instructor

while giving direction to learners. The method employ for computing above

calculated value is provided at appendices „C5, D5 & E5‟.

Table 17: The relationship among Nonverbal Behaviour Score of both (male &

female) Teachers’ even as criticizing and Justifying Authorities (Observation 7)

Gender N x S2

Z cal

Male 54 5.26 1.31

-1.95 Female 54 5.65 0.85

,96.12

Z at α = 0.05

The data in table 17 reveals that the calculated value of Z i.e. Z Cal= -1.95 is smaller as

compare to tabulated value 1.96, at 0.05 significance level. The assumption under H01

is accepted and H1 is rejected. Therefore, no statistical variation among the average

non-verbal behaviour ratings score of teachers is found, while criticizing the students

and justifying authorities. The method employ for computing above calculated value

is given at appendices “C6, D6 & E6”.

Table-18: The relation between non-verbal behaviour rating score of teachers

working in government, private and semi government & private standard

schools while accepting feelings of the students (observation 1 & 2)

Sources of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean

Square

(MS)

F Test Value Level of

Significance

Treatment 0.68 2 0.34

0.36

0.05 Error 99.95 105 0.95

F )105,2(tab value 3.09, at α=0.05

89

The above table indicates that F-computed value is 0.36 which is less than F- tab

value 3.09, at 0.05significance level. The assumption under H02 is accepted and,

therefore, its alternative hypothesis is rejected. It means that during the time of

accepting the feelings of the students, no statistical variation was found among the

nonverbal behaviour score of the instructor working in government, private as well as

semi government & private standard school systems.


„F1, G1, H1 and I1‟.

Table 19: Relation of non-verbal rating score of teachers’ serving in


Accepting Students’ Ideas (Observation 3)

Sources of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean Square

(MS)


Significance


1.59

0.05

Error 99.53 105 0.95

F )105,2(tab value 3.09, at α=0.05

The above table reveals that F-calculated value is 1.59, which is smaller than F

tabulated value is 3.09, at 0.05 significance level. The hypothetical statement under

H02 is accepted and, therefore, the alternative hypothesis is rejected. It means that

during the time of accepting the students‟ thoughts and feelings, no statistical

variation was found among the non-verbal behaviour score of teachers‟ serving in

Government, Private as well as Semi Government & Private standard school systems.


„F2, G2, & H2 & I2‟.

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Table-20: Relationship of non-verbal rating score of teachers’ serving in

government, private and semi government & private standard schools while

making questions (Observation 4)

Sources

of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean

Square

(MS)


Significance


6.88

0.05 Error 84.53 105 0.81

F )105,2(tab value 3.09, at α=0.05

The above table reveals that F-calculated value is 6.88, which are more than F-

tabulated value is 3.09 at 5% significance level. As a result, the assumption under H02

is rejected and, therefore, the alternative hypothesis is accepted. It implies that during

the time of asking questions from the students a statistical variation was found among

the nonverbal behaviour score of educator serving in Government, Private as well as

Semi Government & Private standard school systems. The method employ for

computing the above calculated value is provided at appendices „F3, G3, & H3 & I3‟.

Table 21: Relationship of Non-verbal Score of Teachers’ Serving in Government,


Lecture (Observation 5)

Sources of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean

Square

(MS)

F Test

Value

Level of

Significance

Groups 11.57 2 5.79

7.15

0.05 Error 85.39 105 0.81

F )105,2(tab value 3.09, at α=0.05

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The above table reveals that F-computed value is 7.15, which are more than the F

tabulated value is 3.09 at 5% significance level. The hypothetical statement under H02

is rejected and its alternative hypothetical statement is accepted. It implies that while

delivering lecture to students, a statistical difference was found among the non-vocal

communication score of teacher working in Government, Private as well as Semi

Government & Private standard school systems. The method employ for computing

above calculated value is provided at appendices „F4, G4, along with H4 & I4‟.

Table 22: Relation of Non-verbal Score of Teacher Serving in Government,


Directions (Observation 6)

Sources of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean

Square

(MS)


Significance


5.60

0.05

Error 92.69 105 0.88

F )105,2(tab value 3.09, at α=0.05

The above table reveals that F-computed value is 5.60 which are more than the F-

tabulated value at 5% significance level. The hypothesis under the null hypothesis H02

is not accepted also; therefore, the alternate hypothetical statement is accepted. It

implies that while giving direction to the students in different situations a statistical

variation was found between the non-verbal communication rating score of teachers‟

serving in Government, Private as well as Semi Government & Private standard

schools system. The method employ for computing above calculated value is provided

at appendices “F5, G5 plus H5 & I5”.

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Table-23: Relationship of Non-verbal Rating Score of Teachers serving in

Private, Government and Semi Government & Private Standard Schools while

criticizing and justifying Authorities (Observation 7)

Sources of

Variation

(SOV)

Sum of

Square

Deviation

(SSD)

Degree of

Freedom

(DOF)

Mean

Square

(MS)


Significance


8.26

0.05

Error 104.42 105 0.99

F )105,2(tab value 3.09, at α=0.05

The above table reveals that F-computed value is 8.26 which are more than the F

tabulated value at 5% significance level. The hypothesis under the null statement H02

is not accepted also; therefore, the other hypothetical statement was established. It

implies that while criticizing and justifying authorities, a significant variation was

found between the non-vocal communication rating score of instructor serving in

three the different educational systems such as Government, Private as well as Semi

Government & Private standard school.

The method employ for computing above calculated value is given at appendices „F6,

G6, along with H6 & I6‟.

Table-24: The interrelation among the non-verbal rating score of teacher with

their students educational accomplishments:

Sample size Co-efficient of

correlation

Chances of

error (P. Er)

Strength of relationship

108 0.77 0.03 Strong „+ve‟ relationship

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The above table reveals that the coefficient of correlation i.e. r = 0.77, is much greater

than 6×P.E; therefore, the hypothesis under the null hypothesis H03 is rejected. It

denotes a strong positive interrelation among the non-verbal communication rating

score of teacher with their learners educational accomplishments. The method used in

computing the above calculated values is given in appendix “L”.

In this chapter, the researcher presented a detail discussion regarding data

presentation, analysis and interpretations. In order to come across accurate findings,

different statistical tools were adopted for computing the values of the test statistic.

The next chapter would focus on summary, conclusions, findings, and future

suggestions in the light of data analysis.

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CHAPTER 5

Summary, Findings, Conclusions, Discussion and Recommendations

The present research investigated the role of nonverbal communications of school

teachers and students‟ academic accomplishments. Similarly, it was also aimed to find

out how they utilize and integrate nonverbal communication during the teaching

learning process inside the classroom. In this connection, the current section deal

through, summary, findings, conclusion, discussion and recommendation of the

research on the basis of the facts which was analyzed, collected and understand with

the help of arithmetical tools. Furthermore, this chapter also explains findings of the

study in terms of the literature review, which are then followed by detail summary of

the outcomes of the study. Along with this limitation is also presented, in which the

researcher encountered during the process of this investigation. As a result of all this,

a section is devoted to the recommendations for other scholars on the basis of which

the researcher would like future research to be carried out in the field of nonverbal

behaviour.

5.1 Findings

In order to bring out the best possible and precise results out of this research, the

researcher used a quantitative approach in this study. For this purpose, the

observational data was obtained from the observational forms which were recorded

during the observations of the teacher in real time teaching inside the classrooms. In

this process of data collection, the researcher focused on the teachers‟ conscious and

unconscious use of nonverbal behavior in their interactions with the students. Based

on data analysis and literature review the study found that;

1. During the time of accepting the feelings of the students in active interaction

the overall mean nonverbal behaviour rating score of the arts teachers was

5.65 with very small dispersion in arts teachers individual nonverbal scores

0.96. This indicates that the arts teachers‟ nonverbal behaviour scores were

highly consistent and cohesive with their spoken or verbal behaviour. When

true population average rating score was estimated on the basis of sample

mean, then the 95% confidence interval of true population mean lies within

95

the limits i.e. 5.47 5.83. Hence, this result is demonstrated as vitally

coherent with their spoken communication. (See Table 6)

2. In the field of accepting ideas of the students during the interaction with them,

the population average nonverbal behaviour rating score of the arts teachers

was 5.56 with very small dispersion in the arts teachers‟ individual nonverbal

behaviour scores as 0.95. This indicates that the arts teachers‟ nonverbal

behaviour scores were highly consistent and cohesive with their spoken or

verbal behaviour. When true population average rating score was estimated on

the basis of sample mean, then the 95% confidence interval of true population

mean lies within the limits i.e.5.53 5.77, that was interpreted as highly

consistent and coherent with their verbal communication. (See Table 7)

3. While asking questions from students, the population average nonverbal

behaviour rating score of the arts teachers was 5.68 with very small dispersion

in the arts teachers‟ individual nonverbal behaviour scores as 0.94. This

indicates that the arts teachers‟ nonverbal behaviour scores were highly

consistent and cohesive with their spoken or verbal behaviour. When true

population average rating score was estimated on the basis of sample mean,

then the 95% confidence interval of true population mean lies within the limits

i.e.5.50 5.86, that was interpreted as highly consistent and coherent with

their verbal communication. (See Table 8)

4. While delivering lecture to the students, the population average nonverbal


in arts teachers‟ individual nonverbal behaviour scores as 0.95. This indicates

that the arts teachers‟ nonverbal behaviour scores were highly consistent and

cohesive with their spoken or verbal behaviour. When true population average

rating score was estimated on the basis of sample mean, then the 95%

confidence interval of true population mean lies within the limits i.e.5.34

5.70, that was interpreted as highly consistent and coherent with their

verbal communication. (See Table 9)

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5. While giving directions to the students about the performance of some specific

tasks, the population average nonverbal behaviour rating score of the arts

teachers was 5.56 with very small dispersion in arts teachers‟ individual

nonverbal behaviour scores as 0.97. This indicates that the arts teachers‟

nonverbal behaviour scores were highly consistent and cohesive with their

spoken or verbal behaviour. When true population average rating score was

estimated on the basis of sample mean, then the 95% confidence interval of

true population mean lies within the limits i.e.5.38 5.74, that was

interpreted as highly consistent and coherent with their verbal communication.

(See Table 10)

6. While criticizing and justifying authorities, the population average nonverbal


in arts teachers‟ individual nonverbal behaviour scores as 1.06. This indicates

that the arts teachers‟ nonverbal behaviour scores were highly consistent and

cohesive with their spoken or verbal behaviour. When true population average

rating score was estimated on the basis of sample mean, then the 95%

confidence interval of true population mean lies within the limits i.e. 5.25

5.65, that was interpreted as highly consistent and coherent with their

verbal communication. (See Table 11)

7. Similarly, there was no statistical variation found among the average

nonverbal behaviour score of both gender (male & female) arts teacher based

on their gender differences while accepting the feelings of the students inside

the classroom during their real time teaching. The computed value of Z

statistic 0.43 which was not important at 5% significance level. As a result, the

null hypothetical statement under the hypothesis H01 is accepted as well as its

alternative hypothesis is rejected. (See Table 12)

8. There was no statistical variation among the average nonverbal behaviour

rating score of both (male & female) teachers based on their gender

differences while accepting the ideas of the students during their interactions

inside the classroom. The obtained Z computed value (-0.05) was not

statistically important at 5% significance level. Therefore, the null

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hypothetical statement under the assumption H01 is not rejected but accepted.

(See Table 13)

9. There was no statistical variations between the average non-verbal behaviour

rating scores of both (male & female) teachers‟ based on their sex differences

while asking various types of questions (open ended, close ended etc.) from

the students for different purposes. The computed value of Z (-0.72) was not

statistically significant at 5% level of significance. Thus, the null hypothesis

under the assumption H01 is not rejected however accepted. (See Table 14)

10. There was no statistical variation among the average nonverbal behaviour

rating score of both (male & female) arts teacher based on their gender

differences while delivering lecture to the students inside the classroom. The

calculated Z value -0.61, was not statistically significant at 5% significance

level. Thus, the null hypothetical statement under the assumption H01 is not

rejected other than accepted. (See Table 15)

11. There was no statistical variation between the average non-verbal behaviour

rating score of both (male & female) teachers based on their sex differences

while giving different types of instructions to the students inside the

classroom. The computed value of Z test statistic is -0.62, which was not

important at 5% significance level. Therefore, the null hypothetical statement

under the assumption H01 is accepted by means of its alternative hypothesis

rejected. (See Table 16)

12. There was no statistical variation between the average non-verbal behaviour

rating score of both (male & female) counterpart instructor based on their sex

differences while criticizing and justifying authorities. The obtained value of Z

test statistic is -1.95 which was not significant at 5% significance level. as a

result, the null hypothetical statement under the assumption H01 is established

as well as its alternative hypothesis is rejected. (See Table 17)

13. While accepting feelings of the students, no statistical variation was found

among the non-verbal communication score of teacher working in

government, private as well as semi government & private standard school

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systems. The obtained F value 0.36 was not statistically significant at 5%

significance level. Thus, the null hypothetical statement under the assumption

H02 is accepted in addition to its unconventional assumption is rejected. (See

Table 18)

14. While accepting ideas of the students, no statistical variation was found among

the non-verbal communication score of the instructor working in government,

private as well as semi government & private standard school systems. The F

calculated value 1.59 was insignificant at 5% significance level. As a result,

the null hypothetical statement under the assumption H02 is acknowledged and

its alternatives hypothesis is rejected. (See Table 19)

15. While asking question from the students, a statistical variation was found

between the non-verbal communication rating score of teachers‟ serving in

government, private and semi government & private standard school systems.

The calculated value of F statistic 6.88 was more than the tabulated value at

5% significance level. This means that the test statistic value is significant. As

a result, the null hypothesis under the assumption H02 is not accepted but

rejected and its alternatives hypothesis is accepted. (See Table 20)

16. While delivering lecture to the students, a statistical variation was found



The F obtained value 7.15 was more than the F tabulated value with 2 and 105

degree of freedom at 5% significance level. So, the null hypothetical statement

H02 is discarded as well as it‟s another hypothesis is accepted. (See Table 21)

17. While giving directions to the students for different purposes, a statistical

deviation was found among the nonverbal communication rating score of

teachers‟ serving in government, private and semi government & private

standard school systems. The computed value of F test statistic is 5.60 which

are more than tabulated value at 5% significance level. Thus, the hypothetical

statement under the assumption H02 is discarded also its opposite hypothesis is

established. (See Table 22)

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18. While criticizing and justifying authorities, a statistical variation was found



The calculated value of F statistic is 8.26, which is more than the F tabulated

value at 5% significance level. Hence, the hypothetical statement under the

assumption H02 is discarded also its opposite hypothesis is acknowledged.

(See Table 23)

19. The study found a very strong and positive relation between the nonverbal

behaviour rating scores of the arts teachers and the educational

accomplishments of the students. The coefficient of correlation between the

nonverbal behaviour rating scores of the teachers and the students‟ academic

learning is 0.77, which is much greater than 6×PEr (Garret, 2000). As a result,

the null hypothesis under the assumption H03 is rejected. (See Table 24)

5.2 Conclusions

After proper measuring, analyzing and interpreting all the related data, the study

reported that when a teacher is conscious of his/her nonverbal signals and wisely

and carefully arrange and integrate these nonverbal cues in verbal signals then a

very positive and visible change can be brought during the academic learning of

the learners. In this study, the instructors and learners revealed understanding of

nonverbal behaviour and its significance. Similarly, the study also revealed that

this effectiveness of nonverbal communication is free from gender based

differences as the same kind of effectiveness was found in both male and female

oriented classrooms. Based on the conclusions drawn from the careful

investigation of data along with the associated text subsequent implications were

drawn:

When accepting feelings of the students the teachers showed a remarkable

coherence and consistency in their nonverbal communication. The teachers

accepted in positive and candid nonverbal behavior the negative and positive

behaviors of the students and did not make them feel threatened. During the

process of teaching-learning many of the difficult concepts and ideas were

100

reported by the students to be clarified to them by the facial expressions of the

teachers. Furthermore, due to the pleasant, encouraging and amicable

nonverbal signals of the teachers the students felt very relaxed and showed

keen interest in the learning process.

