The Effects of Teachers’ Pedagogical 93 Communicative Practices on Students’ Learning Experiences

Abstract

This study examined the effects of teachers’ Pedagogical Communicative Practices (PCP) on students’ academic achievement. It  employed the concurrent nested mixed methods design. A questionnaire and observation guide were used to collect data from 481  respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono  and Bono East Regions of Ghana. These were analysed using means and standard deviation. Findings from the study showed that  practices employed by teachers help students to feel comfortable in class, increase their participation and engagement, take risks, and  achieve better academic performance. Teachers are seen as role models and mentors in the classroom. The selection of appropriate  pedagogical communicative practices has much impact on students’ learning experiences and every action taken by teachers has a  lasting effect on their students’ academic life and beyond. Teachers are expected to adopt practices that will instigate higher academic  achievement and better social behaviour in the lives of their students.