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non-verbal cues
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NON – VERBAL CUES USED BY SCIENCE TEACHER AND PERFORMANCE OF FOURT YEAR HIGH SCHOOL STUDENTS IN PHYSICS
OF PAARALANG SEKONDARYA NG LUCBAN S.Y. 2009 - 2010
A Research Paper Presented to the Faculty of the College of Teacher Education of Southern Luzon State University – Lucban, Quezon
in Partial Fulfillment of the Requirements for the Subject – Methods of Research
by:
LENY LUNA ARIENZABSEd III
2009
CHAPTER I
PROBLEM AND ITS SETTING
Nonverbal communication (NVC) is usually understood as the process of
communication through sending and receiving wordless messages. NVC can be
communicated through gesture and touch (Haptic communication), by body language or
posture, by facial expression and eye contact. NVC can be communicated through object
communication such as clothing, hairstyles or even architecture, symbols and
infographics. Speech contains nonverbal elements known as paralanguage, including
voice quality, emotion and speaking style, as well as prosodic features such as rhythm,
intonation and stress. Dance is also regarded as a nonverbal communication. Likewise,
written texts have nonverbal elements such as handwriting style, spatial arrangement of
words, or the use of emoticons. However, much of the study of nonverbal communication
has focused on face-to-face interaction, where it can be classified into three principal
areas: environmental conditions where communication takes place, the physical
characteristics of the communicators, and behaviors of communicators during interaction.
Nonverbal communication ranges from facial expression to body language.
Gestures, signs, and use of space are also important in nonverbal communication.
Multicultural differences in body language, facial expression, use of space, and
especially, gestures, are enormous and enormously open to misinterpretation.
Nonverbal cues convey emotions more powerfully than words. The impact and
forcefulness of nonverbal cues originate in the fact that they were our lifelines to survival
as infants. The expressions on the faces we first saw; the tone, intensity, timing, and pace
of the sounds we first heard; and the quality of touch we first felt created a nonverbal
form of communication that is the mother language of all human life. Even after children
learn to use words, nonverbal communication remains the basis of all relationships
because the brain retains its tremendous receptivity to emotional cues throughout life.
There is variety of nonverbal signals emitted from teacher in classroom which to deepest
levels influence classroom atmosphere, students’ moods, perception, learning and
eventually attitudes towards knowledge and school generally.
This is the reason why the researcher became motivated to know the non-verbal
cues used by science teacher that having non-verbal cues about friction, motion and force
will be of great help to lessen the teachers speaking chores inside the learning area and
that it can be an easier way of boosting the performance of the students in studying
Physics subject.
Background of the Study
The classroom teacher is one of the key persons in the educational enterprise. As
she becomes directly involved in the instructional process in the classroom setting, the
teacher occupies an strategic position in the school system, for on her shoulders lie the
responsibility of translating the curriculum into concrete learning experiences.
On the other hand teacher has powerful tool to identify what is actually going on
with his class in general and each individual per se, without any word being said. As a
future teacher, we should know the instructional materials needed in the classroom and
the quality of teaching with the use non-verbal cues. It offers the potential to create and
implement highly engaging and effective environment to support a wide array of learning
goals. Improvement on the medium of instruction used in teaching situation should be
implemented to meet the demands of the pedagogical advancement.
Paaralang Sekundarya ng Lucban, which is located in Barangay Aliliw Lucban,
Quezon is one institution that offers the quality education wherein students are imbued
with knowledge and skills through the aid of teaching approaches that complement the
needs of time. Friction, Motion and Force became popular topics in studying science ever
since and science teachers use non-verbal cues such as pictures, drawings and texts in
their teaching to test whether the students’ performances will boost or not with wordless
messages as form of instruction.
This is the reason why the researcher became motivated to know the non-verbal
cues used by science teacher that having non-verbal cues about friction, motion and force
will be of great help to lessen the teachers speaking chores inside the learning area and
that it can be an easier way of boosting the performance of the students in studying
Physics subject.
Statement of the Problem
This study is attempts to determine the preferred non – verbal cues used by
science teacher and its effects in the performance in Physics of selected fourth year high
school students of Paaralang Sekondarya ng Lucban.
