Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2015, , 90 - 96, 15.04.2015
https://doi.org/10.12973/eu-jer.4.2.90

Öz

Kaynakça

  • Al-Madani, F. M. & Allaafiajiy, I. A. (2014). Teachers’ professional development on ICT use: A Saudi sustainable development model. Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net.
  • Couture, J-C & Murgatroyd, Stephen (2012). Rethinking School Leadership – Creating Great Schools for All Students. Future Think Press / Alberta Teachers’ Association. Edmonton.
  • Freiler, Christa, et al. (2012). Teaching the Way We Aspire to Teach: Now and in the Future. Canadian Education Association / Canadian Teachers’ Federation.
  • Dumay, X., Coe, R., and Anumendem, D. (2013) ‘Stability over time of different methods of estimating school performance’. School Effectiveness and School Improvement, vol 25, no 1, pp 65-82.
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
  • Fulmer, S. M., & Turner, J. C. (2014). The perception and implementation of challenging instruction by middle school teachers: Overcoming pressures from students. The Elementary School Journal, 114(3), 303–326.
  • Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self-efficacy. Journal of Applied Developmental Psychology, 32(5), 278–287. doi:10.1016/j.appdev.2010.03.005
  • McHugh, R. M., Horner, C. G., Colditz, J. B., & Wallace, T. L. (2013). Bridges and barriers: Adolescent perceptions of student-teacher relationships. Urban Education,48(1), 9–43.
  • Patrick, H., &Mantzicopoulos, P. Y. (2012, April).Understanding teacher motivation to adopt student-centered learning practices. Paper presented at the annual meeting of the American Education Research Association (AERA), Vancouver, Canada.
  • Rabab’ah, G. (n.d). Communication problems facing Arab learners of English.Journal of Language and Learning, Vol, 3, No 1, ISSN. 1740.
  • Roorda, D. L., Koomen, H. Y. K., Split, J. L., &Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta- analytic approach. Review of Educational Research, 81(4), 493–529. doi:10.3102/00346- 54311421793
  • Steeves, Valerie (2012). Young Canadians in a Wired World – Phase III: Teachers’ Perspectives. MediaSmarts. Ottawa.
  • Wang, M. T., & Dishion, T. J. (2012). The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years. Journal of Research on Adolescence, 22(1), 40-53.
  • Wentzel, K. R. (2012). Teacher-student relationships and adolescent competence at school. In T. Wubbels, den Brok, P., van Tartwijk, J., & T. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research (pp. 19–36). Boston, MA: Sense Publishers.
  • Wu, J., Hughes, J. N., & Kwok, O. (2011). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357-387.

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

Yıl 2015, , 90 - 96, 15.04.2015
https://doi.org/10.12973/eu-jer.4.2.90

Öz

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

Kaynakça

  • Al-Madani, F. M. & Allaafiajiy, I. A. (2014). Teachers’ professional development on ICT use: A Saudi sustainable development model. Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net.
  • Couture, J-C & Murgatroyd, Stephen (2012). Rethinking School Leadership – Creating Great Schools for All Students. Future Think Press / Alberta Teachers’ Association. Edmonton.
  • Freiler, Christa, et al. (2012). Teaching the Way We Aspire to Teach: Now and in the Future. Canadian Education Association / Canadian Teachers’ Federation.
  • Dumay, X., Coe, R., and Anumendem, D. (2013) ‘Stability over time of different methods of estimating school performance’. School Effectiveness and School Improvement, vol 25, no 1, pp 65-82.
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
  • Fulmer, S. M., & Turner, J. C. (2014). The perception and implementation of challenging instruction by middle school teachers: Overcoming pressures from students. The Elementary School Journal, 114(3), 303–326.
  • Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self-efficacy. Journal of Applied Developmental Psychology, 32(5), 278–287. doi:10.1016/j.appdev.2010.03.005
  • McHugh, R. M., Horner, C. G., Colditz, J. B., & Wallace, T. L. (2013). Bridges and barriers: Adolescent perceptions of student-teacher relationships. Urban Education,48(1), 9–43.
  • Patrick, H., &Mantzicopoulos, P. Y. (2012, April).Understanding teacher motivation to adopt student-centered learning practices. Paper presented at the annual meeting of the American Education Research Association (AERA), Vancouver, Canada.
  • Rabab’ah, G. (n.d). Communication problems facing Arab learners of English.Journal of Language and Learning, Vol, 3, No 1, ISSN. 1740.
  • Roorda, D. L., Koomen, H. Y. K., Split, J. L., &Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta- analytic approach. Review of Educational Research, 81(4), 493–529. doi:10.3102/00346- 54311421793
  • Steeves, Valerie (2012). Young Canadians in a Wired World – Phase III: Teachers’ Perspectives. MediaSmarts. Ottawa.
  • Wang, M. T., & Dishion, T. J. (2012). The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years. Journal of Research on Adolescence, 22(1), 40-53.
  • Wentzel, K. R. (2012). Teacher-student relationships and adolescent competence at school. In T. Wubbels, den Brok, P., van Tartwijk, J., & T. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research (pp. 19–36). Boston, MA: Sense Publishers.
  • Wu, J., Hughes, J. N., & Kwok, O. (2011). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357-387.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA66AN36BS
Bölüm Araştırma Makalesi
Yazarlar

Feras Mohammed Al-madani Bu kişi benim

Yayımlanma Tarihi 15 Nisan 2015
Yayımlandığı Sayı Yıl 2015

Kaynak Göster

APA Al-madani, F. M. (2015). Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University. European Journal of Educational Research, 4(2), 90-96. https://doi.org/10.12973/eu-jer.4.2.90
AMA Al-madani FM. Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University. eujer. Nisan 2015;4(2):90-96. doi:10.12973/eu-jer.4.2.90
Chicago Al-madani, Feras Mohammed. “Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University”. European Journal of Educational Research 4, sy. 2 (Nisan 2015): 90-96. https://doi.org/10.12973/eu-jer.4.2.90.
EndNote Al-madani FM (01 Nisan 2015) Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University. European Journal of Educational Research 4 2 90–96.
IEEE F. M. Al-madani, “Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University”, eujer, c. 4, sy. 2, ss. 90–96, 2015, doi: 10.12973/eu-jer.4.2.90.
ISNAD Al-madani, Feras Mohammed. “Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University”. European Journal of Educational Research 4/2 (Nisan 2015), 90-96. https://doi.org/10.12973/eu-jer.4.2.90.
JAMA Al-madani FM. Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University. eujer. 2015;4:90–96.
MLA Al-madani, Feras Mohammed. “Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University”. European Journal of Educational Research, c. 4, sy. 2, 2015, ss. 90-96, doi:10.12973/eu-jer.4.2.90.
Vancouver Al-madani FM. Relationship Between Teachers’ Effective Communication and Students’Academic Achievement at The Northern Border University. eujer. 2015;4(2):90-6.