There was a great and continues step by step correlation between the

nonverbal communication and verbal behavior of the arts teachers when they

were accepting the ideas of the students in classroom interaction. This

consistency and correlation between the two kinds of communication proved

extremely helpful in creating an environment where there was no confusion

and steady interchange of ideas was made possible. The teachers did not show

any contradiction between the verbal and nonverbal behavior and their body

languages were not over controlled. The careful and wise use of body

language delivered a well-built ground to the instructors to teach more

sufficiently and effectively. The students always reported back positively and

in affirmative the understanding of various difficult concepts whenever the

teachers used movements of their hands, shoulders and head. This integration

of nonverbal behavior resulted in an effective technique which visibly

improved the overall teaching expertise of the teachers. In this process, the

most positive kind of development occurred when there was an interchange of

ideas and information. Due to the positive use of nonverbal behavior a

pleasant and suitable atmosphere was created where the students felt

encouraged and willingly presented their own ideas in the classroom based

discussion. This, in turn, also helped the teacher who further elaborated on the

suggested ideas of the learners and made the lessons learning practice very

much effective as well as fruitful.

The non-verbal behavior of the arts teachers proved very effective and

encouraging in the field of asking questions as well. The facial expressions

and body movements of the educator helped the learner a lot in differentiating

between various types of questions such as rhetorical, open ended, close ended

etc. The proper use of nonverbal behavior also helped the students in how to

respond to a particular type of question. In the open ended questions, the

teachers asked students about the contents of the course and asked about their

101

ideas and opinions. This effectiveness of nonverbal behavior was found in

asking all types of questions.

The nonverbal behaviour of the arts teachers was also very highly compatible

with their linguistic behaviour while delivering a lecture. Whenever, the

teachers presented their opinions or gave facts about certain procedures and

contents then the use of proper body language helped a lot in making better the

understanding of the students. The tone and pace of their talks was designed so

as to keep the students consistently interested in the lessons. Similarly, the fall

and rise in the teachers‟ tone also assist the learner in proper accepting of the

subject matter. Furthermore, the proper and suitable voice of the teacher as

well fixed the attraction of the learner for increase their educational

achievements. Overall, the teachers brought proper variations in their tone as

demanded by the occasion and they just did not drone on and on.

The arts teachers also showed great clarity, consistency and correlation

between their nonverbal and verbal behavior whenever they were giving

various directions to the students. In guiding their students and regulating

different behaviors of the students their proper and wise integration of

nonverbal cues helped a lot in clarifying their instructions. The students were

very well aware how to comply with those directions because of the nonverbal

cues of the teachers. In this way, the students were involved and the

implementation of rules and regulations was made very easy and smooth.

The teachers also showed great consistency and correlation between their

nonverbal and verbal behavior whenever they were criticizing some undesired

behaviors of the students and justifying authority in such cases. The teachers

used statements which were intended to change the students‟ behaviour from

undesirable to desirable pattern and these statements were supported and

backed up by their nonverbal cues. The nonverbal behaviour was constant by

means of firm language used in calculating misconduct of the students.

Furthermore, it was not severe and aggressive and perfectly matched the

verbal behaviour.

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The research work also exposed that there was little variation in the

effectiveness of non-verbal communication of both genders. Both genders

(male & female) instructors encourage and praised students‟ actions and tried

to be humorous in classrooms to avoid any type of tense in the classroom. This

created good impression on students and encouraged their class participation.

Similarly, no significant variation was found between the non-verbal

behaviour of the arts teachers‟ serving in government, public and semi

government and private standard school systems while accepting the ideas and

feelings of the students. However, a little bit difference was found while

asking questions, delivering lectures, giving directions and justifying

authorities.

It was too drawn from the research that suitable make use of unspoken

behavior not only helped in facilitating the learning process, other than too

described the professional interest and attitude of teachers‟ tends to teaching

as a profession. It was concluded that the conscious and intentional use of

nonverbal behavior changed the perception of the teachers about their teaching

and motivated them a lot because of its effectiveness and fruit-bearing

outcomes. Along with them, the students also showed a greater degree of

interest and motivation in teaching-learning process. All this resulted in

greater involvement of students and better educational accomplishments.

On the other hand, those teachers who did not take nonverbal behavior into

consideration during the course of teaching-learning process showed a

remarkable decreased level of interest in their teaching. Similarly, they were

also unable to increase the interest and motivate enthusiastic involvement and

participation of their learners in teaching- learning procedure. Eventually, all

this resulted in the low and poor educational accomplishments of their

students.

Finally, it can be said that a very strong correlation was found between the

nonverbal behaviour of the arts teachers and the educational accomplishments

of their students. It was revealed that carefully and properly selected nonverbal

behavior is the corner stone of effective teaching-learning process. Proper

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guidance, counseling, careful directions while delivering lectures and

criticizing students for their misbehavior all these are essential and integral

elements without which no teaching can take place, besides for the most part

of questioning and answering to the expressions of students with proper and

suitable to the occasion nonverbal cues and behaviour created educational

achievements‟ to a better degree.

5.3 Summary

The present research was descriptive cum observational, which investigates the

significance of nonverbal behavior of teachers on students‟ academic learning process

in the real classroom arrangement. The research was bringing out in the areas of Urdu,

English and Islamyiat at IX-X classes. The nonverbal cues were delimited to facial

expression, body movements and eye contacts among instructors and learners.

The undergoing research was a descriptive and its purpose and aim was to investigate

and find out that how much important role the nonverbal cues and behavior plays in

helping to understand the verbal behavior, and how this could be beneficial in

teaching learning process in the actual classroom setting. The basic structure of the

research work designed as a result to examine in depth relation among the non-verbal

interactions of the instructors‟ along with its effect upon the educational

accomplishments of the students. In this connection, the major objectives were to

determine the non-verbal behaviour of educators serving in three different school

systems during instructions and to compare and contrast the nonverbal behaviour of

arts teachers serving in above mentioned three school systems. Similarly, it was also

aimed to relate the non-verbal behaviour of both (male &female) arts teachers‟ of

these school systems based on their gender differences. Furthermore, the end result

was to measure the interrelation between these teachers non-verbal communication

and the student‟s educational accomplishments.

So far the area is concerned, this research was limited to facial expressions, the

teachers‟ body language, eye contacts, gestures and postures and pace of talk of all

gender elementary & secondary schools arts teacher serving in government, private as

well as semi government & private standard schools in the vicinity of district Karak.

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Samples of one hundred and eight (108) arts teacher were randomly selected from the

beyond educational institutions during two-phase sample techniques.

For the purpose of exact measuring of the variable instructors‟ nonverbal

communications, a seven point differential evaluation scale depends on Galloway‟s

classification of non-verbal behaviour be developed. Furthermore, the observational

form complemented the spoken aspect of Flanders interaction categories system

through non-verbal aspect.

Similarly, the paradigm of the study was quantitative like as; observational cum

descriptive. For data compilation, the observational technique was used and each arts

educator was noticed by the investigator himself twice throughout different lessons

time for about five to seven minutes. For the accuracy of data collection the

inspection were continuously assembled. The last ranking was allocated by average of

together ratings. Along with this, for better analysis of the date and to introduce

greater objectivity in the research the spoken and non-spoken communications of

every arts instructor was also videotape and analyze by the research supervisor to

facilitate the consistency and dependability of the observed behaviour of the teachers.

On the other hand, data of the other variable regarding the academic accomplishments

of the students was composed from different school records. This data comprised the

results of the secondary examination detained by the Board of Intermediate and

Secondary Education, Kohat. For the purpose of finding true results of the study, this

data was collected six months behind the watching session. For data investigation,

score assign to trainer were evaluated and non-verbal behaviour rating evaluation of

every trainer was investigated by summing up score on seven dimensions of non-

verbal performance of the instructor. Later on, the average achievement and average

deviations were calculated. The dissimilarity among the average score of both genders

(male & female) arts instructor of government, private and semi government &

private standard school with educator of government also personal zone was

experienced by using Z plus ANOVA techniques. Similarly, the interrelation among

the instructors non-verbal behaviour score on their students‟ educational

accomplishments in their classes was determined and computed by using the Pearson

105

co-efficient of correlation „r‟. For the validity and reliability, a 5% significance level

was used.

On the basis of data analysis the research work find out the following conclusions:

Facial appearance like smile and anger would assist the learners to recognize

the communications, which should be useful to improve their behavior

according to the teaching in the classroom atmosphere requirements.

Eye interaction would also play an important role in teaching learning process

as these communications prepared the learners‟ aware as well as attentive in

the classroom environment.

The final result of the study revealed that instructors finished the education

atmosphere dynamic through their bodily movements; whereas learners feel

paying special attention in the class room and took vigilant involvement in

teaching development process.

5.4 Discussions

The present research work was carrying out to observe the significant effect of non-

verbal behaviour of teachers within the classroom on their students‟ educational

accomplishment. As every research work has a number of objectives and all the

objectives are not equally important. The primary objective of the present study was

to observe the correlation among the arts teachers‟ nonverbal behaviour with their

learners educational accomplishment. Other objectives were of secondary importance

which sought to find out two major group differences; the gender based differences

and the school systems differences on arts teachers‟ nonverbal behaviour. The study

focused on a less explored aspect of teaching behavior i.e. the nonverbal aspect which

compliments verbal behaviour and is no less important in facilitating the learning of

students.

One of the results of the research was that non-verbal behaviour of arts teachers‟ was

greatly cohesive, matching, consistent and compatible with their spoken

communications. A several research work was formerly carried out to observe the

106

effect of non-verbal behaviour in terms of the vocal message on students‟ learning.

Galloway‟s (1972) established the significance of teachers‟ nonverbal movements in

relation with the spoken interaction in addition to their verbal communications in the

classroom. This idea was further elaborated and supported by Kodakoas and

Polemikaos (2002) along with Parks and other (2007) in their research works. The

results of these researches generally demonstrate harmony among teachers‟ spoken

and unspoken behaviour during teaching learning. Though, dissimilarity was also

exposed in term of need of compatibility among the two. The present study thus

supports the results of the previous studies on this phenomenon to a large extent.

Another conclusion of the current study was that; the non-verbal teaching

communication of male and female teachers‟ was not differentiated, thereby that

female teachers are as good as their male counter parts. During the course of this

study the researcher could not found that both genders (male & female) arts trainer be

different in their non-verbal teaching performance. This means that female teachers

are as good as their male counter parts in the area of nonverbal communication.

Furthermore, the researcher could not find earlier researches evaluate nonverbal

behaviour of both genders (male & female) teachers based on their gender

differences. The available preceding study was mostly carried out either on both

genders. Therefore, disparities in the nonverbal actions of educators were not in use

on the basis of their gender. However, Albert (2006) found gender difference due to

important communication among awareness of non-verbal behaviour as well as male

and female participants, but the current study does not support it.

Moreover, the research study revealed that there was no significant variation among

the non-verbal behaviour of arts teachers working in diverse system. The researcher

may possibly not come across any prior research focusing on this dimension as well.

The end outcome of the research study brought out strong connection between the

nonverbal behaviour of teachers and students educational accomplishments. This

result lends supports to the results of the available researches via Steven (1980), Rosa

(2002), Davis (2002), as well as Albert‟s (2006). Rosa (2002) found that the

conscious and wise use of nonverbal behavior by both teachers and students always

paves way for enhanced accepting communicating of the subject matter. Likewise,

107

Stevens (1980) too hinted that nonverbal behaviour of trainers has a great effect on

the educational performance of the students. Furthermore, Davis (2002) found a

strong and positive connection between nonverbal behaviour and the academic

performance of students.

The research works and studies by Galloway played a major role in popularizing and

perfecting the system of interaction analysis which was originally propounded by

Flanders. But interestingly, little research work followed on Galloway's frame work.

Some studies may be conducted on the use of Galloway‟s frame work abroad, or may

be in Pakistan as well, but they could not be traced.

Although, it is evident from the chapter of literature review that nonverbal

communication was much important but not in the case as was used by Galloway.

Flanders' interaction system of analysis gained much popularity and generated a lot of

research studies other than Galloway who expanded his categories by adding

nonverbal behaviour of teaching to it. It was quiet impelling and inspiring for the

investigator to carry out a research with the ambitious aim to understand and improve

teaching behaviour leading to increase student‟s learning.

5.5 Recommendations

Based on the findings and conclusion the following recommendations are hereby

made;

5.5.1 Recommendations for Practice

The results of this research study provide useful insights about the proper behaviour

of teachers‟ for those students who are participated in different fields of the

educational institutions as an educational administrators, students, policy makers and

teachers.

As the study revealed that nonverbal communication of instructors‟ was generally

coherent and cohesive with their linguistic behaviour, a curriculum on human

exchange of information can be improved for teachers training programs in order to

assist teachers‟ to recognize the diverse nature of effective nonverbal communication

in the direction of non-verbal communication of teachers vitally compatible with their

108

spoken behaviour. Emphasis on the development of non-vocal skills is laid as much

on development of verbal communication skills of potential and gossiaaaep teachers.

Similarly, the study discovered that those instructors who have physically powerful

non vocal communication demonstrate high proportion of outcome. In the light of this

finding, the teachers training institutions and policy makers may extend a strategy for

teachers‟ guidance conceals utmost component of non-vocal behaviour. Non vocal

teaching behaviour is given important place in teaching strategies and in practice

teaching. In the assessment Performa used for evaluating teacher trainees during

practice teaching as nonverbal teaching behavior is as much important as the verbal

teaching behaviour. The instrument used in this study can serve as a model for

redesigning the assessment Performa.

The research shows that no important variation during the non-verbal behaviour of

both (male &female) instructors‟. thus, both gender (male & female) teachers‟ are

made intellectual use of their body movements during learning process, in order to

create their body movements are further consistent through their spoken behaviour,

because a positive relationship was investigated between nonverbal cues of teachers

with students‟ educational accomplishment.

In respect to educational administrators, this research offers insight into what resource

distribution are more likely to encourage teachers‟ non-verbal communication. It will

also give a head, a good concept of what teachers‟ attitude and beliefs are, and what

are those elements which make the views of a teacher‟ encourage or discourage tends

to the non-verbal communication.

From this research study, an administrator can also investigate a teachers‟

comprehending of non-verbal behaviour and can be make final strategy for teachers

training that can conveniently contained the gaps in teachers understanding. Data

mentioned that while curtains‟ teachers‟ prevailing training concerned to the

comprehending of the different use of nonverbal communication but it is neglected in

our area at large. Particularly, this research work recommends that teachers need

further training to attain the ability to use knowledge effectively regarding nonverbal

behaviour of both practical and theoretical.

109

5.5.2 Recommendations for Further research

The nature and result of this research presents some recommendations for future study

as well. The main focus of this research was to determine that whether there lies any

connection between the nonverbal communication of teachers and students‟ academic

accomplishments rather than how does the nonverbal communication of teachers

affect the students‟ learning behaviour in the classroom. Similarly, it was also the

investigators idea that is conveyed or intended to be conveyed to the mind by

language that; how the teachers‟ non-verbal communication is consistent and cohesive

with their verbal behaviour other than the understanding of its all aspect. Furthermore,

the participants‟ of the research is only secondary school teachers. There was also

another factor which would have a positive effect on the behaviour of teachers; like as

relating to their social and economic status which is outside the scope of the current

study. Therefore, further research work would continue to examine how the teachers‟

replicate in their communication while teaching in the class room; both at elementary

and secondary schools, in addition to investigate the understanding of the nonverbal

behaviors‟ of primary and secondary school teachers‟.

Nonverbal behaviour is the ability to use one‟s knowledge effectively and readily in

executions; which would establish by teachers at various educational systems.

Teachers at different educational institutions must be given direction regarding

nonverbal behaviour along with the ability; therefore gained would be exercised in

their learning strategies. Similarly, teachers may be reinforced to use this ability so as

to change the students‟ curiosity and attention makes them authenticate within the

classroom. Facial expression and eye contacts are the preliminary types of non-verbal

cues, if properly utilized by teachers, may increase the comprehending of the students

regarding the concept taught in the classroom.