Specifically, it seeks to answer the following questions:
1. What is the respondent’s profile in terms of level:
1.1. upper level; and
1.2 . lower level?
2. What is the level performance of the fourth year students non – verbal cues
used by Science teachers in terms of:
2.1. Kinesics (Body Motion);
2.2. Paralanguage (Use of Voice); and
2.3. Objects?
3. Is there a significant difference between the non – verbal cues used by science
teacher and the performance in Physics of fourth year high school students in
Physics at Paaralang Sekondarya ng Lucban?
Hypothesis
There is no significant difference between the non-verbal cues used by science
teachers and the performance in Physics of fourth year students at Paaralang Sekundarya
ng Lukban.
Significance of the Study
There is a fast changes occurring within our educational system that the educators
must be aware of, moreover, teachers should learn to cope with the demands of more
contemporary teaching techniques in order to expand knowledge and improve the
teaching and learning condition.
Non-verbal cues will stimulate the interest of the students to learn and create
opportunities for students’ collaboration and for them to take more direct and responsible
role in the learning process that they otherwise might. It also leads them to become
active, creative and critical thinkers because of improved understanding and better
appreciation of ideas presented.
This study has great importance to the teacher because they are expected to
minimize their participation in every lesson. They can differentiate ideas and knowledge
on how their lessons can be presented effectively. They are also able to upgrade their
skills in content and medium of instruction for it will give them access to materials and
approaches that will provides students’ with experiences that will lead them to mastery of
scientific concept and processes as well as gaining authentic knowledge.
This study will serve as baseline information for the administrators to develop
their capacity to undergo such challenging transition together with appropriate resources.
It is also a great help to gain new insights on how to improve the teaching process of their
subordinates through non-verbal communication, thus, it will also help them to encourage
teachers to attend learning programs so that they can uplift the educational performance
of their institution.
The result of this study may serve as additional information for future researchers
who wish to further study the use of Non-verbal cues as instruction in facilitating
concepts and ideas.
Scope and Limitation
The respondents of this study were sixty (60) selected fourth year students who
were enrolled in Paaralang Sekundarya ng Lucban for the School Year 2009 – 2010
coming from upper sections and lower sections. Each of the selected students will answer
the researcher’s made checklist.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The researcher reviewed literature and studies conducted by other researcher in
order to have sufficient and valuable knowledge about the study being completed.
Related Literature
Mehrabian and Wiener (2008), in their study explains that nonverbal
communication is learned shortly after birth and practiced and refined throughout a
person’s lifetime. Children first learn nonverbal expressions by watching and imitating,
much as they learn verbal skills. Young children know far more than they can verbalize
and are generally more adept at reading nonverbal cues than adults are because of their
limited verbal skills and their recent reliance on the nonverbal to communicate. As
children develop verbal skills, nonverbal channels of communication do not cease to exist
although become entwined in the total communication process.
Humans use nonverbal communication because:
1. Words have limitations: There are numerous areas where nonverbal
communication is more effective than verbal (when explain the shape, directions,
personalities are expressed nonverbally)
2. Nonverbal signal are powerful: Nonverbal cues primary express inner feelings
(verbal messages deal basically with outside world).
3. Nonverbal message are likely to be more genuine: because nonverbal behaviors
cannot be controlled as easily as spoken words.
4. Nonverbal signals can express feelings inappropriate to state: Social etiquette
limits what can be said, but nonverbal cues can communicate thoughts.
5. A separate communication channel is necessary to help send complex messages:
A speaker can add enormously to the complexity of the verbal message through
simple nonverbal signals.
The linguist George L. Trager (2000), developed a classification system which
consists of the voice set, voice qualities, and vocalization. a) The voice set is the context
in which the speaker is speaking. This can include the situation, gender, mood, age and a
person's culture; b) The voice qualities are volume, pitch, tempo, rhythm, articulation,
resonance, nasality, and accent. They give each individual a unique "voice print"; c)
Vocalization consists of three subsections: characterizers, qualifiers and segregates.
Characterizers are emotions expressed while speaking, such as laughing, crying, and
yawning. A voice qualifier is the style of delivering a message - for example, yelling
"Hey stop that!", as opposed to whispering "Hey stop that". Vocal segregates such as "uh-
huh" notify the speaker that the listener is listening.
