Impact of Teacher’s Communication Skills on University Students’ Academic Performance in STEM Subjects

Abstract

The current study aimed to examine the impact of teacher’s Communication Skills on University Students’ academic performance in STEM Subjects. Quantitative method was used and therefore survey research design was employed. Five (05) public sector universities of Khyber Pakhtunkhwa were selected.  All teachers (335) and students (5019) were constituted the target population. A sample of 271 (83 teachers and 288 teachers) were selected through stratified sampling method. A questionnaire was administered for data collection. Teachers’ Communication scale was used to assess the teachers’ communication skills whereas Students’ academic performance was obtained from their last CGPA. Content Validity Indic (CVI) was applied to assess the content validity through experts and Cronbach’s Alpha was used to measure the reliability of the instrument. Pearson product Moment Correlation and Linear regression was used. The study concluded that significant impact of teachers’ communication skills on the students’ academic performance in STEM Subjects. The study recommended that teachers may train in different competencies such as planning, assessment strategies and communication skills.