TEACHERS’ COMMUNICATION STYLES AS CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ communication styles as correlate of students’ academic performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design.The population of the study is 20,804 senior secondary school students in form 2 (SS2) (9,235 male and 11,569 female) in 267 Anambra State, public secondary schools. The sample of 1,040 SS2 students was used for the study.Multi-stage sampling procedure was used for the study. The instruments for data collection were researchers-structured questionnaire titled:Teachers Communication Styles Questionnaire (TCSQ), and Students’ Academic performance Scores (SAPS). The instruments were validated by three experts. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of0.78 for Verbal Communication Styles, and 0.80 for Assertive Communication Styles.The data were analyzed using Pearson Product Moment Correlation Coefficient. The study revealed thatverbal and assertive communication have positive and significant relationship with students’ academic performance in public secondary schools in Anambra State. The study recommended thatassertive communication which promotes clarity and respect, should be encouraged for all teacher as a key strategy for ensuring a positive classroom environment.