As not as much of research work appears to have been launched on Galloway design,

a diverse researches should be conducted depends on Galloway‟s research work of

non-verbal movements. For example, in order to elaborate the effect of non-verbal

communication on students accomplishments, empirical research study might be

instigated in which the empirical cluster can be out to particularly skillful teacher‟s in

non-verbal communications, but the control group should be sensitive to routine

110

teaching in order to see whether verbal and nonverbal consistency in teaching

behaviour makes a difference or not.

So far the tools of researches are concerned; observations and recordings should be

used to observe the effect of non-vocal interaction. Similarly, one mode soundtrack

strategy should be utilized for attaining more credible outcomes if it does not violate

ethical considerations. The current study was depends on Galloway‟s ideas of non-

verbal behaviour in the context of spoken message. Additional studies might be

conducted for authentication the results of the current study at diverse level of

learning by using the combined version of Flanders system of oral teaching along

with Galloway systems of nonverbal lessons as used in the present study.

Video recording and observation were used in the current study which was found to

be the most appropriate techniques to determine the non-verbal behaviour. However,

the observations were made by the researcher personally as a single observer that

might have polluted the study results. To ensure observers validity, the use of a pair of

trained observer might have led to more credible and authentic results.

It is recommended that policy makers and curriculum designer ought to make out the

significance of unspoken behaviour and create a part of teachers‟ instruction program;

as a result that prospective trainers‟ must be skilled in this essential area. The allied

literature review has given a significance weight in teaching learning process; finally,

it is recommended that the ability of non-vocal behaviour be able to use in diverse

educational systems.

.

111

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APPENDICES

Appendix –“A”

OBSERVATIONAL FORM


Accomplishment

Name of Teacher: ____________________________________________

Name of School: _____________________________________________

Subject: _________________ Qualification:_______________________

Teaching Experience: _________________ Dated: _________________

Academic Qualification

PhD (___) MPhil (___) MA/MSc (___) BA/BSc (___) Others (___)

Professional Qualification:

Bed (___) Med (___) Others (___)

Note: The points on the rating scale determine the following scoring points:

1. Fully consistent (7) 2.Highly consistent (6)




124

1 & 2. Body language of teachers while accepting positive and negative feeling of

students in unthreatening manner encouraging them i.e.

consistent and

constant with

words.

1 2 3 4 5 6 7

variable and temporary with

words.

3. Nonverbal behavior of teachers, while accepting student ideas

encouraging i.e.

Showing pleasures

by giving smile.

1 2 3 4 5 6 7

discouraging i.e.


forehead.

4. Nonverbal behavior of teachers, while making questions,

face to face

contact with

students

1 2 3 4 5 6 7

avoid face to face contact with

the students

5. Nonverbal behavior of teachers, while delivering lecture,

use different

types of

nonverbal

behavior

1 2 3 4 5 6 7


gestures, tone and pace of talk

etc

125

6. Nonverbal behavior of teachers, while giving directions,

encourages

students

involvement

1 2 3 4 5 6 7

discourages students

involvement and participation

7. Nonverbal behavior of teachers, while criticizing and justifying authority,

tolerant,

lenient and

hearty

1 2 3 4 5 6 7

aggressive, severe and intensely

rigid

126

Appendix –“A”

OBSERVATIONAL FORM


Accomplishment

Name of Teacher: ____________________________________________

Name of School: _____________________________________________

Subject: _________________ Qualification:_______________________

Teaching Experience: _________________ Dated: _________________

Academic Qualification

PhD (___) MPhil (___) MA/MSc (___) BA/BSc (___) Others (___)

Professional Qualification:

Bed (___) Med (___) Others (___)

Note: The points on the rating scale determine the following scoring points:

1. Fully consistent (7) 2.Highly consistent (6)




127

1 & 2. Body language of teachers while accepting positive and negative feeling of

students in unthreatening manner encouraging them i.e.

consistent and

constant with

words.

1 2 3 4 5 6 7

variable and temporary with

words.

3. Nonverbal behavior of teachers, while accepting student ideas

encouraging i.e.

showing pleasures

by giving smile.

1 2 3 4 5 6 7

discouraging i.e.


forehead.

4. Nonverbal behavior of teachers, while making questions,

face to face

contact with

students

1 2 3 4 5 6 7

avoid face to face contact with

the students

5. Nonverbal behavior of teachers, while delivering lecture,

use different

types of

nonverbal

behavior

1 2 3 4 5 6 7


gestures, tone and pace of talk

etc

128

6. Nonverbal behavior of teachers, while giving directions,

encourages

students

involvement

1 2 3 4 5 6 7

discourages students

involvement and participation

7. Nonverbal behavior of teachers, while criticizing and justifying authority,

tolerant,

lenient and

hearty

1 2 3 4 5 6 7

aggressive, severe and intensely

rigid

129

Appendix- “A1”

Nonverbal Behavior of Teachers (Male) Government Schools

S.No Name of Teacher Name of school Nonverbal Score

Classification

Students

Accomplishment

Sum of

Nonverbal

Score

1&2 3 4 5 6 7 Y

100

X

42

1 Muhammad Rauf(Urdu) GHS, Takhte Nasrati,

Karak

6 6 6 6 6 7 100 37

2

Muhammad Ishfaq (Islamiat) GHS, Takhte Nasrati,

Karak

7 7 6 6 6 6 97 38

3 Niaz Farid (English) GHS, Takhte Nasrati,

Karak

6 6 6 6 6 6 94 36

4 Maqbool Ahmad(Urdu) GHS,Sarki,Lawaghar,

Karak

6 7 7 7 7 7 92 41

130

5 Ahmad Ullah(Islamiat) GHS,Sarki,Lawaghar,

Karak

6 6 6 6 6 6 91 36

6 Latif Ahmad(English) GHS,Sarki,Lawaghar,

Karak

6 6 6 6 6 6 89 36

7 QaiserSuleman(Urdu) GHS,Khurram Karak 6 5 6 5 6 6 77 34

8 TajMuhammad(Islamiat) GHS,Khurram Karak 5 5 5 6 6 4 74 31

9 Hanif Ullah(English) GHS,Khurram Karak 6 6 6 6 6 5 86 35

10 Hameed Ullah(Urdu) GHS, Bahader Khel

Karak

5 6 7 7 6 6 80 37

11 Manzoor Khan(Islamiat) GHS, Bahader Khel

Karak

5 6 6 6 6 4 71 33

12 Jehan Zeb(English) GHS, Bahader Khel

Karak

6 6 6 6 6 6 76 36

13 Zamir Ullah(Urdu) GHS, Town Committee,

Karak

7 6 6 6 6 6 80 37

14 MuhammadKamran(Islamiat) GHS, Town Committee,

Karak

6 6 6 6 6 6 67 36

131

15 Umer Farooq(English) GHS, Town Committee,

Karak

4 5 6 7 4 4 63 30

16 Mushtaq Ahmad(Urdu) GHS, Deli Mela Karak 4 3 5 6 7 3 58 28

17 Ahmad Shah(Islamiat) GHS, Deli Mela Karak 6 6 5 5 4 4 60 30

18 Sahib Zali Khan(English) GHS, Deli Mela Karak 5 3 4 4 5 5 56 26

132

Appendix “A2”

Nonverbal Behavior of Teachers (Female) Government Schools

S.No Name of Teacher Name of school Nonverbal Score Classification Students

Accomplishment

Sum of Nonverbal

Score

1&2 3 4 5 6 7 Y

100

X

42

1. Nargis (Urdu) GGHS,

Latamber, Krk

5 5 6 5 4 4 54 29

2.

Samina (English) GGHS,

Latamber, Krk

4 4 5 5 6 6 57 30

3. Zeba (Islamiat) GGHS,

Latamber, Krk

5 4 5 5 5 6 55 30

4 Nazia(English) GGHSS,Chokara

Karak

5 5 5 5 5 5 54 30

5 Shabnam(Urdu) GGHSS,Chokara

Karak

6 6 5 4 4 4 53 29

133

6 Naheeda(Islamiat) GGHSS,Chokara

Karak

6 6 6 6 6 6 61 30

7 Safia(English) GGHS,Dabb

Karak

6 6 7 7 6 5 77 37

8 Javeria(Urdu) GGHS,Dabb

Karak

6 6 7 7 7 7 90 40

9 Kausar(Islamiat) GGHS,Dabb

Karak

7 6 5 5 6 6 77 35

10 Fatima Kalsoom

(English)

GGHS,Esak

Chontra,Karak

7 7 7 6 6 6 83 39

11

Madiha Shah

(Urdu)

GGHS,Esak

Chontra,Karak

6 6 6 6 7 4 88 35

12 Neelam

(Islamiat)

GGHS,Esak

Chontra,Karak

7 7 7 6 6 6 86 39

13 Sonia Naz GGHS,Bazid

Khel,Karak

6 6 6 5 6 6 81 35

134

(English)

14 Lubna(Urdu) GGHS,Bazid

Khel,Karak

6 5 7 6 6 6 79 36

15 Wajeeha(Islamiat) GGHS,Bazid

Khel,Karak

5 5 5 6 6 6 81 33

16 Zahida(English) GGHS,Ahmadi

Banda,Karak

6 6 7 5 5 7 82 36

17 Fareeha Batool

(Urdu)

GGHS,Ahmadi

Banda,Karak

6 6 6 6 6 6 77 36

18 Amna Saeed

(Islamiat)

GGHS,Ahmadi

Banda,Karak

6 6 5 5 7 6 74 35

135

Appendix “A3”

Nonverbal Behavior of Teachers (Male) Private Schools

S.No Name o Teacher Name of school Nonverbal Score

Classification

Students

Accomplishment

Sum of

Nonverbal

Score

1&2 3 4 5 6 7 Y

100

X

42

1 Kiramat Ullah

(English)

ShahbazModelSchool, Latamber, Krk 5 5 4 4 5 6 69 29

2

Zaki Ullah (Urdu) ShahbazModelSchool, Latamber, Krk 6 5 4 6 6 3 66 30

3 Ghyur Ahmad

(Islamiat)

ShahbazModelSchool, Latamber, Krk 7 6 6 5 5 4 69 32

4 Basit Ali (English) KohsarPublic School&Col Latamber,

Krk

7 7 7 6 6 6 81 39

5 Asif Hayat (Urdu) KohsarPublic School&Col Latamber,

Krk

5 4 5 4 5 6 72 29

136

6 Muhammad Jammal

(Islamiat)

KohsarPublic School&Col Latamber,

Krk

6 6 6 5 5 6 86 34

7 Usman Saeed(Urdu) ShaheenChildren Academy Mitha

Khel, Karak

7 7 7 6 6 6 82 39

8 Muhammad

Asif(English)

ShaheenChildren Academy Mitha

Khel, Karak

6 6 6 6 4 5 80 33

9 Muhammad

Qadeer(Urdu)

ShaheenChildren Academy Mitha

Khel, Karak

4 4 5 6 5 4 72 28

10 Yasir Hameed(Urdu) IslamiaPublicHighSchool,BahaderKhel 4 4 5 5 5 4 66 27

11 Asad Iqbal(Islamiat) IslamiaPublicHighSchool,BahaderKhel 4 4 4 4 4 4 57 24

12 Afsar Ali(English) IslamiaPublicHighSchool,BahaderKhel 5 4 4 4 4 4 68 25

13 MunsifKhan(English) FalconPublicHigh

SchoolNariPanoos,Krk

4 4 4 4 3 3 62 22

14 Samar Gul(Urdu) FalconPublicHigh


5 5 5 4 4 4 67 27

137

15 Farid Khan(Islamiat) FalconPublicHigh


4 3 4 4 4 4 61 23

16 AslamKhan(English) HiraModalSchool,Takhte

Nasrati, Karak

6 4 4 4 4 4 66 26

17 Zameer Gul(Urdu) HiraModalSchool,Takhte

Nasrati, Karak

4 4 4 4 4 4 56 24

18 Hazrat Ali(Islamiat) HiraModalSchool,Takhte

Nasrati, Karak

4 5 3 3 3 3 52 21

138

Appendix “A4”

Nonverbal Behavior of Teachers (Female) Private Schools

S.No Name o Teacher Name of school Nonverbal Score

Classification

Students

Accomplishment

Sum of

Nonverbal Score

1&2 3 4 5 6 7 Y

100

X

42

1 Uzma Shaheen

(English)

Kohsar Public

S&C(F),Latambar Karak

6 7 7 7 7 7 91 41

2

Seema Nigar

(Urdu)

Kohsar Public


7 6 6 6 6 5 100 36

3 Saba Nawab

(Islamiat)

Kohsar Public


6 6 6 6 7 6 86 37

4 Arfa Ayaz

(English)

BlueBirdsAcademy(F),Karak 5 6 6 6 7 6 80 36

5 Sumira Parveen BlueBirdsAcademy(F),Karak 7 7 7 7 7 7 100 42

139

(Urdu)

6 Maryam Farooq

(Islamiat)

BlueBirdsAcademy(F),Karak 6 6 4 5 6 4 78 31

7 Aiman Raza

(English)

Umeed Science

S&C(F), Karak

5 6 7 5 3 6 83 32

8 Irum Abdullah

(Urdu)

Umeed Science

S&C(F), Karak

5 6 5 6 6 6 72 28

9 Zeenat Shafiq

(Islamiat)

Umeed Science

S&C(F), Karak

6 5 5 5 5 5 68 31

10 Saima Noreen

(English)

Al-FalahGirls PHS

AliKhel,Karak

6 6 6 6 5 5 67 34

11

Nimra Bano

(Urdu)

Al-FalahGirls PHS

AliKhel,Karak

5 5 5 5 6 6 66 32

12 Nida Umar

(Islamiat)

Al-FalahGirls PHS

AliKhel,Karak

6 6 6 4 5 5 62 32

140

13 Sadaf Tehseen

(English)

Al-HudaGirls S&C

MithaKhel,Karak

7 6 5 4 5 5 64 32

14 Rabia Begum

(Urdu)

Al-HudaGirls S&C

MithaKhel,Karak

6 6 5 5 6 4 62 32

15 Riffat (Islamiat) Al-HudaGirls S&C

MithaKhel,Karak

6 5 4 5 6 4 65 30

16 Yasmin Naz

(English)

AmnaPublicSchool,

BilandKila,Karak

6 6 6 6 6 6 66 36

17 Alia Naz (Urdu) AmnaPublicSchool,

BilandKila,Karak

6 5 5 5 5 5 68 31

18 Kalsoom Islam

(Islamiat)

AmnaPublicSchool,

BilandKila,Karak

6 5 6 5 5 6 65 33

141

Appendix “A5”

Nonverbal Behavior of Teachers (Male) Semi Government & Private Standard Schools

S.No Name o Teacher Name of school Nonverbal Score Category Students

Accomplishment

Sum of

Nonverbal

Score

1&2 3 4 5 6 7 Y

100

X

42

1 FazalHabib(English) WorkingFolksGrammer

HSS (Male), Karak

7 6 6 6 6 6 93 37

2

Farmanullah(Urdu) WorkingFolksGrammer

HSS (Male), Karak

6 6 5 4 5 6 88 32

3 Maqbool Alam(Islamiat) WorkingFolksGrammer

HSS (Male), Karak

6 5 5 5 5 6 84 32

4 MuhammadSajjad(English) FaujiFoundationModel

School, Karak

7 7 7 6 6 6 87 39

142

5 Muhammad Ibrahim(Urdu) FaujiFoundationModel

School, Karak

6 6 6 4 5 6 81 33

6 Riaz Ahmad(Islamiat) FaujiFoundationModel

School, Karak

5 6 6 6 7 5 90 35

7 IslamGul(Urdu) OxfordScienceSchool

Chokara,Karak

6 5 6 6 6 6 74 35

8 Matiullah(English) OxfordScienceSchool

Chokara,Karak

6 6 6 6 6 6 73 36

9 Naeemullah(Islamiat) OxfordScienceSchool

Chokara,Karak

7 6 6 6 6 6 80 37

10 Muhammad Rafiq(Urdu) WisdomScienceSchool&

College,Chokara Karak

6 6 6 6 6 7 85 37

11

MuhammadAqmal(English) WisdomScienceSchool&


7 7 7 6 6 6 95 39

12 Rasool Nawaz(Islamiat) WisdomScienceSchool& 7 7 7 7 7 7 97 42

143


13 Jalat Khan(Urdu) ChokaraScienceSchool&


6 7 7 7 6 6 93 39

14 Minhas(English) ChokaraScienceSchool&


6 6 6 6 6 6 89 36

15 Subhanullah(Islamiat) ChokaraScienceSchool&


5 6 6 6 7 5 86 35

16 Kifyatullah(English) DanishPublicSchool&


6 6 5 4 7 7 85 35

17 Gul Dad Khan(Urdu) DanishPublicSchool&


6 7 7 7 6 5 88 38

18 Burhanuddin(Islamiat) DanishPublicSchool&


7 7 7 6 6 5 83 38

144

Appendix “A6”

