• Emmanuel NWUNE Lecturer, Nnamdi Azikiwe University, Awka


The study investigated the relationship between students’ perception of teachers’ communication behaviours and performance in Basic Science in Anambra State, Nigeria. Three research questions and three null hypotheses tested at 0.05 alpha level guided the conduct of the study. The study adopted the correlation survey research design. The population comprised of 26,261 upper basic nine students in the 261 state government-owned secondary schools in Anambra State. A sample of 540 upper basic nine students obtained using multi-stage sampling procedure was used. The Teachers’ Communication Behaviour Questionnaire (TCBQ) adapted by the researchers with reliability coefficients of 0.80 was used for data collection. The instrument was validated by three experts from Faculty of Education in Nnamdi Azikiwe University, Awka. Data were collected by administering the instruments to the students with the aid of four research assistants. The upper basic eight promotion results of the students in Basic Science were used as performance scores of the students. Data collected were analyzed using the Pearson Product Moment Correlation Coefficient and t-test of correlation analysis. The findings of the study revealed that a significant low positive relationship exists between students’ perception scores of their Basic Science teachers’ communication behaviours and performance scores in Basic Science. Also, findings of the study revealed a significant low positive relationship exist between students’ perception scores of their Basic Science teachers’ communication behaviours and performance scores in Basic Science with respect to gender. It was recommended amongst others that sufficient strategies be deployed by government, school authorities and the teachers in improving the classroom communication behaviours of teachers.

Author Biographies


Professor, Science Education Department, Faculty of Education, Nnamdi Azikiwe University Awka 


Lecturer, Science Education Department, Faculty of Education, Nnamdi Azikiwe University, Awka 


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