Do Nonverbal Behaviors of the Professor During Classroom Teaching Affect the Level of Students’ Learning?

Background: Achieving the characteristics of effective teaching can play an undeniable role in assurance of education. The aim of this study was to assess the relationship between some nonverbal behaviors of university professors during classroom teaching and the level of students’ learning. Methods: In this cross sectional study, a list of professors’ nonverbal behaviors and dynamic characteristics during classroom teaching, which might lead to a more efficient learning, was prepared based on a focus group discussion composed of the selected students. These items were checked according to the checklist, by two students after attending each session. At the end of each session an exam, which was validated based on the lesson plan with appropriate validity was held to evaluate the amount of learning in the students. The correlation between the students’ scores and the nonverbal behaviors of the professor was analyzed by SPSS software (α=0.05) and Pearson correlation test. Results: A significant correlation was found between “professor’s walking in the class” (P=0.028) and “using hand movements during teaching” (P=0.002) and the increase in the mean of students’ scores. Conclusions: According to the limitations of this study, nonverbal behaviors such as teacher’s walking in the class and using hand movements during teaching can significantly increase the learning level of students during classroom teaching.