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European Journal of Alternative Education Studies ISSN: 2501-5915 ISSN-L: 2501-5915 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 1 │ 2017 doi: 10.5281/zenodo.290243 THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS Semir Šejtanić1, Mustafa Džafić2 1 Phd, University "Džemal Bijedić" Mostar, Bosnia and Herzegovina 2 Independent Researcher Abstract: The traditional school system included adopting as much information without critical thinking while modern school tends to democratic education that is focused on the development of individual abilities of each student and to develop his critical thinking. In traditional teaching communication the teacher dominates. Such is the autocratic communication which was reflected in a bossy role of teachers while in modern teaching the emphasis is on the student's role and the democratic communication. In pursuing the goal of non-experimental empirical research that we set in our study, we found that there is a statistically significant connection between interpersonal communication in teaching and students' success, and that those students whose teachers mostly used the democratic model of communication in teaching achieved statistically significantly better school achievements than those students whose teachers use mainly the autocratic model of communication. The survey was conducted in Bosnia and Herzegovina (Herzegovina-Neretva Canton) and a sample of 423 respondents (322 students and 101 teachers of primary schools). Through the results, contents and messages of this paper we have tried to make you aware of the importance of this segment of communication in the learning process and as such to make it the subject of everyday questioning and continuous work that should lead to its improvement, and thus to improving the quality of the entire educational process. Keywords: communication, education, communication skills, quality teaching 1. Introduction Communication between students and teachers, i.e. communication between all subjects of the teaching process is an important factor in quality schools. Students in Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 1 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS quality schools use democratic means of communication, and achieve better results in learning. To help the students learn to work well, it is necessary to understand that to us all the quality of life is extremely important. Quality school claims that all people have five basic needs: love, power, freedom, fun and survival. Quality is everything that meets one or more basic needs. The success of students in school is better if the school has quality. Quality school implies a democratic school, democratic form of communication, taking into account all the participants of the educational process. Caspe (2003) believes that the preparation of teachers in professional development programs should actively promote the development of communication skills for teachers. Lunenburg (2010) investigated the factors that may facilitate or impede the process of communication and its impact on the effectiveness of teaching. He noted four categories of barriers to effective communication: process barriers, physical barriers, semantic barriers and psychological barriers, and he stressed the active listening as one of the conditions of successful teaching. The tendency of modern school is for students to be active participants in all phases of the teaching process, the aim is quality work which is based on a democratic, open and stimulating pedagogical communication. Today the teacher should not be only a teacher and evaluator, but more and more a planner, programmer, diagnostician, researcher, organizer, guide, innovator, advisor and educator. The more the teacher implements these modern functions his style of work is less classic authoritarian and more inventive and democratic Ilić, : . William Glasser for the needs of the modern school finds a solution in quality education that is not based on coercion and autocratic communication. According to the author, "a successful teacher is the one who manages to convince not half or three quarters but all of his or her students to do well in school." (Glasser, 1994: 25). Quality school has six conditions for quality work (Glasser, 1999: 36) as follows: 1. Class environment should be enjoyable and stimulating 2. The students should be asked to work only on something useful 3. The students are asked to do their best 4. The students are asked to evaluate and improve their work 5. Quality work always feels good 6. Quality work is never destructive Quality school requires quality teachers. There is a wide range of tasks to be carried out by a modern teacher: new teaching programs, new teaching strategies, new student role, the use of different sources of knowledge, training students for permanent education Stevanović and Ajanović, , p. . Jersild classified teachers' characteristics "that students love most": European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 2 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS  Human qualities: kindness, cheerfulness, naturalness, sociability, good humor,  sense of humor  stable, disciplined, impartial  good health Quality related to the attitude of teachers to discipline: that the teacher is just, Physical qualities: physical attractiveness, pleasant voice, nice suit, youthfulness, Teaching quality: good knowledge of the profession, helping the student, acting in the interest of students, to be interesting and enthusiastic, to know how to make the students interested, to teach clearly and to emphasize what is important source: Ozegović, , p. . In addition to students and their parents, teachers are the most important factors of the educational process. We can rightfully say that the quality of future education will depend on the teachers, their qualifications, commitment and motivation. Quality teachers who strive to democratic communication in quality schools and the teaching process are very important but motivated students who seek quality education are as well. High-quality schools, quality teachers, motivated students create democratic communication in the teaching process, and so better success in learning. 