Eye_Contact_as_an_Efficient_Non-Verbal_Teaching_Technique__a_Survey_of_Teachers’_Opinion

European Journal of Social Sciences – Volume 19, Number 1 (2011) Eye Contact as an Efficient Non-Verbal Teaching Technique: A Survey of Teachers’ Opinion Muhammad Naeem Butt Institute of Education & Research, Kohat University of Science & Technology-Pakistan E-mail: nb840@yahoo.com Mohammad Muazzam Sharif Department of English, Kohat University of Science & Technology-Pakistan Niaz Muhammad Center of Religious Studies, Kohat University of Science & Technology-Pakistan Azra Fanoos M.Phil Scholar, Institute of Education & Research Kohat University of Science & Technology-Pakistan Umtul Ayesha Lecturer, Government District Degree College for Women, Peshawar- Pakistan Abstract The major objective of the study was to explore teachers’ opinion about the efficient use of eye contact in the classroom. It was a survey type study, which largely focused on the importance of eye contact as a non-verbal teaching technique. The population of the study comprised all the teachers of government secondary schools (Both genders) of district Peshawar, Pakistan. Sample of the study comprised 20 schools (Both genders) and 2 teachers from each school in the subject of English, selected through simple random sampling technique. The total number of those teachers was 40. The data were collected through a close-ended questionnaire. The data revealed that all the teachers were of the opinion that eye contact is a very important non-verbal teaching technique, which not only enhanced students’ attention in the classroom but also helped the teachers in the attainment of desired student results. Keywords: Eye contact, Non-verbal, Cues, Teaching, Learning, Communication, Classroom Introduction Human society largely depends on communication to share its feelings, needs, demands and interaction; hence communication operates an essential role in our daily life. Communication does not solely rely on sounds and speech but also on non-verbal transmission of information. The use of nonverbal cues in communication is as much as 70-90 percent of the whole. School is recognized as a mini society, where students of various cultures and families communicate with one another in pursuit of education; therefore, non-verbal communication functions very best in teaching-learning process in the classroom. The technique of non-verbal communication definitely enhances the standard of teaching and ultimately results in the attainment of students’ 41 European Journal of Social Sciences – Volume 19, Number 1 (2011) learning outcomes. The awareness of this technique among the teachers is very imperative, as they can utilize this technology, purposefully, in the best interest of students and to improve the standard of teaching. Teachers can use their body movements, eye contact, facial expressions; smile; anger; frown, pitch of voice, and spatial distance for better understanding of the concepts of students. In the classroom setting eye contact of the teacher, as non-verbal cue, is very vital and directly affects the learning of the students in addition to the classroom management. Eye contact is a tool of teaching, which a teacher can use very efficiently and effectively for the enhancement and achievement of students’ learning outcomes (SLOs). According to Wikipedia (2009), “Eye contact is a meeting of the eyes between two individuals. In human beings, eye contact is a form of nonverbal communication and is thought to have a large influence on social behavior.” Literature Review Nierenberg and Calero (2001) stated, “We have also found that people tend to have eye contact more when they listen than when talking. They also employ a gaze aversion when asked questions that make them feel uncomfortable or guilty. On the other hand, when asked a question or when reacting to a statement that makes them feel defensive, aggressive, or hostile, their eye contact increases dramatically. You can sometimes clearly see the pupils dilate when a person is thus aroused.” Mason (2003) stated, “The human species value open, engaging eye contact, such as is normally found in a conversation between friends. It is subconsciously taken as an indication of confidence, authority and sincerity.” Miller (1988) stated, “Teachers can have individual contacts with every student in the classroom through eye contact. Attitudes of intimacy, aloofness, concern or indifference can be inferred by the way a teacher looks or avoids looking at a student. The level of credibility and honesty has been found to be related to the amount of eye contact exhibited by a speaker. Thus, if a teacher has an eye contact with only a selected few alert and interested students, other students might consider this to be biased and favoritism”. In classroom eye contact performs a very significant function as non-verbal communication. Teachers can use eye contact for the enhancement of learning of the students in various ways. Wainwright (2003) also highlighted six different functions of eye contact: seeking information; showing attention and interest; inviting and controlling interaction; dominating, threatening and influencing others; providing feedback during speech; and revealing attitudes. Fast (1991) stated, “Of all the elements we use to communicate with other people, eye contact is the most important-and the most human. Animals are disturbed by eye contact. To them, it carries a subtext of threat. Humans are pleased with it. To them, the subtexts are the attention and interest.” Zekia (2009) conducted a study and brought into limelight the students’ perceptions about nonverbal communication in classroom focusing on eye contact, mimics, and gestures. A total number of 67 students divided into two class management groups were the respondents of the study. The students were given an assignment to write a “critical moment’s reflection” report on any of the incidents that they considered critical once a week right after their classes for two months. The findings of the above cited study revealed that non-verbal communication could be an important source of motivation and concentration for students’ learning as well as a tool for taking and maintaining attention. It was recommended that teachers must understand the importance of nonverbal communication and use this technology in favour of students to create a more motivating, comfortable, confident environment in class for a better classroom management. 