Givens (2000), said that, “When we speak (or listen), our attention is focused on
words rather than body language. But our judgement includes both. An audience is
simultaneously processing both verbal and nonverbal cues. Body movements are not
usually positive or negative in and of themselves; rather, the situation and the message
will determine the appraisal.”
Birdwhistell (1994), pointed out that “human gestures differ from those of other
animals in that they are polysemic, that they can be interpreted to have many different
meanings depending on the communicative context in which they are produced”. And, he
“resisted the idea that “body language” could be deciphered in some absolute fashion”.
He also indicated that “every body movement must be interpreted broadly and in
conjunction with every other element in communication”.
Related Studies
Jeanne Segal (2009), stated in her study that nonverbal communication, or body
language, is a vital form of communication. When we interact with others, we
continuously give and receive countless wordless signals. The gestures we make, they
way we sit, how fast or how loud we talk, how close we stand, how much eye contact we
make–all of these nonverbal behaviors send a strong message. The way you talk, listen,
look, move, and react tell the other person whether or not you care and how well you’re
listening. The nonverbal signals you send either produce a sense of interest, trust, and
desire for connection–or they generate disinterest, distrust, and confusion.
Nonverbal communication cues can play five roles: 1) Repetition: they can repeat
the message the person is making verbally 2) Contradiction: they can contradict a
message the individual is trying to convey 3) Substitution: they can substitute for a verbal
message. For example, a person's eyes can often convey a far more vivid message than
words and often do 4) Complementing: they may add to or complement a verbal
message. A boss who pats a person on the back in addition to giving praise can increase
the impact of the message and 5) Accenting: they may accent or underline a verbal
message. Pounding the table, for example, can underline a message.
G. W. Porter (2005), divides non-verbal communication into four broad
categories: 1) Physical. This is the personal type of communication. It includes facial
expressions, tone of voice, sense of touch, sense of smell, and body motions. 2)
Aesthetic. This is the type of communication that takes place through creative
expressions: playing instrumental music, dancing, painting and sculpturing. 3) Signs.
This is the mechanical type of communication, which includes the use of signal flags, the
21-gun salute, horns, and sirens. and 4) Symbolic. This is the type of communication that
makes use of religious, status, or ego-building symbols.
Studies by Lamb (2005), indicates that communication comes about through our
degree of body flexibility. If you begin a movement with considerable force and then
decelerate, you are considered a "gentle-touch." By contrast, if you are a "pressurizer,"
you are firm from beginning to end. The accuracy of Lamb's analyses is not fully known.
Tortoriello, Blott, and DeWine (2005), have defined non-verbal communication
as: "the exchange of messages primarily through non-linguistic means, including:
kinesics (body language), facial expressions and eye contact, tactile communication,
space and territory, environment, paralanguage (vocal but non-linguistic cues), and the
use of silence and time."
Rosenthal and Jacobson (2005), states that teacher expectations for the
disadvantaged suggested that, through nonverbal behavior, teachers expectations for the
progress of their students become self-fulfilling prophecies.
Ekman (2001) found that facial expressions of emotion are not culturally
determined, but universal to human culture and thus biological in origin. Ekman's finding
is now widely accepted by scientists. Expressions he found to be universal included those
indicating anger, disgust, fear, joy, sadness, and surprise. Findings on contempt are less
clear, though there is at least some preliminary evidence that this emotion and its
expression are universally recognized.
Argyle (1998) put forward the hypothesis that whereas spoken language is
normally used for communicating information about events external to the speakers, non-
verbal codes are used to establish and maintain interpersonal relationships. It is
considered more polite or nicer to communicate attitudes towards others non-verbally
rather than verbally, for instance in order to avoid embarrassing situations.
He also concluded that there are five primary functions of nonverbal bodily
behavior in human communication. 1) Express emotions; 2) Express interpersonal
attitudes; 3) To accompany speech in managing the cues of interaction between speakers
and listeners; 4) Self-presentation of one’s personality; 5) Rituals (greetings).
