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| Published: June 30, 2022
Student and Teacher Ability Test in Communication for Identify Quality Education
Research Scholar, Waymade College of Education, CVM University, Gujarat, India Google Scholar More about the auther
DIP: 18.01.162.20221002
DOI: 10.25215/1002.162
ABSTRACT
This paper analyzes the impact of communication on powerful learning, teacher and student academic achievement. The review was guided by three review objectives, three exam questions and three research principles. The number of residents in the review includes students of Jai Jalaraam International, Anand High School of all levels. The examination process was used as an example for review to select one hundred and fifty (150) students from the entire population. Organized surveys were used to classify information labeled Student- Teacher Communication Questionnaire (STCQ). The legitimacy of the instrument was terminated by experts in the field of educational psychology, and the dependency was established using Cronback’s alpha analysis and an incredible quality coefficient of 0.75 was acquired. Average, standard deviation, and regression analysis were used as a measurable device for review. Findings from the review show that while teachers and students have a strong positive connection between their correspondence degree and their academic achievement in schools, students have an exceptionally weak positive connection between their mentality and their academic achievement in school, these findings also exposed extremely impressive positivity. The connection between student benefits and their scholarly achievement in the department on the Under Study Instructor correspondence. These findings were aimed at concluding and presenting.
Keywords
Impact, Career Adaptability, Mental Health, Mental Health Issues
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2022, Farhin D Rathod
Received: March 11, 2022; Revision Received: June 22, 2022; Accepted: June 30, 2022
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.162.20221002
10.25215/1002.162
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Published in Volume 10, Issue 2, April-June, 2022