INTRODUCTION:

Now we are in the era of Twenty-First Century where education profession and politicians continue to grapple with the expectation of better or higher test scores from society. If we talk about teaching which is the mixture of knowledge and interpersonal or communication skills meaning we can say fifty percent to knowledge of teacher and fifty percent to his/her interpersonal skills which convert knowledge into understanding. For teacher, it is always important to give quality lecture which not only develop understanding but enhances skills of the learners. Which is for sure not possible without having in depth knowledge about that particular subject which he is teaching in the class.

Even communication skill should be flexible enough to change with the student, because in a class we may have different levels of students having different strengths and weaknesses. So it is possible only when a teacher has creative and effective communication skill which provides innovative solutions to the problems of the student. Some examples of communication skills which enhance the learning process are positive motivation, sense of Humour, technical skills, team formation, effective body language, understanding of student’s etc. teacher can possess to interact with students and make teaching learning process effective.

If we talk about the students, who are the future of every nation. So role of teacher is very important here because they are not only creating good future of student but also providing good human being to society. So we can say that communication skill is an important ingredient of teacher’s profession which makes competent and capable students for the society.

If we talk about communication which is nothing but a verbal tie between three words i.e. common, community, and communication. Which means Men who lives in a community in a virtue of things which they all have in common; and communication is the proper way in which they come to acquire things in common.

REVIEW OF LITERATURE:

A review of the research on influenceof communications on student achievement givesfew conclusive statements, pro or contra, forthe use of communications in education. For every study that cites significant positive impact, another study finds little or no such positive impact. Communication is used to describe the process of exchanging of information. Encarta Dictionary (2010) defines communication as the exchange of information between people, by means of speaking, writing, or using a common system of signs or behavior.

The communication style represents the ensemble of characteristics a person possesses, and it all is reflected in the communicative act. By style we mean: specific ways of receiving / decoding the message; personal qualities in processing / interpreting messages; specific ways of expressing the response, and personal particularities of feedback.

Teachers communication get affected because of Mannerisms, heredity, objective of training, Accents, exposure to subject which creates noise and disturbances in class(Adekoya Emmanuel Olusegun). He further inferred style of communication is a demonstration of teaches teaching method, class management style, class Control method and ability of teacher to make student concentrate on learning.

Teacher’s communication skills which has an important influence on students’ academic performance and achievements because at the end its only teacher who transforms his information into knowledge. Teacher is responsible to transform policy into actions (Afe 2001).

Teachers’ Communication skills have been tipped to have an important influence on students’ academic achievement and at the same time play a crucial role in educational attainment of the students. Teacher is the one who ultimately implement or executing plans and policies with the students during learning period. They are the one who are interacting with students.

They have investigated the correlation between classroom communication styles on academic performance which was proved irrelevant after the research. Because after research they have investigated that apart from communication there are some other factors which may effect on students’ academic performance.

Teacher’s communication style not only effect on academic performance but it can also be seen in and out of classroom in the form of student’s behaviour, attitude and overall growth (Paul D. Umbach). He further suggests that effective communication always foster student learning and make environment positive. Which can be measured in the form of numerous positive activities making the campus happening like internships, abroad training, practical’s, seminars, workshops, co-curricular etc.

Conversational framework on learning:

Adapted from Muller G. J, 2006

The framework illustrated here by G J Mullar who describes communication is the process operating at the level of a concept or skill, such as a topic within a particular stage of the curriculum. Muller further explained that at the centre of teaching and learning is communication which enhances the process of conveying teachers’ concept to the student and receiving feedback goals from students. The role of communication in teaching and learning is therefore a vital one.

This all literature support to identify the gap for the further study on stated research issues.

OBJECTIVES OF RESEARCH STUDY:

1. To assess the normality of data for the faculty communication and student learning.

2. To evaluate the reliability and validity of data for the faculty communication and student learning.

3. To assess the relationship between faculty communication and Student Learning.

4. To analyze the influence of faculty communication on Student Learning.

CONCEPTUAL FRAMWORK:

DEVELOPMENT OF HYPOTHESIS:

H₁:The faculty communication scale has internal consistency.

H₂:The Student learning scale has internal consistency.

H₃:The faculty communication scale have content and construct validity.

H₄:The Student learning scales have content and construct validity.

H₅:There is correlation between faculty communication and Student learning youth of central India.

H₆:There is influence of faculty communication on student learning of youth of central India.

METHODOLOGY:

To test the hypothesis questionnaires were borrowed. We had distributed questionnaire personally to the under graduate students who were willing to participate in the study. Some respondent sent the questionnaire by mail. A total of 95 questionnaires were distributed among the youth perusing the under graduate management course in central India with the age belongs to 17 to 22 years. From our dataset; we had removed incomplete and identical answer to all questions where we dimmed this to be a consequence of respondent fatigue. Our final dataset contains 80 valid questionnaires. The data set contains similar number of responses from male and female.

