Factors Affecting Effective Communication in Teaching and Learning in Fgc Kiyawa
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain the effect of working environment on communication in teaching and learning in FGC Kiyawa
- To find out the teacher confidence in communication in teaching and learning
- To find out personal factors on communication in teaching and learning
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Character of Independence in Learning
Humans are creatures that maintain the comfort of life by adapting to their environment. This adaptation process starts from the stimulus received from the environment which is then processed internally, given meaning, and then triggers a stress response (eustress/distress) due to changes that occur, for then do with the choice of face or run (fight or flight response). The results of these actions will be feedback which then becomes a material comparison with the conditions needed, and then again becomes a stimulus towards the process of achieving the desired results. In this process changes occur, both cognitive, metacognitive and behavioural. Stress is like two sides of a coin, which has both good and bad sides. Stress that has a positive impact is termed Eustress, and stress that has a negative impact is termed distress (Gadzella, Baloglu, Masten and Wang, 2012), Cannon was the first researcher to develop a stress concept known as a “fight-or-flight response” in 1914 (Bartlett, 1998) Thus it can be concluded that humans cannot not be in a learning condition, because the environment is always changing. Learning is a continuous process either consciously or unconsciously to maintain a comfortable condition (homeostasis). This means that the learning process is something that is already available to humans. But the learning process is also a trigger condition of the fight and flight response itself, namely how humans have choices for what is learned, the learning objectives, the learning processes, the expected outcomes externally and internally, and the accompanying social factors.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Factors affecting effective communication in teaching and learning in fgc Kiyawa. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Factors affecting effective communication in teaching and learning in fgc Kiyawa
Summary
This study was on Factors affecting effective communication in teaching and learning in fgc Kiyawa. Three objectives were raised which included: To ascertain the effect of working environment on communication in teaching and learning in FGC Kiyawa, to find out the teacher confidence in communication in teaching and learning and to find out personal factors on communication in teaching and learning. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in FGC Kiyawa. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
After findings of the study it was concluded by the researcher that communication skills of a teacher having significant role in the academic success of the students. Therefore it is necessary for a teacher to adopt good communication skills while teaching to the students.
Recommendation
Therefore, teachers should improve the learning and development of a dynamic and friendly environment tried to appropriate and effective communication is the key to learning, establish. Finally, we recommend a comprehensive research on the communication skills of teachers and students as well as useful measures to be taken to meet the communication needs for empowerment of teachers and students.
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