In his studies, Mehrabian (1991), comes to two conclusions. Firstly, that there are
basically three elements in any face-to-face communication: (a) words, (b) tone of voice
and (c) body language. And secondly, the non-verbal elements are particularly important
for communicating feelings and attitude, especially when they are incongruent: if words
and body language disagree, one tends to believe the body language.
It is emphatically not the case that non-verbal elements in all senses convey the
bulk of the message, though this is how his conclusions are frequently quoted. When
delivering a lecture or presentation, for instance, the textual content of the lecture is
delivered entirely verbally, but non-verbal cues are very important in conveying the
speaker’s attitude towards their words, notably their belief or conviction.
Conceptual Framework
Fig. 1: Research Paradigm
For the input, the researcher read and studied some books and surf the internet,
and asked science teachers which serves as his pattern in finding the non-verbal cues used
by teachers inside the classroom. She also considered the background and nature of the
respondents. Following this is the processing stage which he underwent the steps of
planning and preparation and administration of the questionnaire to the students. After
those processes will be the output in the Performance in Physics of Fourth year students
using Non-Verbal Cues.
Planning and
Preparation
Administration of
the Questionnaire
Performance in
Physics of Fourth year
students using Non-
Verbal Cues.
Paaralang
Sekundarya ng
Lukban
Science
Teachers
Non-Verbal
Cues
Fourth Year
Students
Books
Internet
Resources
Input Process Output
CHAPTER III
METHODOLOGY
This chapter discusses the locale of the study, research design, sampling and
population, instrumentation, validation of the instrument, data gathering procedures and
the statistical treatment used to analyze the data.
Locale of the Study
The study was conducted in Paaralang Sekundarya ng Lucban, Lucban, Quezon to
find out the effects of non-verbal cues to the performance of the students in Physics.
Research Design
The construction and presentation of material was used in conducting this study,
with the checklist questionnaire as the main instrument in gathering data.
Sampling and Population
The respondents of this study were eighty (80) selected fourth year students
coming from upper sections and lower sections who were presently enrolled at Paaralang
Sekundarya ng Lucban for the School Year 2009 – 2010.
Checklist type questionnaire was the main instrument.
Instrumentation
A. Development of the Research Study
In preparation of this research study, there were books, encyclopedia, internet
resources and unpublished materials utilized. A researcher’s made questionnaire was the
instrument in gathering data. It deals with
B. Development of the Questionnaire
The researcher used books, internet resources and unpublished materials in
constructing the questionnaire with the help and guidance of his research adviser. He
prepared a researcher made checklist questionnaire as his data gathering tools to
The tool used in this study was constructed under the guidance and supervision of
the researcher’s adviser. The questionnaire was divided into three (3) categories which
consist of five (5) items on Kinesics (Body Motion), five (5) items on Paralanguage (Use
of Voice), and five (5) items on Objects, a total of fifteen (15) items.
C. Revision
The instrument was submitted and shown to adviser for revision. Suggestion for
clarity of the instrument was properly considered and followed.
D. Final Draft
Improvement of the questionnaire was reproduced and no further revision was
made.
Data Gathering Procedure
The permission to conduct was secured from the principal of Paaralang
Sekundarya ng Lucban. Then, the final administration of the instrument was conducted to
selected fourth year students of Paaralang Sekundarya ng Lucban with the supervision of
the researcher. After the questionnaire was answered, the researcher gathered and
tabulated the data. It was further analyzed and interpreted through the following
formulas; percentage, weighted mean and chi-square.
Statistical Treatment
The researcher used the following formula in the analysis and interpretation of
data.
The percentage of the respondents was statistically treated by means of this
formula:
FP = x 100 N
Where:
P = Percentage of samples
F = Frequency
N = Total number of respondents
The responses of the respondents were statistically treated by means of weighted
mean.
ΣXX=
nWhere:
X = weighted mean
ΣX = sum of scores
n = number of cases
ΣX = 5F + 4F + 3F + 2F + 1F
Where:
F= frequency
The significance difference of the respondents’ perceptions was statistically
treated by means of chi- square.
(o – e)2
2 א = ∑ E
Where:
2 א = chi-square
o = observed frequency
e = expected frequency