42 European Journal of Social Sciences – Volume 19, Number 1 (2011) Procedure of the Study It was a survey type study, which largely focused on teachers’ opinion regarding the understanding and importance of eye contact as an efficient and effective teaching technique in the classroom teaching. The collected data were measured on likert’s scale. The collected data were interpreted in the form of table and graph, which were further illustrated in the form of percentages. Population of the Study Population of the study comprised all the teachers of government secondary schools (both genders) in the urban and rural areas of district Peshawar, Pakistan. The total number of those schools was 103. Sample of the Study Sample of the study constituted 20 schools, 10 males and 10 females, in the rural and urban areas of district Peshawar, Pakistan. A sizeable number of 2 teachers were selected from each school through simple random sampling technique. Total number of those teachers was 40. Delimitation of the Study The scope of the study was restricted only to government secondary schools of district Peshawar. The study was further narrowed down to the subject of English. Research Instrument A close-ended questionnaire was designed for the teachers consisting 8 items, on the basis of the objective of the study, which mainly focused on the importance and use of eye contact during teachinglearning process in the classroom. The responses were recorded on 5-point Likert’s scale. Data Collection and Interpretation The primary data were collected through questionnaires from the teachers solicited the opinion of the key respondents regarding the use of eye contact as an efficient teaching technique in the classroom. The data were collected and interpreted in the form of table and graphs and were given meaningful interpretation through percentage method. Table 1: S. NO. 1 2 3 4 5 6 7 8 Teachers’ Opinion regarding Eye Contact as an Efficient Non-verbal Teaching Technique ITEMS I mostly use my eye contact with the students in the classroom to make them attentive during teaching learning process. Regular eye contact with the students in the classroom enhances their (Students) attention during learning process. Teacher’s regular eye contact makes the classroom’s environment alive to lesson taught. I mostly use eye contact with the students as a smart tool of teaching in the classroom during learning process I appreciate those students in the class who make regular eye contact with the teacher during learning process. I receive, on the spot, the feedback of the students about my teaching through their eye contact during the classroom learning. I pose questions to the students during lesson who avoid eye contact with me in the class. I mostly use eye contact to convey messages of appreciation and anger to the students during teaching. % % % % % % % % SA 27 67.5 21 52.5 25 62.5 13 32.5 14 35.0 21 52.5 19 47.5 19 47.5 A 13 32.5 17 42.5 13 32.5 25 62.5 22 55.0 15 37.5 17 42.5 20 50.0 RESPONSES UD DA --------1 --2.5 --1 --2.5 ----1 --2.5 1 2 2.5 5.0 2 2 5.0 2 5.0 ----5.0 2 5.0 ----SD ----1 2.5 1 2.5 1 2.5 1 2.5 --------1 2.5 40 100 40 100 Total 40 40 100 40 100 40 100 40 100 40 100 % 100 43 European Journal of Social Sciences – Volume 19, Number 1 (2011) Figure 1: Teachers’ Opinion regarding Eye Contact as an Efficient Non-verbal Teaching Technique Results and Discussion The data presented in table-1 and further elaborated in figure-1 elicited that most of the respondents strongly agreed to the statements asked in items 1, 2, 3, 6, and 7. Furthermore, most of the respondents agreed to the suppositions given in items 4, 5, and 8. A negligible number of respondents either disagreed or stayed undecided to the given statements in items 2, 3, 4, 5, 6, and 7. The data revealed the awareness of the respondents about the effective and efficient use of eye contact with the students in the classroom to make the classroom environment more conducive to teaching-learning process. The data further explained that the respondents were, to a great extent, aware of the importance of eye contact as non-verbal communication technique and if they us it purposefully in the classroom they can attain desired students’ leaning outcomes. Conclusions Based on the data collection and interpretation, following conclusions were drawn: 1. Eye contact played an effective role in the process of teaching-learning; as this technique made the students attentive and alert in the classroom as a result of direct eye contact with the teachers. 2. Teachers easily motivated the students with their eye contact and transferred the messages of appreciation and admiration to the students. 3. Eye contact not only helped in augmenting the attention level of the students but also increased their understanding of the concepts taught. 4. Teachers made the learning environment active through their eye contact. 5. Teachers appreciated the performance of the students through their eye contact. Recommendations On the basis of data interpretation and conclusions of the study, following recommendation were made: 1. Teachers should use this technique in order to improve their teaching methodology and also to make classroom learning active and alive. 44 European Journal of Social Sciences – Volume 19, Number 1 (2011) 2. Eye contact with the students in the classroom is very pivotal for active participation of the students. 3. Students can lose interest and attention in the teaching-learning process due to the lack of eye contact; hence teachers should ensure the utilization of eye contact. 4. Teachers should infuse the technique of using their eye contact with the students in their methodologies, which ultimately make the learners and the taught, active and vigorous towards teaching-learning process in the classroom. References [1] [2] [3] [4] [5] [6] [7] Fast, J. (1991). Body language in the work place. New York: Penguin Books. Retrieved May 26, 2010, from http:/www.4shared.com/network/searches. (p. 60) Mason, R. (2003). Teach yourself. Speaking on special occasions. London: Hodder & Stoughton. (p.41) Miller, P. W. (1998). Nonverbal communication: what a researcher says to the teachers (3rd ed.). USA: Nea. (p.11) Nierenberg, G. I., & Calero, H. H. (2001). How to read a person like a book. Barrens & Noble Retrieved May 26, 2010, from http:/www.4shared.com/network/searches. (p. 12) Wainwright, R. G. (2003). Teach yourself, Body language. London: Hodder Headline. (p. 21) Wikipedia, the free encyclopaedia. (2009). nonverbal communication. Retrieved June 2, 2010, from http:/en.wikipeadia.org/wiki/nonverbal_communication Zekia, P. C. (2009). The importance of non-verbal communication in classroom management. Procedia social and behavioral sciences 1. (World Conference on Educational Sciences). North Cyprus: http:/www.sciencedirect.com/science. 45