2. Research methodology 2.1 The aim research Concerning this specific topic, the aim of research is to show if there is a significant, statistical connection between interpersonal communication in teaching and students' achievement. The other of this research is to determine whether is achievement statistically better using democratic teaching model rather than autocratic one. 2.2 The main hypothesis of the research Based on the defined problems, goals and objectives of our research, the main hypothesis is: We assume that there is a statistically significant connection between interpersonal communication in teaching and student success in learning, and that students whose teachers mostly used the democratic model of communication in the classroom achieve significantly better success in learning than those students whose teachers use mainly the autocratic model of communication. 2.3 Respondents The population from which a sample of respondents was selected, and the population to which this study applies to, consisted of subject teachers and eighth-grade students European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 3 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS from primary schools in Bosnia and Herzegovina (Herzegovina-Neretva Canton). The sample in this study had an element of deliberate, commemorative and simple accidental. The research was conducted on a sample of 423 respondents of which 322 respondents of the representative sample are primary school students, while the other 101 were primary school teachers. 2.4 Instrument After we created a methodological concept as the basis for an empirical investigation of the problem, we have also made instruments of research. In order to achieve the set goal and tasks, as research instruments, we used: Scale assessment of students and teachers of the dominant model of communication used by teachers and students in the teaching process. Scale assessment we used is the Likert scale in which the respondents expressed strong degree of agreement or disagreement with the proposed claims, in accordance with the proposed guidelines on your usual five-point scale: always, often, sometimes, rarely, never. The survey was conducted during the following period: March-June 2014 in four primary schools of Herzegovina-Neretva Canton, Bosnia and Herzegovina. In accordance with the defined goal and tasks, with this study we wanted to inquire whether there is a statistically significant connection between interpersonal communication in teaching and student success, and whether students whose teachers mostly used the democratic model of communication in teaching achieved statistically significantly better school results than those students whose teachers use mainly the autocratic model of communication. 3. Results and discussion Guided by the idea related to our assumption, it seemed interesting to examine whether there are significant differences in the assessment of the respondents on dominant models of communication in the modern educational systems and in the traditional teaching, and consequently we started calculating the value of the t-test. A closer look at the frequent estimates of dominant model of communication in innovative systems and in traditional teaching can be obtained by analyzing the results of the research related to the degree of acceptance of certain claims, i.e. the degree of acceptance of some indicators of democratic models in innovative teaching systems and indicators of autocratic model of communication in traditional teaching. European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 4 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS Table 1: Indicators of acceptance of certain elements of the communication in the modern / innovative systems 4. 5. 6. d) suggest 2-3 methods of study and implement the one that most students want Teachers encourage students to ask a lot of questions and give their opinion Teachers communicate with students' parents only when there is a problem Teachers have the ability: a) to build a good and pleasant relationship with students b) to motivate the students to learn c) to encourage individual work and learning d) to provide challenges to students 7. 8. 9. 10. 11. 12. During the lesson in innovative systems the teacher encourages students, and respects their different opinions Teachers in cooperation with the students provide an environment in which students feel respected as individuals During the curricular and extracurricular activities, teachers are rude, ill-disposed toward students and not ready for their proposals Teachers have the ability to adapt to students' individual needs and abilities During innovative teaching, there is a good and friendly work atmosphere The teacher does not commend students when the student knows the answer Never (f i %) b) set new problems and encourage students to solve them c) prepare tasks with different levels of difficulty Rarely (f i %) 3. Sometimes (f i %) 2. Teachers in a clear and interesting way exhibit teaching materials Teachers use the modern equipment (projector, Internet, prepared material for work) When implementing the teaching content, teachers use: a) new methods of study Often (f i %) 1. M Always (f i %) Claims related to