Normality of variables:

The collected dataset was analyzed by SPSS-17. Mean computation and mean centric values were drawn for testing normality of data. The P-P plot was prepared and shown normality of data for faculty communication scaleand student learning also the shapiro’s test for Normality was also used to check the normality of the data. All the values are more than .05 which shows that data are normal.

Reliability Measure:

The internal consistency of faculty communication and Students learning was evaluated by Cronbach’s alpha. The table-1 shows that items of faculty communicationand Students learning were internal consistent (.81) and(.76). Hence the hypothesis H₁and H₂were accepted. So, means items of the variable had revealed internal consistent

Table-1 Faculty Communication

Cronbach's Alpha	N of Items
.76	14

Reliability Statistics

Cronbach's Alpha	N of Items
.81	5

Content and Construct Validity Measure:

The panel of experts had analyzed that, items of scale of faculty communication and students learning is correlated with the objective. So the scale have content validity. The construct validity of faculty communication and students learningwere verified by applying factor analysis. Before going on for factor analysis, applicability of factor analysis is tested. For faculty communication, The KMO faculty communication variable score was .644 (>.5) and significant (.000) and for student learning score was .708 (>.5) and Significant (.000) at 1% level of significance; prove the applicability of factor analysis.

The loading of each items in communalities matrix of Faculty communication and Students learning were more than .5 so, all items are contributing in the variables with the sample size 80. So, it proved convergent validity. The Eigen value (3.68)and (2.92) are more than 1 signified the construct validity and the hypothesis H₃and H₄ are accepted.

To evaluate the correlation between Faculty communication and Students learning, Karl Pearson Correlation was applied. From the table-2, correlation is moderately positively correlated and significant at the .01 level. Hence, hypothesis (H₅) is accepted.

Table-2: Correlation between faculty communication and student learning

		VAR00001	VAR00002
VAR00001	Pearson Correlation	1	.361^**
	Sig. (2-tailed)		.001
	N	82	82
VAR00002	Pearson Correlation	.361^**	1
	Sig. (2-tailed)	.001
	N	82	82

**. Correlation is significant at the 0.01 level (2-tailed).

The Table-3 and 4 Shows the adjusted R² is .22 (22%) and significant at .05 level. It bring about changes in the faculty communication makes impact on students learning. The Hypothesis (H₆) is accepted.

Table : 3 Model Summary

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	.462^a	.231	.220	.19491

Table-4: ANNOVA Table

Model		Sum of Squares	Df	Mean Square	F	Sig.
1	Regression	.455	1	.455	12.010	.001^a
	Residual	3.038	80	.037
	Total	3.496	81

DISCUSSION AND IMPLICATION:

The faculty communication and students learning scale was tested and established for youth of central India.Our findings suggest that faculties plays an important role in teaching learning process to make it effective. The leaning which get affected by faculty’s attitude, communication, knowledge and behavior has significant impact on students learning and involvement in class. It is been inferred from discussion with students that institutions where faculty engage students in and out of the classroom have a high priority on inspiring educational experiences had students who felt supported and were active participants in their learning. Apart from this our study inferred that more focus shall be given to undergraduate education which is somehow been given less importance. Astinwho concluded in her research that faculty members play a vital role in development of undergraduate students which is equally supported by our study.

However, emphasis on a learning-centered campus necessitates a greater focus on teaching, personality development and practical learningwhich results in employability. Our findings suggest that if freedom of thought and work are given to the faculty member, it leads to more innovation in teaching pedagogy which makes students learning process more experiential. This study is an attempt to understand role of faculty who creates a student centered campus. In this research we tried to provide empirical evidence to prove how attitude and behaviour of faculties effect on student learning Rhoads (2001) in his study further expressed that the universities and institutes who are positively demonstrating learning and learning skills of students always called as “best” in teaching world.He further preferred to have interaction inside and outside the class which may profound student learning positively. Faculty has formal and informal interaction during class and off class. From the study it was found that, Faculty communication have impact on students learning.

Limitation and direction for future research:

The sample was collected from the students belong to the age 17- 22 although their proposition in the population is significant and they are future builder of nation and market. But other age students also play important role. The central India has a cosmopolitan culture and Education and industry hub still scope is available to go out of territory to make finding more generalized. We had tried to remove rating scale as much as in selecting the sample for final data analysis. The other demographic attribute can also be considered in future study.

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Received on 11.08.2017 Modified on 04.09.2017

Asian Journal of Management. 2018; 9(1):246-250.

DOI: 10.5958/2321-5763.2018.00037.9