Student’s Non-verbal Behavior in the Classroom and Their Relation with Academic Interest and Achievement

Abstract

Previous findings by Köprülü (2014) indicated that at least 75% of communication taking place in the classroom was non-verbal behavior; besides, nonverbal messages were supposed to reflect what an individual was actually thinking and feeling more accurately. Based on this specific function, the present study explores the relation between students' nonverbal classroom behaviour and academic interest and achievement. Two hundred eighty-eight students from Vietnam National University and other universities participated in this study. Questionnaire survey and observation were the primary methods used. The results showed a low positive correlation between students’ frequency of nonverbal behavior in the classroom and their learning interests. However, students’ learning interest explained 18% of the variation of their gestures relating to a sitting posture, in which two variables named positive emotion and assignment completion contributed significantly to the regression model. This finding suggested that the lecturers could rely on students’ behaviors, such as sitting with their back straight, looking at the lecturer, and nodding, to determine students’ academic interests during class.