the model of communication in innovative systems 167 39,5 76 18,0 155 36,6 162 38,3 65 15,4 108 25,5 16 3,8 56 13,2 20 4,7 21 5,0 4,02 112 26,5 77 18,2 141 33,3 119 28,1 147 34,6 99 23,4 157 37,1 159 37,6 170 40,2 154 36,4 171 40,4 112 26,5 104 24,6 111 26,2 77 18,2 79 18,7 71 16,8 100 23,6 24 5,7 27 6,4 27 6,4 49 11,6 26 6,1 64 15,1 26 6,1 49 11,6 8 1,9 22 5,2 8 1,9 48 11,3 3,72 183 43,3 168 39,7 164 38,8 107 25,3 171 40,4 137 32,4 157 37,1 142 33,6 170 40,2 136 32,2 57 13,5 57 13,5 85 20,1 93 22,0 84 19,9 29 6,9 31 7,3 26 6,1 32 7,6 27 6,4 17 4,0 10 2,4 6 1,4 21 5,0 5 1,2 4,04 131 31,0 143 33,8 90 21,3 38 9,0 21 5,0 3,77 34 8,0 36 8,5 63 14,9 99 23,4 191 45,2 2,11 140 33,1 118 27,9 68 16,1 46 10,9 51 12,1 3,59 173 40,9 50 11,8 145 34,3 85 20,1 56 13,2 89 21,0 31 7,3 109 25,8 18 4,3 90 21,3 4,00 European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 3,51 3,44 3,97 3,71 4,00 3,35 4,04 4,02 3,73 4,04 2,75 5 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS The presented results show that the respondents of the dominant model of communication replied in the following statements: • That teachers in a clear and interesting way exhibit teaching materials 167 respondents agree (39.5%). • That during the lesson in innovative systems the teacher encourages students, and respects their different opinions 171 respondents agree (40.4%). • That during innovative teaching, there is a good and friendly work atmosphere173 respondents agree (40.9 %). In addition, they frequently choose the following claims: • Teachers encourage students to ask a lot of questions and give their opinion. • Teachers have the ability to build a good and pleasant relationship with students. • Teachers have the ability to motivate students to learn. • Teachers have the ability to encourage individual work and learning. A more precise insight into the results presented in Table 1 point to the frequency of the assessment and the selection of statements that indicate the autocratic model dominant in traditional teaching. Table 2: Results of the assessment of the frequency of elements of the model of communication in traditional teaching 3. 4. 5. 6. b) encourages creativity - gives opportunity 7. 8. 9. Teachers do not prepare for classes adequately. They think they have it all in their head The teacher's authoritative approach causes fear, unease and uncertainty in students Teachers in their work: a) do not encourage student ideas Never (f i %) The teacher scolds a student when the student does not know the answer Teachers do not like it when the students constantly give their suggestions during the class Teachers do not allow their students to suggest anything for their work Students have the opportunity to choose and use different sources of information During the class the teacher: a) conducts – orders Rarely (f i %) 2. Sometimes (f i %) Teachers exhibit teaching materials frontally Often (f i %) 1. M Always (f i %) Claims on the dominant model of communication in traditional teaching 63 14,9 26 6,1 31 7,3 30 7,1 133 31,4 151 35,7 64 15,1 44 10,4 60 14,2 140 33,1 134 31,7 106 25,1 102 24,1 72 17,0 68 16,1 44 10,4 98 23,2 127 30,0 115 27,2 50 11,8 31 7,3 129 30,5 119 28,1 146 34,5 32 7,6 3,40 68 16,1 140 33,1 32 7,6 33 7,8 92 21,7 137 32,4 87 20,6 65 15,4 125 29,6 102 24,1 113 26,7 121 28,6 71 16,8 29 6,9 97 22,9 109 25,8 67 15,8 15 3,5 94 22,2 95 22,5 3,05 52 48 106 90 127 2,55 European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 2,43 2,39 2,32 3,69 3,85 2,68 2,60 6 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS b) do not pay attention to students' opinions 10. 11. 12. c) ask of the students to have to learn every word the way they said it Students have the opportunity to explain their ideas The teacher should have a decisive role in the course of teaching The teacher is the main source of knowledge 12,3 37 8,7 53 12,5 160 37,8 134 31,7 124 29,3 11,3 57 13,5 54 12,8 145 34,3 140 33,1 136 32,2 25,1 105 24,8 72 17,0 68 16,1 101 23,9 104 24,6 21,3 86 20,3 87 20,6 26 6,1 34 8,0 35 8,3 30,0 138 32,6 157 37,1 24 5,7 14 3,3 24 5,7 2,45 2,43 3,92 3,82 3,71 The dominance of the autocratic model of communication in traditional teaching is evident based on the presented claims:  The teacher should have a decisive role in the course of teaching 134 respondents agree (31.7%), while 101 respondents (23.9%) believe that the teacher should only  occasionally play a decisive role in teaching. With the claim that the teacher is the main source of knowledge 124 respondents (29.3%) strongly agree, while 104 (33.1%) believe that still the teacher sometimes  is a source of knowledge. That the teachers exhibit teaching materials frontally 63 respondents (14.9%) agree, while 151 respondents (35.7%) believe that that is a common practice and 134 (31.7%) believe that the teachers only sometimes use frontal teaching.    The following claims were also frequent: Teachers in their work do not encourage student ideas Teachers in their work do not pay attention to students' opinions Teachers in their work ask of the students to have to learn every word the way they said it As we can see from Table 2, the arithmetic mean on the Scale of assessments of the respondents of the dominant democratic model of communication in the modern educational system is higher for teachers (M = 63,346) as compared to students (M = 55,838). However, this difference is not statistically significant (t = -8,948, df = 221, p <0.05). So, teachers and students, on average, have similar assessments related to the dominance of the democratic model of communication in the modern educational system. A group of children on average achieves higher scores (M = 35,900) than groups of teachers (M = 27.29), when it comes to the assessment of dominance of the autocratic