Effect of Classroom Nonverbal Communication on Academic Achievement Academic Anxiety Educational Adjustment and Self Consciousness of Learning Disabled Students in Inclusive Classroom

Abstract

Present experimental study was conducted to see the effect of three types of classroom nonverbal communication namely Proxemics, Eye-Contact and Haptics on academic achievement, academic anxiety, educational adjustment and self consciousness of learning disabled students. Total sample of 114 learning disabled students were selected from the 8th class of three secondary schools of Agra city. Purposive sampling method was used to select the sample. Identified learning disabled from each school were divided into experimental and control groups. Proxemics, Eye-Contact and Haptics type of nonverbal communication were employed intentionally with learning disabled students of experimental group. Mann Whitney U-Test was used to test the hypotheses. On the basis of the findings of the study, it was concluded that nonverbal communication skills of the teachers were found to be significantly effective on the academic achievement, academic anxiety and self consciousness of learning disabled students. Though all the dependent variables could not be tempered by the use of different types of nonverbal communication but a Strong association was found between nonverbal behavior of teachers and academic achievement, academic anxiety and self consciousness of learning disabled students. newline