Nonverbal Behavior of Teachers (Female) Semi Government & Private Standard Schools

S.No Name of Teacher Name of school Nonverbal Score

Classification

Students

Accomplishment

Sum of

Nonverbal Score

1&2 3 4 5 6 7 Y

100

X

42

1 Attia

Naz(English)

WorkingFolksGrammer

HSS(Female),Karak

5 5 6 5 4 4 54 29

2

Abida

Majeed(Urdu)

WorkingFolksGrammer

HSS(Female),Karak

4 4 5 5 6 6 57 30

3 RiffatYasmeen

(Islamiat)

WorkingFolksGrammer

HSS(Female),Karak

5 4 5 5 5 6 55 30

4 Mussarat(Urdu) FoujiFoundationModal,

HSS(Femal),Karak

6 6 6 5 6 7 78 36

5 Kousar(English) FoujiFoundationModal,

HSS(Femal),Karak

4 6 6 7 5 7 75 35

145

6 Fatima(Islamiat) FoujiFoundationModal,

HSS(Femal),Karak

4 4 4 5 5 5 62 27

7 Najma(English) DanishPublicS&C

(F),Chokara,Karak

6 6 7 6 6 7 78 32

8 Shaheen(Urdu) DanishPublicS&C

(F),Chokara,Karak

6 6 6 7 7 7 71 39

9 Balqis(Islamiat) DanishPublicS&C

(F),Chokara,Karak

4 5 6 7 5 5 68 32

10 NaheedAhtar

(English)

WisdomScience S&C

(F)Chokara,Karak

5 5 5 7 6 6 63 34

11

Sana Naheed

(Islamiat)

WisdomScience S&C

(F)Chokara,Karak

3 4 5 4 4 6 68 26

12 Aneela Hameed

(Urdu)

WisdomScience S&C(F)

Chokara,Karak

6 6 6 5 5 6 64 34

13 Fozia Baseer

(English)

Karak Educators

S&C(F), Karak

3 4 5 5 6 5 56 28

146

14 Amina Firdoos

(Urdu)

Karak Educators

S&C(F), Karak

6 6 7 5 6 6 77 36

15 Shakila Farid

(Islamiat)

Karak Educators

S&C(F), Karak

7 6 6 6 5 5 72 35

16 Huma Jabeen

(English)

HeraSchool&College(F)

Ahmadabad,Karak

6 6 6 6 7 4 77 35

17 Sadia Asghar

(Urdu)


Ahmadabad,Karak

5 6 6 7 4 7 73 35

18 Salma Afsheen

(Islamiat)


Ahmadabad,Karak

6 5 5 6 6 6 71 34

147

Appendix “A7”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers while Accepting Students Feelings (Observation 1 & 2)

Nonverbal Behavior

Score of 108

Teachers,(X)

Value of Mean

x =n

x++

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

7

6

6

6

6

6

5

6

5

5

6

5

6

7

7

5

6

7

6

4

4

4

5

7

6

6

7

6

5

6

6

7

6

7

7

∑X=610

n=108

x =n

x

X =610/108

X =5.65

0.35

1.35

0.35

0.35

0.35

0.35

0.35

-0.65

0.35

-0.65

-0.65

0.35

-0.65

0.35

1.35

1.35

-0.65

0.35

1.35

0.35

-1.65

-1.65

-1.65

-0.65

1.35

0.35

0.35

1.35

0.35

-0.65

0.35

0.35

1.35

0.35

1.35

1.35

0.12

1.82

0.12

0.12

0.12

0.12

0.12

0.42

0.12

0.42

0.42

0.12

0.42

0.12

1.82

1.82

0.42

0.12

0.42

0.12

2.72

2.72

2.72

0.42

1.82

0.12

0.12

1.82

0.12

0.42

0.12

0.12

1.82

0.12

1.82

1.82

∑D2

=100.36

n = 108

S=108

36.100

S=0.96

148

7

6

4

4

6

5

5

4

5

5

6

6

6

6

7

7

6

7

4

5

4

6

4

4

6

7

6

5

7

6

5

5

6

6

5

6

6

6

5

6

6

7

5

4

5

6

4

4

6

6

4

5

3

6

1.35

0.35

-1.65

-1.65

0.35

-0.65

-0.65

-1.65

-0.65

-0.65

0.35

0.35

0.35

0.35

1.35

1.35

0.35

1.35

-1.65

-0.65

-1.65

0.35

-1.65

-1.65

0.35

1.35

0.35

-0.65

1.35

0.35

-0.65

-0.65

0.35

0.35

-0.65

0.35

0.35

0.35

-0.65

0.35

0.35

1.35

-0.65

-1.65

-0.65

0.35

-1.65

-1.65

0.35

0.35

-1.65

-0.65

-2.65

0.35

1.82

0.12

2.72

2.72

0.12

0.42

0.42

2.72

0.42

0.42

0.12

0.12

0.12

0.12

1.82

1.82

0.12

1.82

2.72

0.42

2.72

0.12

2.72

2.72

0.12

1.82

0.12

0.42

1.82

0.12

0.42

0.42

0.12

0.12

0.42

0.12

0.12

0.12

0.42

0.12

0.12

1.82

0.42

2.72

0.42

0.12

2.72

2.72

0.12

0.12

2.72

0.42

7.02

0.12

149

6

6

5

6

6

6

7

6

6

6

6

6

3

6

7

6

5

6

0.35

0.35

-0.65

0.35

0.35

0.35

1.35

0.35

0.35

0.35

0.35

0.35

-2.65

0.35

1.35

0.35

-0.65

0.35

0.12

0.12

0.42

0.12

0.12

0.12

1.82

0.12

0.12

0.12

0.12

0.12

7.02

0.12

1.82

0.12

0.42

0.12

150

Appendix “A8”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers while Accepting Students Ideas (Observation 3)

Nonverbal

Behavior Score of

108 Teachers,(X)

Value of

Mean

x =n

x

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

7

6

7

6

6

5

5

6

7

4

6

6

6

5

7

6

6

∑x=601

n=108

x =n

x

0.44

1.44

0.44

1.44

0.44

0.44

-0.56

-0.56

0.44

1.44

-1.56

0.44

0.44

0.44

-0.56

1.44

0.44

0.44

0.19

2.07

0.19

2.07

0.19

0.19

0.31

0.31

0.19

2.07

2.43

0.19

0.19

0.19

0.31

2.07

0.19

0.19

∑D2

=102.16

n = 108

S=108

16.102

151

5

5

6

6

6

6

6

6

5

3

6

3

5

4

7

6

4

4

4

4

4

5

3

4

4

5

7

6

5

6

6

6

7

7

7

6

6

6

7

7

5

4

X =601/108

X =5.56

-0.56

-0.56

0.44

0.44

0.44

0.44

0.44

0.44

-0.56

-2.56

0.44

-2.56

-0.56

-1.56

1.44

0.44

-1.56

-1.56

-1.56

-1.56

-1.56

-0.56

-2.56

-1.56

-1.56

-0.56

1.44

0.44

-1.56

0.44

0.44

0.44

1.44

1.44

1.44

0.44

0.44

0.44

1.44

1.44

-0.56

-1.56

0.31

0.31

0.19

0.19

0.19

0.19

0.19

0.19

0.31

6.55

0.19

6.55

0.31

2.43

2.07

0.31

2.43

2.43

2.43

2.43

2.43

0.31

6.55

2.43

2.43

0.31

2.07

0.19

2.43

0.19

0.19

0.19

2.07

2.07

2.07

0.19

0.19

0.19

2.07

2.07

0.31

2.43

S=0.95

152

4

5

6

6

6

6

6

7

6

7

6

5

5

6

6

6

7

6

6

6

5

6

5

6

6

6

5

6

4

6

6

4

6

6

5

5

4

6

4

6

6

6

-1.56

-0.56

0.44

0.44

0.44

0.44

0.44

1.44

0.44

1.44

0.44

-0.56

-0.56

0.44

0.44

0.44

1.44

0.44

0.44

0.44

-0.56

0.44

-0.56

0.44

0.44

0.44

-0.56

0.44

-1.56

0.44

0.44

-1.56

0.44

0.44

-0.56

-0.56

-1.56

0.44

-1.56

0.44

0.44

0.44

2.43

0.31

0.19

0.19

0.19

0.19

0.19

2.07

0.19

2.07

0.19

0.31

0.31

0.19

0.19

0.19

2.07

0.19

0.19

0.19

0.31

0.19

0.31

0.19

0.19

0.19

0.31

0.19

2.43

0.19

0.19

2.43

0.19

0.19

0.31

0.31

2.43

0.19

2.43

0.19

0.19

0.19

153

6

6

5

5

6

5

0.44

0.44

-0.56

-0.56

0.44

-0.56

0.19

0.19

0.31

0.31

0.19

0.31

Appendix “A9”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers While Making Questions (Observation 4)

Nonverbal Behavior

Score of 108

Teachers, (X)

Mean Value

x =n

x

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

4

4

6

6

5

5

∑x=613

0.32

0.32

0.32

-1.68

-1.68

0.32

0.32

-0.68

-0.68

0.1

0.1

0.1

2.82

2.82

0.1

0.1

0.46

0.46

∑D=0

154

7

6

6

6

5

6

7

6

6

6

6

6

5

5

7

5

6

7

6

5

5

4

4

4

5

4

4

4

7

6

6

6

6

6

6

7

7

7

6

6

5

7

n = 108

X =613/108

X =5.68

1.32

0.32

0.32

0.32

-0.68

0.32

1.32

0.32

0.32

0.32

0.32

0.32

-0.68

-0.68

1.32

0.32

0.32

0.32

0.32

-0.68

-0.68

-1.68

-1.68

-1.68

-0.68

-1.68

-1.68

-1.68

1.32

0.32

0.32

0.32

0.32

0.32

0.32

1.32

1.32

1.32

0.32

0.32

-0.68

1.32

1.74

0.1

0.1

0.1

0.46

0.1

1.74

0.1

0.1

0.1

0.1

0.1

0.46

0.46

1.74

0.1

0.1

0.1

0.1

0.46

0.46

2.82

2.82

2.82

0.46

2.82

2.82

2.82

1.74

0.1

0.1

0.1

0.1

0.1

0.1

1.74

1.74

1.74

0.1

0.1

0.46

1.74

∑D2

=95.4

n = 108

S= 1084.95

S=0.94

155

4

6

5

5

5

5

6

7

7

5

7

6

7

6

3

7

6

6

6

7

4

7

5

5

6

5

6

5

7

6

5

5

6

6

4

7

6

6

5

5

6

5

-1.68

0.32

-0.68

-0.68

-0.68

-0.68

0.32

1.32

1.32

-0.68

1.32

0.32

1.32

0.32

-2.68

1.32

0.32

0.32

0.32

1.32

-1.68

1.32

-0.68

-0.68

0.32

-0.68

0.32

-0.68

1.32

0.32

-0.68

-0.68

0.32

0.32

-1.68

1.32

0.32

0.32

-0.68

-0.68

0.32

-0.68

1.74

0.1

0.46

0.46

0.46

0.46

0.1

1.74

1.74

0.46

1.74

0.1

1.74

0.1

7.18

1.74

0.1

0.1

0.1

1.74

2.82

1.74

0.46

0.46

0.1

0.46

0.1

0.46

1.74

0.1

0.46

0.46

0.1

0.1

2.82

1.74

0.1

0.1

0.46

0.46

0.1

0.46

156

7

5

7

6

5

5

4

6

5

6

7

6

6

6

5

1.32

-0.68

1.32

0.32

-0.68

-0.68

-1.68

0.32

-0.68

0.32

1.32

0.32

0.32

0.32

-0.68

1.74

0.46

1.74

0.1

0.46

0.46

2.82

0.1

0.46

0.1

1.74

0.1

0.1

0.1

0.46

157

Appendix “A10”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers while Delivering Lecture (Observation 5)

Nonverbal Behavior Score

of 108 Teachers,(X )

Value of Mean

x =n

x

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

7

6

6

5

6

6

7

6

6

6

6

7

6

4

6

5

6

4

5

6

6

6

5

4

4

4

4

4

4

6

4

5

6

4

6

6

6

6

6

6

7

7

6

6

4

∑X=596

n=108

x =n

x

X =596/108

X =5.52

0.48

0.48

0.48

1.48

0.48

0.48

-0.52

0.48

0.481.

48

0.48

0.48

0.48

0.48

1.48

0.48

-0.52

-1.52

0.48

-0.52

0.48

-1.52

-0.52

0.48

0.48

0.48

-0.52

-1.52

-1.52

-1.52

-1.52

-1.52

-1.52

0.48

-1.52

-0.52

0.48

-1.52

0.48

0.48

0.48

0.48

0.48

0.48

1.48

1.48

0.48

0.48

-1.52

0.23

0.23

0.23

2.19

0.23

0.23

0.27

0.23

0.23

2.19

0.23

0.23

0.23

0.23

2.19

0.23

2.31

0.23

0.27

0.23

2.31

0.27

0.23

0.23

0.23

0.27

2.31

2.31

2.31

2.31

2.31

2.31

0.23

2.31

0.27

0.23

2.31

0.23

0.23

0.23

0.23

0.23

0.23

2.19

2.19

0.23

0.23

2.31

∑D2

=96.92

n = 108

S=108

92.96

S=0.95

158

Appendix “A11”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers while Giving Directions (Observation 6)

Nonverbal Behavior

Score of 108

Teachers,(X )

