Hapticsand Proxemics Used In Standard One Pupilteacher Classroom Interaction, In Selected Schools Of Kariara-Kigoro Division, Murang’a County, Kenya

ABSTRACT

The study sought to investigate haptics and proxemics used in standard one pupilteacher classroom interaction, in selected schools of Karia-Kigoro division Murang‟a County, Kenya. The objectives of the study were to: identify the haptics and proxemics that class one children use in class; describe how the class one children respond to the use of haptics and proxemics in class; compare haptics and proxemics used by teachers in class one; and finally investigate the roles of proxemics and haptics in learning among class one pupils. The cognitive variance theory and the communication accommodation theory were used to explain the use of haptics and proxemics in standard one pupil-teacher classroom interaction. The study took place at Kariara-Kigoro division in Murang‟a County, Kenya. Questionnaires were used to get information from class one teachers about the haptics and proxemics used in class room interaction. Observation of the behavior of the pupils and teachers and communication pattern were made. Data was analyzed both quantitatively and qualitatively where observation notes were compiled and videos were interpreted and presented in narrative form. Photographs were interpreted in order to describe the haptics and proxemics used in class one pupil-teacher interaction. The study came up with the following findings: Use of haptics and proxemics among class one pupils is dependent on message being communicated and hence differed from one pupil to another and situation of pupil. The use of haptics and proxemics in classroom interaction make learning easier and teaching more effective. A key recommendation of the study is that teachers, parents and other care givers should be sensitized on the importance of the use of haptics and proxemics in communication.