From classroom interaction to academic success: tracing the mediating role of effective communication in faculty-student dynamics

• Published in: Cogent education Vol. 11; no. 1
• Main Authors: Dahmani, Nadia, Ali, Wael, Aboelenein, Mohammed, Alsmairat, Mohammad A. K., Faizi, Mursal
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 31.12.2024
• Subjects: Classroom interaction; effective communication; higher education; Management education; Stephen Darwin, Universidad Alberto Hurtado, Chile; student performance
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2024.2377847

This paper aimed to determine the impact of faculty communication style, student proactiveness, and academic discipline on student academic performance and student-faculty relationship quality in the United Arab Emirates (UAE) higher education context. This study also aimed to contribute to the literature by verifying the mediating impact of communication effectiveness between the selected factors. Using a cross-sectional survey design, the study sample comprised 193 university students, and it was analyzed using partial least squares structural equation modeling (PLS-SEM). The results revealed that academic discipline and the professor’s communication style enhanced communication effectiveness, whereas student proactiveness had a minimal effect. The results also show that effective communication significantly influences students’ academic success and the quality of faculty-student interactions. The mediating role of communication effectiveness has also been proven. These findings underscore the importance of robust communication in the faculty-student dynamics and its impact on academic performance in higher education. This research provides valuable strategies for higher education institutes to develop a high-interaction learning environment to ensure a high level of performance for both professors and students.