Effect of Teachers’ Communication Style on Students’ Learning at Elementary Level: An analysis

The study entitled “Effect of Teacher’s Communication Style on Students Learning at Elementary Level”. The specific purpose of study was to analyze the effect of teachers’ communication style on students learning at elementary level. This descriptive study utilizes both quantitative as well as qualitative methods (QUAN-qual.), with a sample of inclusive of 40 teachers, and 280 elementary school students - for a total sample size of 320 people. The simple random sampling technique was adopted for data collection. The validity of questionnaire was ensured through experts’ opinion whereas reliability of the questionnaire was ensured through Cronbach Alpha by SPSS-24. Finding shows that 30.3% of EST teachers and students are mostly, 24.3% of EST teachers and students are always, 20.8% of EST teachers and students are rarely, 13.9% of EST teachers and students are sometimes and 10.62% of EST teachers and students are never, agreed with the given statements. Overall, majority of EST teachers and students are agreed with given statements. Mean value is 3.45 and standard deviation 1.22 supported the statements. Collectively, the information received and reviewed demonstrated the truth that teachers' communication style plays a significant role and can foster a supportive and inclusive environment, promote students’ engagement, and enhance instructional fulfillment.