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Perspectives of education stakeholders on the influence immediacy, verbal aggression and compliance gaining have on learnerperformance

Published article at Central University of Technology Free State, Bloemfontein / In South Africa the educational system has seen many changes over the past few years. Transformation in education has been introduced to correct imbalances of the previous South African educational system and to improve learner achievement in some of the previously disadvantaged schools. Despite changes that have been implemented, learners in many South African schools are still underperforming. The primary aim of this investigation reported in this article was to establish the extent to which selected micro communication factors, namely, immediacy, verbal aggression and compliance gaining influence learner achievement. The researcher argues that micro communication factors in the classroom could influence learner performance either positively or negatively. According to Robinson, learner achievement refers to the ability of a learner to succeed in an assessment and to display a satisfactory level of competence.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/276
Date January 2014
CreatorsFredericks, B., Van Deventer, M.
ContributorsCentral University of Technology, Free State Bloemfontein
PublisherInterim : Interdisciplinary Journal, Vol 13, Issue 1, Central University of Technology, Free State Bloemfontein
Source SetsSouth African National ETD Portal
Languageen_US
Detected LanguageEnglish
TypeArticle
FormatApplication/PDF, 72 512 byte, 1 file
RightsCentral University of Technology, Free State Bloemfontein
RelationInterim: Interdisciplinary Journal,;Vol 13, Issue 1

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