Levels of Educational Communication and Educational Effectiveness a Field Study of a Sample of Students at El-Haj Aissa Ibrahim School in the Municipality of Bennacer Ben Chohra, Laghouat Province, Algeria.

Abstract

     Westerners generally recognize that there are typically only partially successful students, even when considering those with special needs. Nevertheless, a teacher might need to catch up in tapping into a student's abilities, potential, and positive qualities due to a deficiency in the techniques and tools essential for nurturing these aspects through school educational communication practices. These methods are continuously developed to make the student an active participant, not just a recipient. Consequently, educational effectiveness and academic achievements vary simultaneously when students' levels differ within the same classroom. For instance, a group of students are isolated and introverted but excel in mental arithmetic, sports, artistic and manual creativity, drawing, and imagination. However, they perform poorly in memorization, language expression, writing, theatrical performance, imitation, and singing. On the other hand, another group of students is active, dynamic, and interactive with all educational communication processes. They excel in memorization, language expression, theatrical performance, imitation, and singing but perform poorly in mental arithmetic, sports, drawing, and creative imagination. The question arises: what is the relationship between communication levels and educational efficiency patterns?