Relationship Between Teachers’ Effective Communication and Students’ Academic Achievement at the Northern Border University

Abstract

Abstract:Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire containing 26 items was administered on 100 students, 50 males and 50 females to ask about their perception towards the effective communication of the faculty members and their academic achievement at the Faculty of Education and Arts, Northern Border University in the City of Arar, Saudi Arabia. The results of the Descriptive statistics method showed that, almost more than half of the students agreed that, the friendly and understanding position maintained by their faculty members had helped them to highly achieve academically. The results of the independent sample T-test found no statistically significant differences between the students 'academic achievement and their faculty members' verbal communication across the respondents' gender and year of study. The study recommended for the Northern Border Authority as well as the Saudi Government looking into other areas that might bring about the effective communication of the staff and the students' academic achievement in the University.

Communication tools and social media usage: Assessing self-perceived communication competence

“…With most of the students exhibiting moderate levels of competence, it would be beneficial to discuss methods to enhance communication skills among students, especially those with low competence levels. First, it should be noted that communication skills are important skills for students both to increase their academic success while they are studying (Ashfaque Ahmad Shah et al, 2020;Mohammed, 2015) and to increase their business success when they enter business life (Kondo et al, 2020;Krishnan et al, 2019;Leal-Costa et al, 2020;Tavakolizadeh et al, 2015). For instance, Leal-Costa et al (2020) highlight the significance of teaching nurse's communication skills, as these skills can help them better manage a variety of stress factors that arise during their daily interactions with patients.…”

“…In many different fields, such as education (Alshalawi, 2022;Malik et al, 2018;Muste, 2016), health (Alhadabi & Karpinski, 2020;Khamis & Geng, 2021;Kondo et al, 2020;Leal-Costa et al, 2020), and business (Krishnan et al, 2019;Ulas & Akinci Vural, 2019), the significance of having strong communication skills is readily apparent. There is a correlation between developing and maintaining excellent communication skills and higher academic success (Mohammed, 2015), greater employability (Clokie & Fourie, 2016), and enhanced leadership abilities (Yuningsih & Mulyana, 2017), all of which contribute to an individual's personal development and professional progression. Additionally, efficient communication has a significant role in establishing mutual understanding and respect in diverse communities (Mamzer, 2018), hence increasing social cohesiveness (Troth et al, 2012), and decreasing conflicts (Tavakolizadeh et al, 2015).…”

A Systematic Meta-Review of Measures of Classroom Management in School Settings

“…Effective classroom management is also linked to students’ interest in learning different subjects (Kunter et al, 2007). This suggests teachers who use effective classroom management strategies can motivate student learning and learning motivation can lead to improved academic achievement (e.g., Adeyemo, 2012; Nisar et al, 2019). In contrast, teachers with poor classroom management skills are more likely to create a less organized classroom structure and emotionally supportive environment, which may lead to more conflict and misbehavior (Chow et al, 2020; Varghese et al, 2019).…”

From College to Classroom: Using Virtual Collaborative Inquiry to Support First-Year Teachers With Classroom Management

“…Milner and Tenore (2010) advocate several important SEL-affiliated principles for diverse classrooms, such as being attentive to power structures among students, taking an interest in students’ worlds by engaging in meaningful communications with students, therefore “conceiving school as a community of family members” (p. 560). Under those circumstances, teachers can facilitate constructivist, participatory, and democratic approaches to classroom management (Adeyemo, 2012). When SEL is directed toward such community building, “relationships, routines, and procedures are established so everyone feels cared for, respected, and valued” (Norris, 2003, p. 315).…”