Title: Modelling and analysis of the classroom communication barriers using ISM: an Indian teacher's perspective

Authors: Swati Jain; Puneeta Ajmera; Vineet Jain

Addresses: Department of English, Mount Olympus School, Sector 47, Gurgaon, 122018, Haryana, India ' Department of Public Health, Delhi Pharmaceutical Science and Research University, New Delhi, India ' Department of Mechanical Engineering, Mewat Engineering College, Nuh, 122107, Haryana, India

Abstract: Communication is an essential component of the educational system and its effectiveness is one of the elements that determine how far the desired results can be reached. Effective communication is not always free of impediments. There are a variety of variables related to the tutor, learners and educational environment that act as obstacles to and reduce the effectiveness of class communication. The aim of the present study is to identify the key barriers that affect classroom communication. The barriers that influence classroom communication have been analysed by the 'interpretive structural modelling' (ISM) methodology. MICMAC analysis analyses the driving and dependence power of barriers. The outcome reveals that 'unfitting knowledge and abilities, feedback and technology' are at the top level barriers. A comprehensive model of the relationship between these barriers has been established in this research so that classroom communication can be improved.

Keywords: classroom communication barriers; modelling; ISM; MICMAC.

DOI: 10.1504/IJKL.2022.123980

International Journal of Knowledge and Learning, 2022 Vol.15 No.3, pp.253 - 273

Received: 25 Aug 2021
Accepted: 15 Jan 2022
Published online: 05 Jul 2022 *

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