Value of

Mean

x =n

x

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

7

6

6

6

6

5

6

5

6

5

5

6

4

6

5

5

6

5

7

6

6

∑X=601

n=108

x =n

x

X =601/108

0.44

0.44

0.44

1.44

0.44

0.44

0.44

0.44

-0.56

0.44

-0.56

0.44

-0.56

-0.56

0.44

-1.56

0.44

-0.56

-0.56

0.44

-0.56

1.44

0.44

0.44

0.19

0.19

0.19

2.07

0.19

0.19

0.19

0.19

0.31

0.19

0.31

0.19

0.31

0.31

0.19

2.43

0.19

0.31

0.31

0.19

0.31

2.07

0.19

0.19

∑D2

=102.16

n = 108

S= 10816.102

159

6

6

6

6

6

6

4

7

4

5

4

6

5

5

5

5

4

4

3

4

4

4

4

3

7

6

7

7

6

6

6

7

6

6

7

7

6

6

4

6

5

6

X =5.56

0.44

0.44

0.44

0.44

0.44

0.44

-1.56

1.44

-1.56

-0.56

-1.56

0.44

-0.56

-0.56

-0.56

-0.56

-1.56

-1.56

-2.56

-1.56

-1.56

-1.56

-1.56

-2.56

1.44

0.44

1.44

1.44

0.44

0.44

0.44

1.44

0.44

0.44

1.44

1.44

0.44

0.44

-1.56

0.44

-0.56

0.44

0.19

0.19

0.19

0.19

0.19

0.19

2.43

2.07

2.43

0.31

2.43

0.19

0.31

0.31

0.31

0.31

2.43

2.43

6.55

2.43

2.43

2.43

2.43

6.55

2.07

0.19

2.07

2.07

0.19

0.19

0.19

2.07

0.19

0.19

2.07

2.07

0.19

0.19

2.43

0.19

0.31

0.19

S=0.97

160

4

6

6

7

6

6

7

6

6

6

6

5

6

7

7

6

3

6

5

5

6

5

5

6

6

6

5

5

5

5

6

7

5

6

4

5

6

6

5

7

4

6

-1.56

0.44

0.44

1.44

0.44

0.44

1.44

0.44

0.44

0.44

0.44

-0.56

0.44

1.44

1.44

0.44

-2.56

0.44

-0.56

-0.56

0.44

-0.56

-0.56

0.44

0.44

0.44

-0.56

-0.56

-0.56

-0.56

0.44

1.44

-0.56

0.44

-1.56

-0.56

0.44

0.44

-0.56

1.44

-1.56

0.44

2.43

0.19

0.19

2.07

0.19

0.19

2.07

0.19

0.19

0.19

0.19

0.31

0.19

2.07

2.07

0.19

6.55

0.19

0.31

0.31

0.19

0.31

0.31

0.19

0.19

0.19

0.31

0.31

0.31

0.31

0.19

2.07

0.31

0.19

2.43

0.31

0.19

0.19

0.312.0

7

2.43

0.19

161

Appendix “A12”

Values of Mean and Standard deviation Nonverbal Behavior Score of Teachers while criticizing and Justifying Authorities’

(Observation 7)

Nonverbal Behavior

Score of 108

Teachers,(X)

Value of Mean

x =n

x

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

7

6

6

7

6

6

3

4

6

6

6

6

6

6

6

∑X=589

n= 108

1.55

0.55

0.55

1.55

0.55

0.55

-2.45

-1.45

0.55

0.55

0.55

0.55

0.55

0.55

0.55

2.4

0.3

0.3

2.4

0.3

0.3

6

2.1

0.3

0.3

0.3

0.3

0.3

0.3

0.3

∑D=0

∑D2

=120.5

162

6

6

4

5

6

4

6

6

6

4

3

4

5

4

6

6

5

4

4

4

4

3

4

4

4

4

3

7

5

6

6

6

7

6

7

6

6

5

7

5

5

4

x =n

x

X =589/108

X =5.45

0.55

0.55

-1.45

-0.45

0.55

-1.45

0.55

0.55

0.55

-1.45

-2.45

-1.45

-0.45

-1.45

0.55

0.55

-0.45

-1.45

-1.45

-1.45

-1.45

-2.45

-1.45

-1.45

-1.45

-1.45

-2.45

1.55

-0.45

0.55

0.55

0.55

1.55

0.55

1.55

0.55

0.55

-0.45

1.55

-0.45

-0.45

-1.45

0.3

0.3

2.1

0.2

0.3

2.1

0.3

0.3

0.3

2.1

6

2.1

0.2

2.1

0.3

0.3

0.2

2.1

2.1

2.1

2.1

6

2.1

2.1

2.1

2.1

6

2.4

0.2

0.3

0.3

0.3

2.4

0.3

2.4

0.3

0.3

0.2

2.4

0.2

0.2

2.1

n = 108

S=108

5.120

S=1.06

163

6

6

5

4

6

5

7

6

6

4

6

6

6

6

5

6

6

7

4

6

6

5

5

6

5

5

4

4

6

6

7

7

5

7

7

5

6

6

6

5

6

5

0.55

0.55

-0.45

-1.45

0.55

-0.45

1.55

0.55

0.55

-1.45

0.55

0.55

0.55

0.55

-0.45

0.55

0.55

1.55

1.55

0.55

0.55

-0.45

-0.45

0.55

-0.45

-0.45

-1.45

-1.45

0.55

0.55

1.55

1.55

-0.45

1.55

1.55

-0.45

0.55

0.55

0.55

-0.45

0.55

-0.45

0.3

0.3

0.2

2.1

0.3

0.2

2.4

0.3

0.3

2.1

0.3

0.3

0.3

0.3

0.2

0.3

0.3

2.4

2.4

0.3

0.3

0.2

0.2

0.3

0.2

0.2

2.1

2.1

0.3

0.3

2.4

2.4

0.2

2.4

2.4

0.2

0.3

0.3

0.3

0.2

0.3

0.2

164

7

6

6

6

5

6

4

7

6

1.55

0.55

0.55

0.55

-0.45

0.55

-1.45

1.55

0.55

2.4

0.3

0.3

0.3

0.2

0.3

2.1

2.4

0.3

165

Appendix “B1”


Population mean Nonverbal behavior score of teachers while Accepting feeling of

students

(Observation 1&2)

n

SS

x

108

96.0

xS

x

S 0.09

A 100 (1-α) % confidence interval for µ as

α = 0.05, Z α/2 = 1.96, X = 5.65, S x = 0.09

x ± Z α/2S x

5.65 ± 1.96×0.09

5.65 ±0.18

5.65 -0.18 ___________ 5.65 +0.18

5.47 ____________ 5.83

(L, U) = (5.47, 5.83)

166

Appendix “B2”


Population mean Nonverbal behavior score of teachers while Accepting student

ideas

(Observation 3)

n

SS

x

108

95.0

xS

x

S 0.06


α = 0.05, Z α/2 = 1.96, X = 5.56, S x = 0.06

x ± Z α/2S x

5.56 ± 1.96×0.06

5.56 ±0.12

5.56 -0.12 ___________ 5.65 +0.12

5.53 ____________ 5.77

(L, U) = (5.53, 5.77)

167

Appendix “B3”


Population mean Nonverbal behavior score of teachers while Making questions

(Observation 4)

n

SS

x

108

94.0

xS

x

S 0.09


α = 0.05, Z α/2 = 1.96, X = 5.68, S x = 0.09

x ± Z α/2S x

5.68 ± 1.96×0.09

5.68 ±0.18

5.68 -0.18 ___________ 5.68 +0.18

5.50 ____________ 5.86

(L, U) = (5.50, 5.86)

168

Appendix “B4”


Population mean Nonverbal behavior score of teachers while Delivering lecture

(Observation 5)

n

SS

x

108

95.0

xS

x

S 0.09


α = 0.05, Z α/2 = 1.96, X = 5.52, S x = 0.09

x ± Z α/2S x

5.52 ± 1.96×0.09

5.52 ±0.18

5.52 -0.18 ___________ 5.52 +0.18

5.34 ____________ 5.70

(L, U) = (5.34, 5.70)

169

Appendix “B5”


Population mean Nonverbal behavior score of teachers while Giving directions

(Observation 6)

n

SS

x

108

97.0

xS

x

S 0.09


α = 0.05, Z α/2 = 1.96, X = 5.56, S x = 0.09

x ± Z α/2S x

5.56 ± 1.96×0.09

5.56 ±0.18

5.56 -0.18 ___________ 5.56 +0.18

5.38 ____________ 5.74

(L, U) = (5.38, 5.74)

170

Appendix “B6”


Population mean Nonverbal behavior score of teachers while Justifying

authorities

(Observation 7)

n

SS

x

108

06.1

xS

x

S 0.10


α = 0.05, Z α/2 = 1.96, X = 5.45, S x = 0.10

x ± Z α/2S x

5.45 ± 1.96×0.10

5.45 ±0.20

5.45 -0.20 ___________ 5.45 +0.20

5.25 ____________ 5.65

(L, U) = (5.25, 5.65)

171

Appendix “C1”


Teachers while Accepting Students, Feelings (Observation 1 & 2)

Nonverbal

Score of 54

Male

Teachers,

(X)

Value of Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

7

6

6

6

6

6

5

6

5

5

6

7

6

4

4

6

5

5

6

7

7

5

6

7

6

4

4

4

5

4

5

4

6

4

4

7

6

6

7

6

5

6

6

7

6

7

7

6

6

5

6

6

7

∑x= 307

n= 54

X = 307/54

X = 5.69

0.31

1.31

0.31

0.31

0.31

0.31

0.31

-0.69

0.31

-0.69

-0.69

0.31

1.31

0.31

-1.69

-1.69

0.31

-0.69

-0.69

0.31

1.31

1.31

-0.69

0.31

1.31

0.31

-1.69

-1.69

-1.69

-0.69

-1.69

-0.69

-1.69

0.31

-1.69

-1.69

1.31

0.31

0.31

1.31

0.31

-0.69

0.31

0.31

1.31

0.31

1.31

1.31

0.31

0.31

-0.69

0.31

0.31

1.31

0.10

1.72

0.10

0.10

0.10

0.10

0.10

0.48

0.10

0.48

0.48

0.10

1.72

0.10

2.86

2.86

0.10

0.48

0.48

0.10

1.72

1.72

0.48

0.10

1.72

0.10

2.86

2.86

2.86

0.48

2.86

0.48

2.86

0.10

2.86

2.86

1.72

0.10

0.10

1.72

0.10

0.48

0.10

0.10

1.72

0.10

1.72

1.72

0.10

0.10

0.48

0.10

0.10

1.72

∑D= 0

∑D2= 51.86

n = 54

S= 5486.51

S= 0.98

172

Appendix “C2”


Teachers while Accepting Students, Ideas (Observation 3)

Nonverbal

Score of 54

Male Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

7

6

7

6

6

5

5

6

6

6

6

6

6

5

3

6

3

5

5

6

7

4

6

7

6

4

4

4

4

4

5

3

4

4

5

6

6

5

7

6

6

5

6

6

6

7

7

7

6

6

6

7

7

∑x= 300

n= 54

X = 300/54

X = 5.56

0.44

1.44

0.44

1.44

0.44

0.44

-0.56

-0.56

0.44

0.44

0.44

0.44

0.44

0.44

-0.56

-2.56

0.44

-2.56

-0.56

-0.56

0.44

1.44

-1.56

0.44

1.44

0.44

-1.56

-1.56

-1.56

-1.56

-1.56

-0.56

-2.56

-1.56

-1.56

-0.56

0.44

0.44

-0.56

1.44

0.44

0.44

-0.56

0.44

0.44

0.44

1.44

1.44

1.44

0.44

0.44

0.44

1.44

1.44

0.19

2.07

0.19

2.07

0.19

0.19

0.31

0.31

0.19

0.19

0.19

0.19

0.19

0.19

0.31

6.55

0.19

6.55

0.31

0.31

0.19

2.07

2.43

0.19

2.07

0.19

2.43

2.43

2.43

2.43

2.43

0.31

6.55

2.43

2.43

0.31

0.19

0.19

0.31

2.07

0.19

0.19

0.31

0.19

0.19

0.19

2.07

2.07

2.07

0.19

0.19

0.19

2.07

2.07

∑D= 0

∑D2= 67.14

n = 54

S= 5414.67

S= 1.12

173

Appendix “C3”


Teachers while Making Questions (Observation 4)

Nonverbal

Score of 54

Male

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

6

6

7

6

6

6

5

6

7

6

6

6

6

6

5

5

4

4

4

6

7

5

6

7

6

5

5

4

4

4

5

4

4

4

3

6

5

5

7

6

6

6

6

6

6

7

7

7

6

6

5

7

7

∑x= 303

n= 54

X = 303/54

X = 5.61

0.39

0.39

0.39

1.39

0.39

0.39

0.39

-0.61

0.39

1.39

0.39

0.39

0.39

0.39

0.39

-0.61

-0.61

-1.61

-1.61

-1.61

0.39

1.39

-0.61

0.39

1.39

0.39

-0.61

-0.61

-1.61

-1.61

-1.61

-0.61

-1.61

-1.61

-1.61

-2.61

0.39

-0.61

-0.61

1.39

0.39

0.39

0.39

0.39

0.39

0.39

1.39

1.39

1.39

0.39

0.39

-0.61

1.39

1.39

0.15

0.15

0.15

1.93

0.15

0.15

0.15

0.37

0.15

1.93

0.15

0.15

0.15

0.15

0.15

0.37

0.37

2.59

2.59

2.59

0.15

1.93

0.37

0.15

1.93

0.15

0.37

0.37

2.59

2.59

2.59

0.37

2.59

2.59

2.59

6.81

0.15

0.37

0.37

1.93

0.15

0.15

0.15

0.15

0.15

0.15

1.93

1.93

1.93

0.15

0.15

0.37

1.93

1.93

∑D= 0

∑D2= 56.72

n = 54

S= 5472.56

S= 1.02

174

Appendix “C4”


Teachers while Delivering Lecture (Observation 5)

Nonverbal

Score of 54

Male

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

6

6

7

6

6

5

6

6

7

6

6

6

6

7

6

5

4

4

6

5

6

4

5

6

6

6

5

4

4

4

4

4

4

4

3

6

4

5

6

4

6

6

6

6

6

6

7

7

6

6

4

7

6

∑x= 295

n= 54

X = 295/54

X = 5.46

0.54

0.54

0.54

1.54

0.54

0.54

-0.46

0.54

0.54

1.54

0.54

0.54

0.54

0.54

1.54

0.54

-0.46

-1.46

-1.46

0.54

-0.46

0.54

-1.46

-0.46

0.54

0.54

0.54

-0.46

-1.46

-1.46

-1.46

-1.46

-1.46

-1.46

-1.46

-2.46

0.54

-1.46

-0.46

0.54

-1.46

0.54

0.54

0.54

0.54

0.54

0.54

1.54

1.54

0.54

0.54

-1.46

1.54

0.54

0.29

0.29

0.29

2.37

0.29

0.29

0.21

0.29

0.29

2.37

0.29

0.29

0.29

0.29

2.37

0.29

0.21

2.13

2.13

0.29

0.21

0.29

2.13

0.21

0.29

0.29

0.29

0.21

2.13

2.13

2.13

2.13

2.13

2.13

2.13

6.05

0.29

2.13

0.21

0.29

2.13

0.29

0.29

0.29

0.29

0.29

0.29

2.37

2.37

0.29

0.29

2.13

2.37

0.29

∑D= 0

∑D2= 57.34

n = 54

S= 5434.57

S= 1.03

175

Appendix “C5”


Teachers while Giving Directions (Observation 6)

Nonverbal

Score of 54

Male

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

6

6

7

6

6

6

6

6

6

6

6

6

6

4

7

4

5

5

6

5

6

5

5

6

4

5

5

4

4

3

4

4

4

4

3

6

5

5

6

5

7

6

6

6

6

6

7

6

6

7

7

6

6

∑x= 296

n= 54

X = 296/54

X = 5.48

0.52

0.52

0.52

1.52

0.52

0.52

0.52

0.52

0.52

0.52

0.52

0.52

0.52

0.52

-1.48

1.52

-1.48

-0.48

-0.48

0.52

-0.48

0.52

-0.48

-0.48

0.52

-1.48

-0.48

-0.48

-1.48

-1.48

-2.48

-1.48

-1.48

-1.48

-1.48

-2.48

0.52

-0.48

-0.48

0.52

-0.48

1.52

0.52

0.52

0.52

0.52

0.52

1.52

0.52

0.52

1.52

1.52

0.52

0.52

0.27

0.27

0.27

2.31

0.27

0.27

0.27

0.27

0.27

0.27

0.27

0.27

0.27

0.27

2.19

2.31

2.19

0.23

0.23

0.27

0.23

0.27

0.23

0.23

0.27

2.19

0.23

0.23

2.19

2.19

6.15

2.19

2.19

2.19

2.19

6.15

0.27

0.23

0.23

0.27

0.23

2.31

0.27

0.27

0.27

0.27

0.27

2.31

0.27

0.27

2.31

2.31

0.27

0.27

∑D= 0

∑D2= 55.46

n = 54

S= 5446.55

S= 1.01

176

Appendix “C6”

Values of Mean and Standard Deviation Nonverbal Behavior Score of Male

Teachers while Justifying Authorities (Observation 7)

