Classroom Communication Techniques: A Tool for Pupils’ Participation in the Learning Process across the Curriculum

Abstract

This study investigated “how classroom communication techniques can influence pupils’ participation in the learning process”. The inability of pupils to acquire basic competences in some primary schools in Cameroon due to the persistent use of inappropriate teaching behaviours by teachers moved the researcher to carry out this study. The study aims to answer the question “To what extent does classroom communication techniques influences pupils’ participation in the learning process?” Related literature was reviewed based on classroom communication techniques and pupils’ participation in the learning process. The theories which were used to give more meaning to the problem of study include socio-constructivism by Lev Vygotsky, the social learning theory by Albert Bandura and the theory of cognitive development by Jean Piaget. The qualitative approach was applied to carry out the study. Observation and Interview methods were used. Data was collected using a structured Observation guide and a semi interview guide. The population of the study was made up of primary school teachers of Government Bilingual Pramary School Mballa IV Group I, Mfoundi Division, Yaounde. From this population, five teachers from level one (classes one and two) were selected for the study through non probability sampling technique. The data collected were analysed thematically following the objectives of the study. Overall, results of this study revealed that classroom communication techniques influence pupils’ participation in the learning process. Recommendations are made to teachers to use appropriate communication behaviours in the classroom in order to improve learners’ participation in the learning process.