Learner-teacher non-verbal interaction effect on academic achievement of learners in chemistry

Mwangi Newton Irungu, Grace Nyagah and Mercy Mugambi

African Educational Research Journal
Published: June 26 2019
Volume 7, Issue 2
Pages 88-96
DOI: https://doi.org/10.30918/AERJ.72.19.019


This study aimed at establishing the learner-teacher nonverbal interaction effect on academic achievement of learners in Chemi¬stry. Two null hypotheses were generated for the study: Ho1: There is no statistically significant effect of learner-teacher nonverbal interaction on learners’ academic achievement in Chemi¬stry. Ho2: There is no statistically significant relationship between learner-teacher nonverbal interactions on learners’ academic achievement in Chemi¬stry. Descriptive survey design was adopted for the study while the study was based on Vygotsky social development theory. Data was analyzed using descriptive and inferential statistics. The results of simple regression analysis revealed that, non-verbal interaction had statistically significant effect on learners’ academic achievement [F=37.959, P<0.001]. The regression had a standardized coefficient of (B=0.759, p<0.001) indicating that increasing use of non-verbal interaction by a single unit would lead to an increase in students’ performance by 0.759 units. Results of Pearson Product-Moment Correlation Coefficient revealed a strong positive relationship (r = 0.7586) between the independent and the dependent variables. From the results of this study effective use of nonverbal interaction during teaching and learning enhances quality learning leading to high academic achievement. The new knowledge arising from this study indicates that, teachers should adopt nonverbal interaction as a teaching method to enhance higher academic achievements.

Keywords: Lesson observation, learners’ academic achievement, nonverbal interaction, curriculum.

Full Text PDF

This article is published under the terms of the Creative Commons Attribution License 4.0