Nonverbal

Score of 54

Male

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

7

6

6

7

6

6

6

4

5

6

4

6

6

6

4

3

4

5

6

3

4

6

6

6

6

5

4

4

4

4

3

4

4

4

4

3

6

6

6

6

6

5

6

6

6

7

6

7

6

6

5

7

5

5

∑x= 284

n= 54

X = 284/54

X = 5.26

1.74

0.74

0.74

1.74

0.74

0.74

0.74

-1.26

-0.26

0.74

-1.26

0.74

0.74

0.74

-1.26

-2.26

-1.26

-0.26

0.74

-2.26

-1.26

0.74

0.74

0.74

0.74

-0.26

-1.26

-1.26

-1.26

-1.26

-2.26

-1.26

-1.26

-1.26

-1.26

-2.26

0.74

0.74

0.74

0.74

0.74

-0.26

0.74

0.74

0.74

1.74

0.74

1.74

0.74

0.74

-0.26

1.74

-0.26

-0.26

3.03

0.55

0.55

3.03

0.55

0.55

0.55

1.59

0.07

0.55

1.59

0.55

0.55

0.55

1.59

5.11

1.59

0.07

0.55

5.11

1.59

0.55

0.55

0.55

0.55

0.07

1.59

1.59

1.59

1.59

5.11

1.59

1.59

1.59

1.59

5.11

0.55

0.55

0.55

0.55

0.55

0.07

0.55

0.55

0.55

3.03

0.55

3.03

0.55

0.55

0.07

3.03

0.07

0.07

∑D= 0

∑D2= 70.50

n = 54

S=5450.70

S= 1.14

177

Appendix “D1”

Values of Mean and Standard Deviation Nonverbal Behavior Score of Female

Teachers while Accepting Students, Feelings (Observation 1 & 2)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

5

4

5

5

6

6

6

6

7

7

6

7

6

6

5

6

6

6

6

7

6

5

7

6

5

5

6

6

5

6

7

6

6

6

6

6

5

4

5

6

4

4

6

6

4

5

3

6

3

6

7

6

5

6

∑x= 303

n= 54

X = 303/54

X = 5.61

-0.61

-1.61

-0.61

-0.61

0.39

0.39

0.39

0.39

1.39

1.39

0.39

1.39

0.39

0.39

-0.61

0.39

0.39

0.39

0.39

1.39

0.39

-0.61

1.39

0.39

-0.61

-0.61

0.39

0.39

-0.61

0.39

1.39

0.39

0.39

0.39

0.39

0.39

-0.61

-1.61

-0.61

0.39

-1.61

-1.61

0.39

0.39

-1.61

-0.61

-2.61

0.39

-2.61

0.39

1.39

0.39

-0.61

0.39

0.37

2.59

0.37

0.37

0.15

0.15

0.15

0.15

1.93

1.93

0.15

1.93

0.15

0.15

0.37

0.15

0.15

0.15

0.15

1.93

0.15

0.37

1.93

0.15

0.37

0.37

0.15

0.15

0.37

0.15

1.93

0.15

0.15

0.15

0.15

0.15

0.37

2.59

0.37

0.15

2.59

2.59

0.15

0.15

2.59

0.37

6.81

0.15

6.81

0.15

1.93

0.15

0.37

0.15

∑D= 0

∑D2= 48.72

n = 54

S= 5472.48

S= 0.95

178

Appendix “D2”


Teachers while Accepting Students, Ideas (Observation 3)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of Standard

deviation

nDS /)2^(

5

4

4

5

6

6

6

6

6

7

6

7

6

5

5

6

6

6

7

6

6

6

7

6

6

6

5

6

5

6

6

6

5

6

5

5

5

4

4

6

6

4

6

6

5

5

4

6

4

6

6

6

6

5

∑x= 301

n= 54

X = 301/54

X = 5.57

-0.57

-1.57

-1.57

-0.57

0.43

0.43

0.43

0.43

0.43

1.43

0.43

1.43

0.43

-0.57

-0.57

0.43

0.43

0.43

1.43

0.43

0.43

0.43

1.43

0.43

0.43

0.43

-0.57

0.43

-0.57

0.43

0.43

0.43

-0.57

0.43

-0.57

-0.57

-0.57

-1.57

-1.57

0.43

0.43

-1.57

0.43

0.43

-0.57

-0.57

-1.57

0.43

-1.57

0.43

0.43

0.43

0.43

-0.57

0.32

2.46

2.46

0.32

0.18

0.18

0.18

0.18

0.18

2.04

0.18

2.04

0.18

0.32

0.32

0.18

0.18

0.18

2.04

0.18

0.18

0.18

2.04

0.18

0.18

0.18

0.32

0.18

0.32

0.18

0.18

0.18

0.32

0.18

0.32

0.32

0.32

2.46

2.46

0.18

0.18

2.46

0.18

0.18

0.32

0.32

2.46

0.18

2.46

0.18

0.18

0.18

0.18

0.32

∑D= 0

∑D2= 34.94

n = 54

S= 5494.34

S= 0.80

179

Appendix “D3”


Teachers while Making Questions (Observation 4)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

6

5

5

5

5

6

7

7

5

7

6

7

6

7

5

7

6

5

7

6

6

6

7

4

7

5

5

6

5

6

5

5

4

6

5

6

6

5

5

6

6

4

7

6

6

5

5

6

5

7

6

6

6

5

∑x= 310

n= 54

X = 310/54

X = 5.74

0.26

-0.74

-0.74

-0.74

-0.74

0.26

1.26

1.26

-0.74

1.26

0.26

1.26

0.26

1.26

-0.74

1.26

0.26

-0.74

1.26

0.26

0.26

0.26

1.26

-1.74

1.26

-0.74

-0.74

0.26

-0.74

0.26

-0.74

-0.74

-1.74

0.26

-0.74

0.26

0.26

-0.74

-0.74

0.26

0.26

-1.74

1.26

0.26

0.26

-0.74

-0.74

0.26

-0.74

1.26

0.26

0.26

0.26

-0.74

0.07

0.55

0.55

0.55

0.55

0.07

1.59

1.59

0.55

1.59

0.07

1.59

0.07

1.59

0.55

1.59

0.07

0.55

1.59

0.07

0.07

0.07

1.59

3.03

1.59

0.55

0.55

0.07

0.55

0.07

0.55

0.55

3.03

0.07

0.55

0.07

0.07

0.55

0.55

0.07

0.07

3.03

1.59

0.07

0.07

0.55

0.55

0.07

0.55

1.59

0.07

0.07

0.07

0.55

∑D= 0

∑D2= 38.50

n = 54

S= 5450.38

S= 0.84

180

Appendix “D4”


Teachers while Delivering Lecture (Observation 5)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

5

5

5

5

4

6

7

7

5

6

6

6

5

6

6

5

6

5

7

6

6

6

7

5

5

6

5

6

5

4

4

5

5

6

5

5

5

5

5

5

7

5

6

7

7

7

4

5

5

5

6

6

7

6

∑x= 301

n= 54

X = 301/54

X = 5.57

-0.57

-0.57

-0.57

-0.57

-1.57

0.43

1.43

1.43

-0.57

0.43

0.43

0.43

-0.57

0.43

0.43

-0.57

0.43

-0.57

1.43

0.43

0.43

0.43

1.43

-0.57

-0.57

0.43

-0.57

0.43

-0.57

-1.57

-1.57

-0.57

-0.57

0.43

-0.57

-0.57

-0.57

-0.57

-0.57

-0.57

1.43

-0.57

0.43

1.43

1.43

1.43

-1.57

-0.57

-0.57

-0.57

0.43

0.43

1.43

0.43

0.32

0.32

0.32

0.32

2.46

0.18

2.04

2.04

0.32

0.18

0.18

0.18

0.32

0.18

0.18

0.32

0.18

0.32

2.04

0.18

0.18

0.18

2.04

0.32

0.32

0.18

0.32

0.18

0.32

2.46

2.46

0.32

0.32

0.18

0.32

0.32

0.32

0.32

0.32

0.32

2.04

0.32

0.18

2.04

2.04

2.04

2.46

0.32

0.32

0.32

0.18

0.18

2.04

0.43

∑D= 0

∑D2= 38.94

n = 54

S= 5494.38

S= 0.85

181

Appendix “D5”


Teachers while Giving Directions (Observation 6)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

4

6

5

5

4

6

6

7

6

6

7

6

6

6

6

5

6

7

7

6

7

7

7

6

3

6

5

5

6

5

5

6

6

6

5

5

4

6

5

6

5

5

6

7

5

6

4

5

6

6

5

7

4

6

∑x= 305

n= 54

X = 305/54

X = 5.65

-1.65

0.35

-0.65

-0.65

-1.65

0.35

0.35

1.35

0.35

0.35

1.35

0.35

0.35

0.35

0.35

-0.65

0.35

1.35

1.35

0.35

1.35

1.35

1.35

0.35

-2.65

0.35

-0.65

-0.65

0.35

-0.65

-0.65

0.35

0.35

0.35

-0.65

-0.65

-1.65

0.35

-0.65

0.35

-0.65

-0.65

0.35

1.35

-0.65

0.35

-1.65

-0.65

0.35

0.35

-0.65

1.35

-1.65

0.35

2.72

0.12

0.42

0.42

2.72

0.12

0.12

1.82

0.12

0.12

1.82

0.12

0.12

0.12

0.12

0.42

0.12

1.82

1.82

0.12

1.82

1.82

1.82

0.12

7.02

0.12

0.42

0.42

0.12

0.42

0.42

0.12

0.12

0.12

0.42

0.42

2.72

0.12

1.82

0.12

1.82

1.82

0.12

1.82

1.82

0.12

2.72

0.42

0.12

0.12

0.42

1.82

2.72

0.12

∑D= 0

∑D2= 46.18

n = 54

S= 5418.46

S= 0.92

182

Appendix “D6”


Teachers while Justifying Authorities (Observation 7)

Nonverbal

Score of 54

Female

Teachers,

(X)

Value of

Mean

x =n

x

D=X- X

D2 Value of

Standard

deviation

nDS /)2^(

4

6

6

5

4

6

5

7

6

6

4

6

6

6

6

7

6

6

7

5

6

6

7

4

6

6

5

5

6

5

5

4

4

6

5

6

4

6

6

7

7

5

7

7

5

6

6

6

5

6

5

4

7

6

∑x= 305

n= 54

X = 305/54

X = 5.65

-1.65

0.35

0.35

-0.65

-1.65

0.35

-0.65

1.35

0.35

0.35

-1.65

0.35

0.35

0.35

0.35

1.35

0.35

0.35

1.35

-0.65

0.35

0.35

1.35

1.35

0.35

0.35

-0.65

-0.65

0.35

-0.65

-0.65

-1.65

-1.65

0.35

-0.65

0.35

-1.65

0.35

0.35

1.35

1.35

-0.65

1.35

1.35

-0.65

0.35

0.35

0.35

-0.65

0.35

-0.65

-1.65

1.35

0.35

2.72

0.12

0.12

0.42

2.72

0.12

0.42

1.82

0.12

0.12

2.72

0.12

0.12

0.12

0.12

1.82

0.12

0.12

1.82

0.42

0.12

0.12

1.82

2.72

0.12

0.12

0.42

0.42

0.12

0.42

0.42

2.72

2.72

0.12

0.42

0.12

2.72

0.12

0.12

1.82

1.82

0.42

1.82

1.82

0.42

0.12

0.12

0.12

0.42

0.12

0.42

2.72

1.82

0.12

∑D= 0

∑D2= 46.18

n = 54

S= 5418.46

S= 0.92

183

Appendix “E1”


While Accepting Students Feelings (Observation 1&2)

Since n1, n2 ≥ 30, to compare the nonverbal behavior scores of male and

female teachers, the most suitable test was applied by using the following formula

FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.69, 2x 5.61, n1= 54, n2 = 54

12S 0.96, 2

2S 0.90, ,01 02 , 021

43.0

54

90,0

54

96.0

)0()61.569.5(

Z

Z

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

184

Appendix “E2”


While Accepting Students Ideas (Observation 3)



FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.56, 2x 5.57, n1= 54, n2 = 54

12S 1.25, 2

2S 0.64, ,01 02 , 021

05.0

19.0

01.0

54

64.0

54

25.1

)0()57.556.5(

Z

Z

Z

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

185

Appendix “E3”


While Asking Questions (Observation 4)



FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.61, 2x 5.74, n1= 54, n2 = 54

12S 1.04, 2

2S 0.71, ,01 02 , 021

72.0

18.0

13.0

54

71.0

54

04.1

)0()74.561.5(

Z

Z

Z

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

186

Appendix “E4”


While Delivering Lecture (Observation 5)



FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.46, 2x 5.57, n1= 54, n2 = 54

12S 1.06, 2

2S 0.72, ,01 02 , 021

61.0

18.0

11.0

54

72.0

54

06.1

)0()57.546.5(

Z

Z

Z

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

187

Appendix “E5”


While Giving Directions (Observation 6)



FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.48, 2x 5.57, n1= 54, n2 = 54

12S 1.03, 2

2S 0.72, ,01 02 , 021

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

62.0

15.0

09.0

54

72.0

54

03.1

)0()57.548.5(

Z

Z

Z

188

Appendix “E6”


While Criticizing and Justifying Authorities (Observation 7)



FemaleS

MaleS

Femalex

Malex

22

12

2

1 ,

1x 5.26, 2x 5.65, n1= 54, n2 = 54

12S 1.31, 2

2S 0.85, ,01 02 , 021

95.1

20.0

39.0

54

85.0

54

31.1

)0()65.526.5(

Z

Z

Z

2

2

2

1

2

1

2121 )()(

n

S

n

S

xxZ

189

Appendix “F1”


job in Government Schools while Accepting Students Feelings (Observation 1 &

2)

Non verbal

Scores of 36

Government

Teachers

Value of

Mean

X = nx

D=X- X D2

Value of Standard

deviation

nDS /)2^(

6

7

6

6

6

6

6

5

6

5

5

6

7

6

4

4

6

5

5

4

5

5

6

6

6

6

7

7

6

7

6

6

5

6

6

6

∑X=207

n=36

X = nx

X =207/36

X =5.75

0.25

1.25

0.25

0.25

0.25

0.25

0.25

-0.75

0.25

-0.75

-0.75

0.25

1.25

0.25

-1.75

-1.75

0.25

-0.75

-0.75

-1.75

-0.75

-0.75

0.25

0.25

0.25

0.25

1.25

1.25

0.25

1.25

0.25

0.25

-0.75

0.25

0.25

0.25

0.06

1.56

0.06

0.06

0.06

0.06

0.06

0.56

0.06

0.56

0.56

0.06

1.56

0.06

3.06

3.06

0.06

0.56

0.56

3.06

0.56

0.56

0.06

0.06

0.06

0.06

1.56

1.56

0.06

1.56

0.06

0.06

0.56

0.06

0.06

0.06

∑D2

=22.66

n = 36

S=36

66.22

S=0.79

190

Appendix “F2”


job in Government Schools while Accepting Students Ideas (Observation 3)

Nonverbal

Behavior

Score of 36

Government

Teachers,(X)

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

7

6

7

6

6

5

5

6

6

6

6

6

6

5

3

6

3

5

4

4

5

6

6

6

6

6

7

6

7

6

5

5

6

6

6

∑x=203

n=36

X = nx

X =203/36

X =5.64

0.36

1.36

0.36

1.36

0.36

0.36

-0.64

-0.64

0.36

0.36

0.36

0.36

0.36

0.36

-0.64

-2.64

0.36

-2.64

-0.64

-1.64

-1.64

-0.64

0.36

0.36

0.36

0.36

0.36

1.36

0.36

1.36

0.36

-0.64

-0.64

0.36

0.36

0.36

0.13

1.85

0.13

1.85

0.13

0.13

0.41

0.41

0.13

0.13

0.13

0.13

0.13

0.13

0.41

6.97

0.13

6.97

0.41

2.69

2.69

0.41

0.13

0.13

0.13

0.13

0.13

1.85

0.13

1.85

0.13

0.41

0.41

0.13

0.13

0.13

∑D2

=32.32

n = 36

S=36

32.32

S=0.95

191

Appendix “F3”


job in Government Schools while Making Questions (Observation 4)