model of communication in the traditional teaching. However, here as well, this difference is not statistically significant (t = 10,289, df = 421, p <0.05). In other words, European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 7 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS these two groups of respondents express fairly equal estimates related to the dominance of the autocratic model of communication in traditional teaching. Table 3: Results of the t-test for determining the possible differences in the assessment of respondents (teachers and students) of the dominant democratic model of communication in the modern educational systems and the dominant autocratic model of communication in the traditional teaching Variable Respondent N M SD ∆M SE∆M t df p Assessment of the Student 322 55,838 9,181 7,508 0,839 -8,948 228 .000 Teacher 101 63,346 6,683 Student 322 35,900 7,465 8,603 0,836 10,289 421 .000 Teacher 101 27,297 6,884 respondents of the dominant democratic model of communication in the modern educational systems Assessment of the respondents of the dominant autocratic model of communication in the traditional teaching Legend: ∆M – arithmetic mean difference, SE∆M – standard error of the difference, t-the value of t statistics, df – degrees of freedom, p –significance Since the differences in the estimates of the respondents, i.e. students and teachers, did not turn out to be statistically significant, but in order to get a more detailed insight into the results of the distribution of the results of the assessment of the dominant model of democratic education in innovative systems and the dominant autocratic model of education in traditional systems, we have developed a degree of assessment of dominance of these two models with the responses of respondents categorized in the manner presented in Table no. 4. European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 8 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS Table 4: The connection of the assessment of the respondents of the dominant democratic model of communication in the modern educational systems and the dominant autocratic model of communication in the traditional teaching The autocratic style in traditional teaching not dominant 0 ,0% 0 ,0% 1 ,2% 1 ,2% Not dominant Dominant Very dominant Total X2= 6,340; df=4; The democratic style in innovative systems C.Coeff=0,122; dominant 0 ,0% 62 14,7% 48 11,3% 110 26,0% very dominant 3 ,7% 205 48,5% 104 24,6% 312 73,8% Total 3 ,7% 267 63,1% 153 36,2% 423 100,0% p=0,175 Thus, presented results strongly suggest that the highest percentage of respondents largely opted for the dominance of the autocratic style in traditional teaching and of the democratic style in innovative teaching. The values obtained X2 = 6.340 in the value of the coefficient C = 0.122 which is not significant at any statistical level, point to the lack of cohesion among the variables mentioned above, and on the basis of these research results we reject our research hypothesis. 4. Conclusion Estimates of the majority of our respondents indicate that teachers predominantly use the democratic model of communication in the classroom. Respondents expressed their views entirely agreeing with the statements that teachers always encourage, motivate and reward students for their work, then that the willingness of teachers to help the student affects the positive attitude in the teacher-student relationship, that the teachers are always willing to help the students, and that the understanding and the respect for the students' personalities and teachers' interesting exhibits are important elements to creating a positive attitude in the teacher-student relationship, and that most teachers are always nice to students. Since it is based on attitudes and personal assessment, this research has the character of a snapshot of the awareness of respondents of different characteristics within a certain time period and should be viewed as such. References 1. Caspe, M. S. (2003). How teachers come to understand families. The School Community Journal, 13(1), 115-131. European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 9 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS 2. Delors, J. and others. (1998). Učenje: blago u nama. Zagreb: Educa. 3. Glasser, W. (1993). Nastavnik u kvalitetnoj školi. Zagreb: Educa. 4. Greene, B. (1996). Nove paradigme za stvaranje kvalitetnih škola. Zagreb: Alinea. 5. Von Hentig, H. (1997). Humana škola. Zagreb: Educa. 6. Ilić, M. . Cilj, zadaci i sadržaji vaspitno-obrazovnog rada u uslovima savremenih promjena. Banja Luka: Naša škola 1-2. 7. Ilić. M. : Od tradicionalne do kvalitetne škole, Radovi, Banja Luka 8. Knapp, M. and Hall, J. (2010). Neverbalna komunikacija. Zagreb: Naklada Slap. 9. Krech, D. and Crutchfield, R. (1972). Pojedinac u društvu. Beograd: Zavod za udžbenike. 10. Kyriacou, C. (2001). Temeljna nastavna umijeća. Zagreb: Educa. 11. Lunenburg, F.C. (2010). Communication: The Process, barriers and Improving Effectiveness. Schooling, 1(1), Sam Houston State University. 12. Ožegović, D. . Komunikacija u nastavi. Istočno Sarajevo: Zavod za udžbenike i nastavna sredstva. 13. Reardon, K. (1998). Interpersonalna komunikacija. Zagreb: Alinea. 14. Salovey, P. and Sluyter, J.D. (1997). Emocionalni razvoj i emocionalna inteligencija. 15. Stevanović, M. and Ajanović, Dž. . Školska pedagogija. Sarajevo: Prosvjetni list. 16. Tubbs, S. (2013). Komunikacija. Beograd: Clio. European Journal of Alternative Education Studies - Volume 2 │ Issue 1 │ 2017 10 Semir Šejtanić, Mustafa Džafić THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS Creative Commons licensing terms Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work. 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