Non verbal

Scores of 36

Government

Teachers

(X)

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

7

6

6

6

5

6

7

6

6

6

6

6

5

5

4

6

5

5

5

5

6

7

7

5

7

6

7

6

7

5

7

6

5

∑X=212

n=36

X = nx

X =212/36

X =5.89

0.11

0.11

0.11

1.11

0.11

0.11

0.11

-0.89

1.11

0.11

0.11

0.11

0.11

0.11

0.11

-0.89

-0.89

-1.89

0.11

-0.89

-0.89

-0.89

-0.89

0.11

1.11

1.11

-0.89

1.11

0.11

1.11

0.11

1.11

-0.89

1.11

0.11

-0.89

0.01

0.01

0.01

1.23

0.01

0.01

0.01

0.79

0.01

1.23

0.01

0.01

0.01

0.01

0.01

0.79

0.79

3.57

0.01

0.79

0.79

0.79

0.79

0.01

1.23

1.23

0.79

1.23

0.01

1.23

0.01

1.23

0.79

1.23

0.01

0.79

∑D2

=32.19

n = 36

S=36

19.32

S=0.95

192

Appendix “F4”


job in Government Schools while Delivering Lecture (Observation 5)

Non verbal

Scores of 36

Government

Teachers (X)

Value of

Mean

X = nx

D D2

Value of Standard

deviation

nDS /)2^(

6

6

6

7

6

6

5

6

6

7

6

6

6

6

7

6

5

4

5

5

5

5

4

6

7

7

5

6

6

6

5

6

6

5

6

5

∑X=207

n=36

X = nx

X =207/36

X =5.75

0.25

0.25

0.25

1.25

0.25

0.25

-0.75

0.25

0.25

1.25

0.25

0.25

0.25

0.25

1.25

0.25

-0.75

-1.75

-0.75

-0.75

-0.75

-0.75

-1.75

0.25

1.25

1.25

-0.75

0.25

0.25

0.25

-0.75

0.25

0.25

-0.75

0.25

-0.75

0.06

0.06

0.06

1.56

0.06

0.06

0.56

0.06

0.06

1.56

0.06

0.06

0.06

0.06

1.56

0.06

0.56

3.06

0.56

0.56

0.56

0.56

3.06

0.06

1.56

1.56

0.56

0.06

0.06

0.06

0.56

0.06

0.06

0.56

0.06

0.56

∑D2

=20.66

n = 36

S=36

66.20

S=0.76

193

Appendix “F5”


job in Government Schools while Giving Directions (Observation 6)

Nonverbal

Behavior

Score of 36

Government

Teachers,(X)

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

7

6

6

6

6

6

6

6

6

6

6

4

7

4

5

4

6

5

5

4

6

6

7

6

6

7

6

6

6

6

5

6

7

∑X=209

n=36

X = nx

X =209/36

X =5.81

0.19

0.19

0.19

1.19

0.19

0.19

0.19

0.19

0.19

0.19

0.19

0.19

0.19

0.19

-1.81

1.19

-1.81

-0.81

-1.81

0.19

-0.81

-0.81

-1.81

0.19

0.19

1.19

0.19

0.19

1.19

0.19

0.19

0.19

0.19

-0.81

0.19

1.19

0.04

0.04

0.04

1.42

0.04

0.04

0.04

0.04

0.04

0.04

0.04

0.04

0.04

0.04

3.28

1.42

3.28

0.66

3.28

0.04

0.66

0.66

3.28

0.04

0.04

1.42

0.04

0.04

1.42

0.04

0.04

0.04

0.04

0.66

0.04

1.42

∑D2

=23.78

n = 36

S=36

78.23

S=0.91

194

Appendix “F6”


job in Government Schools while Criticizing Authorities (Observation 7)

Nonverbal

Behavior Score of

36 Government

Teachers,(X)

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

7

6

6

7

6

6

6

4

5

6

4

6

6

6

4

3

4

5

4

6

6

5

4

6

5

7

6

6

4

6

6

6

6

7

6

6

∑X=199

n= 36

X = nx

X =199/36

X =5.53

1.47

0.47

0.47

1.47

0.47

0.47

0.47

-1.53

-0.53

0.47

-1.53

0.47

0.47

0.47

-1.53

-2.53

-1.53

-0.53

-1.53

0.47

0.47

-0.53

-1.53

0.47

-0.53

1.47

0.47

0.47

-1.53

0.47

0.47

0.47

0.47

1.47

0.47

0.47

2.16

0.22

0.22

2.16

0.22

0.22

0.22

2.34

0.28

0.22

2.34

0.22

0.22

0.22

2.34

6.40

2.34

0.28

2.34

0.22

0.22

0.28

2.34

0.22

0.28

2.16

0.22

0.22

2.34

0.22

0.22

0.22

0.22

2.16

0.22

0.22

∑D2

=36.94

n = 36

S=36

94.36

S=1.01

195

Appendix “G1”


job in Private Schools while Accepting Students Feelings (Observation 1 & 2)

Nonverbal

Behavior

Score of 36

Private

Teachers,(X)

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

5

6

7

7

5

6

7

6

4

4

4

5

4

5

4

6

4

4

6

7

6

5

7

6

5

5

6

6

5

6

7

6

6

6

6

6

∑X=200

n=36

X = nx

X =200/36

X =5.56

-0.56

0.44

1.44

1.44

-0.56

0.44

1.44

0.44

-1.56

-1.56

-1.56

-0.56

-1.56

-0.56

-1.56

0.44

-1.56-

1.56

0.44

1.44

0.44

-0.56

1.44

0.44

-0.56

-0.56

0.44

0.44

-0.56

0.44

1.44

0.44

0.44

0.44

0.44

0.44

0.31

0.19

2.07

2.07

0.31

0.19

2.07

0.19

2.43

2.43

2.43

0.31

2.43

0.31

2.43

0.19

2.43

2.43

0.19

2.07

0.19

0.31

2.07

0.19

0.31

0.31

0.19

0.19

0.31

0.19

2.07

0.19

0.19

0.19

0.19

0.19

∑D2

=34.76

n = 36

S=36

76.34

S=0.98

196

Appendix “G2”


job in Private Schools while Accepting Students Ideas (Observation 3)

Nonverbal

Behavior

Score of 36

Private

Teachers, (X)

Value of Mean

X = nx

D=X- X

D2 Value of Standard

deviation

nDS /)2^(

5

5

6

7

4

6

7

6

4

4

4

4

4

5

3

4

4

5

7

6

6

6

7

6

6

6

5

6

5

6

6

6

5

6

5

5

∑x=192

n=36

X = nx

X =192/36

X =5.33

-0.33

-0.33

0.67

1.67

-1.33

0.67

1.67

0.67

-1.33

-1.33

-1.33

-1.33

-1.33

-0.33

-2.33

-1.33

-1.33

-0.33

1.67

0.67

0.67

0.67

1.67

0.67

0.67

0.67

-0.33

0.67

-0.33

0.67

0.67

0.67

-0.33

0.67

-0.33

-0.33

0.11

0.11

0.45

2.79

1.77

0.45

2.79

0.45

1.77

1.77

1.77

1.77

1.77

0.11

5.43

1.77

1.77

0.11

2.79

0.45

0.45

0.45

2.79

0.45

0.45

0.45

0.11

0.45

0.11

0.45

0.45

0.45

0.11

0.45

0.11

0.11

∑D2

=38.04

n = 36

S=36

04.38

S=1.03

197

Appendix “G3”


job in Private Schools while Making Questions (Observation 4)

Nonverbal

Behavior

Score of 36

Private

Teachers, (X)

Mean Value

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

4

4

6

7

5

6

7

6

5

5

4

4

4

5

4

4

4

3

7

6

6

6

7

4

7

5

5

6

5

6

5

5

4

6

5

6

∑x=188

n = 36

X =188/36

X =5.22

-1.22

-1.22

0.78

1.78

-0.22

0.78

1.78

0.78

-0.22

-0.22

-1.22

-1.22

-1.22

-0.22

-1.22

-1.22

-1.22

-2.22

1.78

0.78

0.78

0.78

1.78

-1.22

1.78

-0.22

-0.22

0.78

-0.22

0.78

-0.22

-0.22

-1.22

0.78

-0.22

0.78

1.49

1.49

0.61

3.17

0.05

0.61

3.17

0.61

0.05

0.05

1.49

1.49

1.49

0.05

1.49

1.49

1.49

4.93

3.17

0.61

0.61

0.61

3.17

1.49

3.17

0.05

0.05

0.61

0.05

0.61

0.05

0.05

1.49

0.61

0.05

0.61

∑D2

=42.28

n = 36

S=36

28.42

S=1.08

198

Appendix “G4”


job in Private Schools while Delivering Lecture (Observation 5)

Nonverbal

Behavior

Score of 36

Private

Teachers,(X )

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

4

6

5

6

4

5

6

6

6

5

4

4

4

4

4

4

4

3

7

6

6

6

7

5

5

6

5

6

5

4

4

5

5

6

5

5

∑X=182

n=36

X = nx

X =182/36

X =5.06

-1.06

0.94

-0.06

0.94

-1.06

-0.06

0.94

0.94

0.94

-0.06

-1.06

-1.06

-1.06

-1.06

-1.06

-1.06

-1.06

-2.06

1.94

0.94

0.94

0.94

1.94

-0.06

-0.06

0.94

-0.06

0.94

-0.06

-1.06

-1.06

-0.06

-0.06

0.94

-0.06

-0.06

1.12

0.88

0.004

0.88

1.12

0.004

0.88

0.88

0.88

0.004

1.12

1.12

1.12

1.12

1.12

1.12

1.12

4.24

3.76

0.88

0.88

0.88

3.76

0.004

0.004

0.88

0.004

0.88

0.004

1.12

1.12

0.004

0.004

0.88

0.004

0.004

∑D2

=33.80

n = 36

S=36

80.33

S=0.97

199

Appendix “G5”


job in Private Schools while Giving Directions (Observation 6)

Nonverbal

Behavior Score

of 36 Private

Teachers,(X )

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

5

6

5

6

5

5

6

4

5

5

4

4

3

4

4

4

4

3

7

6

7

7

7

6

3

6

5

5

6

5

5

6

6

6

5

5

∑X=185

n=36

X = nx

X =185/36

X =5.14

-0.14

0.86

-0.14

0.86

-0.14

-0.14

0.86

-1.14

-0.14

-0.14

-1.14

-1.14

-2.14

-1.14

-1.14

-1.14

-1.14

-2.14

1.86

0.86

1.86

1.86

1.86

0.86

-2.14

0.86

-0.14

-0.14

0.86

-0.14

-0.14

0.86

0.86

0.86

-0.14

-0.14

0.02

0.74

0.02

0.74

0.02

0.02

0.74

1.30

0.02

0.02

1.30

1.30

4.58

1.30

1.30

1.30

1.30

4.58

3.46

0.74

3.46

3.46

3.46

0.74

4.58

0.74

0.02

0.02

0.74

0.02

0.02

0.74

0.74

0.74

0.02

0.02

∑D2

=44.32

n = 36

S=36

32.44

S=1.11

200

Appendix “G6”


job in Private Schools while Criticizing Authorities (Observation 7)

Nonverbal

Behavior Score

of 36 Private

Teachers,(X)

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

3

4

6

6

6

6

5

4

4

4

4

3

4

4

4

4

3

7

5

6

6

7

4

6

6

5

5

6

5

5

4

4

6

5

6

∑X=178

n= 36

X = nx

X =178/36

X =4.94

1.06

-1.94

-0.94

1.06

1.06

1.06

1.06

0.06

-0.94

-0.94

-0.94

-0.94

-1.94

-0.94

-0.94

-0.94

-0.94

-1.94

2.06

0.06

1.06

1.06

2.06

-0.94

1.06

1.06

0.06

0.06

1.06

0.06

0.06

-0.94

-0.94

1.06

0.06

1.06

1.12

3.76

0.88

1.12

1.12

1.12

1.12

0.004

0.88

0.88

0.88

0.88

3.76

0.88

0.88

0.88

0.88

3.76

4.24

0.004

1.12

1.12

4.24

0.88

1.12

1.12

0.004

0.004

1.12

0.004

0.004

0.88

0.88

1.12

0.004

1.12

∑D2

=43.79

n = 36

S=36

79.43

S=1.10

201

Appendix “H1”


job in Semi Government & Private Standard Schools while Accepting Students

Feelings

(Observation 1 & 2)

Nonverbal

Behavior

Score of 36

Teachers,(X)

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

7

6

6

7

6

5

6

6

7

6

7

7

6

6

5

6

6

7

5

4

5

6

4

4

6

6

4

5

3

6

3

6

7

6

5

6

∑X=203

n=36

X = nx

X =203/36

X =5.64

1.36

0.36

0.36

1.36

0.36

-0.64

0.36

0.36

1.36

0.36

1.36

1.36

0.36

0.36

-0.64

0.36

0.36

1.36

-0.64

-1.64

-0.64

0.36

-1.64

-1.64

0.36

0.36

-1.64

-0.64

-2.64

0.36

-2.64

0.36

1.36

0.36

-0.64

0.36

1.85

0.13

0.13

1.85

0.13

0.41

0.13

0.13

1.85

0.13

1.85

1.85

0.13

0.13

0.41

0.13

0.13

1.85

0.41

2.69

0.41

0.13

2.69

2.69

0.13

0.13

2.69

0.41

6.97

0.13

6.97

0.13

1.85

0.13

0.41

0.13

∑D2

=42.32

n = 36

S=36

32.42

S=1.08

202

Appendix “H2”


job in Semi Government & Standard Private Schools while Accepting Students

Ideas (Observation 3)

Nonverbal

Behavior

Score of 36

Teachers,

(X)

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

5

7

6

6

5

6

6

6

7

7

7

6

6

6

7

7

5

4

4

6

6

4

6

6

5

5

4

6

4

6

6

6

6

5

∑X=206

n=36

X = nx

X =206/36

X =5.72

0.28

0.28

-0.72

1.28

0.28

0.28

-0.72

0.28

0.28

0.28

1.28

1.28

1.28

0.28

0.28

0.28

1.28

1.28

-0.72

-1.72

-1.72

0.28

0.28

-1.72

0.28

0.28

-0.72

-0.72

-1.72

0.28

-1.72

0.28

0.28

0.28

0.28

-0.72

0.08

0.08

0.52

1.64

0.08

0.08

0.52

0.08

0.08

0.08

1.64

1.64

1.64

0.08

0.08

0.08

1.64

0.52

0.52

2.96

2.96

0.08

0.08

2.96

0.08

0.08

0.52

0.52

2.96

0.08

2.96

0.08

0.08

0.08

0.08

0.52

∑D2

=29.28

n = 36

S=36

28.29

S=0.90

203

Appendix “H3”


job in Semi Government & Standard Private Schools while Making Questions

(Observation 4)

Nonverbal

Behavior

Score of 36

Teachers, (X)

Mean Value

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

5

5

7

6

6

6

6

6

6

7

7

7

6

6

5

7

7

6

5

5

6

6

4

7

6

6

5

5

6

5

7

6

6

6

5

∑x=213

n = 36

X =213/36

X =5.92

0.08

-0.92

-0.92

1.08

0.08

0.08

0.08

0.08

0.08

0.08

1.08

1.08

1.08

0.08

0.08

-0.92

1.08

1.08

0.08

-0.92

-0.92

0.08

0.08

-1.92

1.08

0.08

0.08

-0.92

-0.92

0.08

-0.92

1.08

0.08

0.08

0.08

-0.92

0.01

0.85

0.85

1.17

0.01

0.01

0.01

0.01

0.01

0.01

1.17

1.17

1.17

0.01

0.01

0.85

1.17

1.17

0.01

0.85

0.85

0.01

0.01

3.69

1.17

0.01

0.01

0.85

0.85

0.01

0.85

1.17

0.01

0.01

0.01

0.85

∑D2

=20.88

n = 36

S=36

88.20

S=0.76

204

Appendix “H4”


job in Semi Government & Private Standard Schools while Delivering Lecture

(Observation 5)

Nonverbal

Behavior

Score of 36

Teachers,(X )

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

4

5

6

4

6

6

6

6

6

6

7

7

6

6

4

7

6

5

5

5

5

7

5

6

7

7

7

4

5

5

5

6

6

7

6

∑X=207

n=36

X = nx

X =207/36

X =5.75

0.25

-1.75

-0.75

0.25

-1.75

0.25

0.25

0.25

0.25

0.25

0.25

1.25

1.25

0.25

0.25

-1.75

1.25

0.25

-0.75

-0.75

-0.75

-0.75

1.25

-0.75

0.25

1.25

1.25

1.25

-1.75

-0.75

-0.75

-0.75

0.25

0.25

1.25

0.25

0.06

3.06

0.56

0.06

3.06

0.06

0.06

0.06

0.06

0.06

0.06

1.56

1.56

0.06

0.06

3.06

1.56

0.06

0.56

0.56

0.56

0.56

1.56

0.56

0.06

1.56

1.56

1.56

3.06

0.56

0.56

0.56

0.06

0.06

1.56

0.06

∑D2

=30.66

n = 36

S=36

66.30

S=0.92

205

Appendix “H5”


job in semi Government & Private Standard Schools while Giving Directions

(Observation 6)

Nonverbal

Behavior

Score of 36

Teachers,(X )

Value of Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

5

5

6

5

7

6

6

6

6

6

7

6

6

7

7

6

6

4

6

5

6

5

5

6

7

5

6

4

5

6

6

5

7

4

6

∑X=207

n=36

X = nx

X =207/36

X =5.75

0.25

-0.75

-0.75

0.25

-0.75

1.25

0.25

0.25

0.25

0.25

0.25

1.25

0.25

0.25

1.25

1.25

0.25

0.25

-1.75

0.25

-0.75

0.25

-0.75

-0.75

0.25

1.25

-0.75

0.25

-1.75

-0.75

0.25

0.25

-0.75

1.25

-1.75

0.25

0.06

0.56

0.56

0.06

0.56

1.56

0.06

0.06

0.06

0.06

0.06

1.56

0.06

0.06

1.56

1.56

0.06

0.06

3.06

0.06

0.56

0.06

0.56

0.56

0.06

1.56

0.56

0.06

3.06

0.56

0.06

0.06

0.56

1.56

3.06

0.06

∑D2

=24.66

n = 36

S=36

66.24

S=0.83

206

Appendix “H6”


job in Semi Government & Private Standard Schools while Criticizing

Authorities (Observation 7)

Nonverbal

Behavior

Score of 36

Teachers,(X)

Value of

Mean

X = nx

D=X- X

D2

Value of Standard

deviation

nDS /)2^(

6

6

6

6

6

5

6

6

6

7

6

7

6

6

5

7

5

5

4

6

6

7

7

5

7

7

5

6

6

6

5

6

5

4

7

6

∑X=212

n= 36

X = nx

X =212/36

X =5.89

0.11

0.11

0.11

0.11

0.11

-0.89

0.11

0.11

0.11

1.11

0.11

1.11

0.11

0.11

-0.89

1.11

-0.89

-0.89

-1.89

0.11

0.11

1.11

1.11

-0.89

1.11

1.11

-0.89

0.11

0.11

0.11

-0.89

0.11

-0.89

-1.89

1.11

0.11

0.01

0.01

0.01

0.01

0.01

0.79

0.01

0.01

0.01

1.23

0.01

1.23

0.01

0.01

0.79

1.23

0.79

0.79

3.57

0.01

0.01

1.23

1.23

0.79

1.23

1.23

0.79

0.01

0.01

0.01

0.79

0.01

0.79

3.57

1.23

0.01

∑D=0

∑D2

23.48

n = 36

S=36

48.23

S=0.81

207

Appendix “I1”



Students Feelings (Observation 1 & 2)

One wayANOVA,

SS Total = SS Treatment +SS Error

SS Treatment= n

T

r

xi 2

.

23

1 )()(

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)610(

36

)203(

36

)200(

36

)207(2

.

222

SS Treatment = 3446.05 – 3445.37

SS Treatment = 0.68

SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1213+1146+1187) – 3445.37

SS Total = 3546 – 3445.37

SS Total = 100.63

Category Values of Mean ( x )

Values of Standard

Deviation (S)

Government Schools 5.75 0.79

Private Schools 5.56 0.98


Standard Schools

5.64

1.08

208

SS Error = SS Total-SS Treatment

SS Error = 100.63 – 0.68

SS Error = 99.95

Appendix “I2”



Students Ideas (Observation 3)

One way ANOVA,


SS Treatment= n

T

r

xi 2

.

23

1 )()(

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)681(

36

)206(

36

)192(

36

)203(2

.

222

SS Treatment = 3347.05 – 3344.45

SS Treatment = 3.02

SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1177+1062+1208) – 3344.45

Category Values of Mean ( x ) Values of Standard

Deviation (S)

Government Schools

5.64 0.95

Private Schools 5.33 1.03

Semi Government &

PrivateStandard Schools

5.72

0.90

209

SS Total = 3447 – 3344.45

SS Total = 102.55


SS Error = 102.55 – 3.02

SS Error = 99.53

Appendix “I3”


Private and Semi Government & Private Standard Schools while Making

Questions (Observation 4)

One way ANOVA,


SS Treatment= n

T

r

xi 2

.

23

1 )()(

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)613(

36

)213(

36

)188(

36

)212(2

.

222

SS Treatment = 3490.47 – 3479.34

SS Treatment = 11.13


Deviation (S)

Government Schools

5.89 0.95

Private Schools

5.22 1.08

Semi Government &


5.92

0.76

210

SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1270+1024+1281) – 3479.34

SS Total = 3575 – 3479.34

SS Total = 95.66


SS Error = 95.66 – 11.13

SS Error = 84.53

Appendix “I4”



Lecture

(Observation 5)

One way ANOVA,


SS Treatment= n

T

r

xi 2

.

23

1 )()(


Deviation (S)

Government Schools

5.75 0.76

Private Schools

5.06 0.97

Semi Government &


5.75

0.92

211

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)596(

36

)207(

36

)182(

36

)207(2

.

222

SS Treatment = 3300.61 – 3289.04


SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1211+954+1221) – 3289.04

SS Total = 3386 – 3289.04

SS Total = 96.96


SS Error = 96.96 – 11.57

SS Error = 85.39

Appendix “I5”



Directions

(Observation 6)


Deviation (S)

Government Schools

5.81 0.91

Private Schools

5.14 1.11

212

One way ANOVA,


SS Treatment= n

T

r

xi 2

.

23

1 )()(

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)601(

36

)207(

36

)185(

36

)209(2

.

222

SS Treatment = 3354.31 – 3344.45

SS Treatment = 9.86

SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1237+995+1215) – 3344.45

SS Total = 3447 – 3344.45

SS Total = 102.55


SS Error = 102.55 – 9.86

SS Error = 92.69

Semi Government &


5.75

0.83

213

Appendix “I6”


Private and Semi Government & Private Standard Schools while Criticizing

Authorities (Observation 7)

One way ANOVA,


SS Treatment= n

T

r

xi 2

.

23

1 )()(

SS Treatment = n

T

r

x

r

x

r

x2

.

1

2

3

1

2

2

1

2

1 )()()()(

SS Treatment = 108

)589(

36

)212(

36

)178(

36

)199(2

.

222

SS Treatment = 3228.58 – 3212.23


SS Total = n

Tijx

i j 2

.

1 2

2 )(

SS Total = (1137+924+1272) – 3212.23

SS Total = 3333 – 3212.23

SS Total = 120.77


Deviation (S)

Government Schools

5.53 1.01

Private Schools

4.94 1.10

Semi Government &

PrivateSchools

5.89

0.81

214


SS Error = 120.77 – 16.35

SS Error = 104.42

Appendix “J”

Nonverbal Scores of All the Teachers

21,22,23.24,24,25,26,26,26,27,27,27,28,28,28,28,29,29,29,29,29,30,30,30,30,30,30,3

0,30,30,30,31,31,31,31,32,32,32,32,32,32,32,32,32,32,33,33,33,33,33,34,34,34,34,34,

35,35,35,35,35,35,35,35,35,35,35,35,35,36,36,36,36,36,36,36,36,36,36,36,36,36,36,3

6,36,37,37,37,37,37,37,37,37,38,38,38,39,39,39,39, 39,39,39,39,40,41,41,42,42

Now to construct frequency distribution of nonverbal scores of teachers, we must

have adopted the following steps

1. Decide about the number of classes

K= 1+3.3logN

K=1+3.3Log108

K=7.71

K=8

2. Determination of Range

R=Xm-X0

R=42-21

R=21

3. Size of the Class

h=K

R

h=71.7

21

h=2.72

h=3

215

4. Starting Point

Nonverbal

Scores of

Teachers

21-23 24-26 27-29 30-32 33-35 36-38 39-41 42-44

Frequency 3 6 12 24 23 27 11 2

Frequency Distribution of Nonverbal Scores of Teachers

Nonverbal

Scores of

Teachers

f Class

Mark

Class

Boundaries

h Tally

21-23 3 22 20.5-23.5 3 III

24-26 6 25 23.5-26.5 3 IIIII I

27-29 12 28 26.5-29.5 3 IIIII IIIII II

30-32 24 31 29.5-32.5 3 IIIII IIIII IIIII IIIII IIII

33-35 23 34 32.5-35.5 3 IIIII IIIII IIIII IIIII III

36-38 27 37 35.5-38.5 3 IIIII IIIII IIIII IIIII IIIII II

39-41 11 40 38.5-41.5 3 IIIII IIIII I

42-44 2 43 41.5-44.5 3 II

∑ 108

216

Appendix “K”

Total Students Average Educational Accomplishment

52,53,54,54,54,55,55,56,56,56,57,57,57,58,60,61,61,62,62,62,62,63,63,64,64,65,65,6

6,66,66,66,66,67,67,67,68,68,68,68,68,69,69,70,71,71,71,72,72,72,72,73,73,74,74,74,

75,76,77,77,77,77,77,78,78,78,79,80,80,80,80,80,81,81,81,81,82,82,83,83,83,84,85,8

5,86,86,86,86,86,87,88,88,88,89,89,90,90,91,91,92,93,93,94,95,97,97,100,100,100

Now to construct frequency distribution of students‟ educational accomplishment, we

must have adopted the following steps

1. Decide about the number of classes

K= 1+3.3logN

K=1+3.3Log1296

K=11.27

K=12

2. Determination of Range

R=Xm-X0

R=100-52

R=48

3. Size of the Class

h=K

R

h=27.11

48

h=4.26

h=5

217

Frequency Distribution of Students’ Educational Accomplishment

Students’

Educational

Accomplishment

f Class

Mark

Class

Boundaries

h Tally

50-54 5 52 49.5-54.5 5 IIIII

55-59 9 57 54.5-59.5 5 IIIII IIII

60-64 11 62 59.5-64.5 5 IIIII IIIII I

65-69 17 67 64.5-69.5 5 IIIII IIIII IIIII II

70-74 13 72 69.5-74.5 5 IIIII IIIII III

75-79 11 77 74.5-79.5 5 IIIII IIIII I

80-84 15 82 79.5-84.5 5 IIIII IIIII IIIII

85-89 13 87 84.5-89.5 5 IIIII IIIII III

90-94 8 92 89.5-94.5 5 IIIII III

95-99 3 97 94.5-99.5 5 III

100-104 3 102 99.5-104.5 5 III

∑ 108

218

Appendix “L”

Relationship between Nonverbal Behaviour Scores of Teachers and Students Average Educational Accomplishment

Behaviour Scores

(X)

Students

Accomplishment (Y)

X2

Y2

XY

37

38

36

41

36

36

34

31

35

37

29

30

32

39

29

34

39

33

28

27

37

32

32

39

33

35

35

36

37

37

100

97

94

92

91

89

77

74

86

80

69

66

69

81

72

86

82

80

72

66

93

88

84

87

81

90

74

73

80

85

1369

1444

1296

1681

1296

1296

1156

961

1225

1369

841

900

1024

1521

841

1156

1521

1089

784

729

1369

1024

1024

1521

1089

1225

1225

1296

1369

1369

10000

9409

8836

8464

8281

7921

5929

5476

7396

6400

4761

4356

4761

6561

5184

7396

6724

6400

5184

4356

8649

7744

7056

7569

6561

8100

5476

5329

6400

7225

3700

3686

3384

3772

3276

3204

2618

2294

3010

2960

2001

1980

2208

3159

2088

2924

3198

2640

2016

1782

3441

2816

2688

3393

2673

3150

2590

2628

2960

3145

219

33

36

37

36

30

28

30

26

29

30

30

30

29

30

37

40

24

25

22

27

23

26

24

21

41

36

37

36

42

31

32

28

39

42

39

36

35

35

38

38

29

30

30

36

35

27

32

39

71

76

80

67

63

58

60

56

54

57

55

54

53

61

77

90

57

68

62

67

61

66

56

52

91

100

86

80

100

78

83

72

95

97

93

89

86

85

88

83

54

57

55

78

75

62

78

71

1089

1296

1369

1296

900

784

900

676

841

900

900

900

841

900

1369

1600

576

625

484

729

529

676

576

441

1681

1296

1369

1296

1764

961

1024

784

1521

1764

1521

1296

1225

1225

1444

1444

841

900

900

1296

1225

729

1024

1521

5041

5776

6400

4489

3969

3364

3600

3136

2916

3249

3025

2916

2809

3721

5929

8100

3249

4624

3844

4489

3721

4356

3136

2704

8281

10000

7396

6400

10000

6084

6889

5184

9025

9409

8649

7921

7396

7225

7744

6889

2916

3249

3025

6084

5625

3844

6084

5041

2343

2736

2960

2412

1890

1624

1800

1456

1566

1710

1650

1620

1537

1830

2849

3600

1368

1700

1364

1809

1403

1716

1344

1092

3731

3600

3182

2880

4200

2418

2656

2016

3705

4074

3627

3204

3010

2975

3344

3154

1566

1710

1650

2808

2625

1674

2496

2769

220

35

39

35

39

35

36

33

36

36

35

31

34

32

32

32

32

30

36

31

33

32

34

26

34

28

36

35

35

35

34

77

83

88

86

81

79

81

82

77

74

68

67

66

62

64

62

65

66

68

65

68

63

68

64

56

77

72

77

73

71

1225

1521

1225

1521

1225

1296

1089

1296

1296

1225

961

1156

1024

1024

1024

1024

900

1296

961

1089

1024

1156

676

1156

784

1296

1225

1225

1225

1156

5929

6889

7744

7396

6521

6241

6561

6724

5929

5476

4624

4489

4356

3844

4096

3844

4225

4356

4624

4225

4624

3969

4624

4096

3136

5929

5184

5929

5329

5041

2695

3237

3080

3354

2835

2844

2673

2952

2772

2590

2108

2278

2112

1984

2048

1984

1950

2376

2108

2145

2176

2142

1768

2176

1568

2772

2520

2695

2555

2414

3591 x 8065 y 1215592 x 6188212 y 272748 xy

221

Correlation co-efficient calculated by using the following formula

r =

2222 )()( yynxxn

yxxyn

618821,8065,121559,3591 22 yyxx , n =108

272748xy

r = 22 )8065(618821108)3591(121559108

80653591272748108

r = 68.645654

495369

r = 0.77

03.0error of chances The

39.10

27.0error of chances The

108

)77.0(167.0error of chances The

2

Putting value of r = 6

Values of r = 6×0.03=0.18, which is statistically significant

ationshipPerfectrelrif

tionshipStrongrelarif

hiptrelationsIntermediarif

onshipWeakrelatirif

onshipWeakrelatirif

,1,

,175.0,

,75.025.0,

,25.00,

,0,

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