Discipline: Social Science
Teachers' interpersonal communication behavior in the classroom is known to be one of a vital element in creating a classroom learning environment that significantly contribute towards the students’ attitudes and motivation of learning. In view of this concept, the study was primarily conducted to investigate the impact of science teachers’ communication behavior towards the attitude of students in learning science. The study employs descriptive correlation research design and makes use of the Teacher Communication Behavior Questionnaire (TCBQ) of She and Fisher (2002), as well as the Test of Science Related Attitudes of Fraser (modified by She and Fisher in 2002). Results show no significant differences on gender; nevertheless, significant differences are apparent in two of the five scales of TCB namely non-verbal support and controlling in terms of age differences. Simple correlation coefficient indicates a significant correlation in four TCB scales namely: challenging, encouragement and praise, nonverbal support and controlling with the attitudinal scale, enjoyment in science lessons. Attitudinal scale career interest in science on the other hand, is correlated with encouragement and praise and non-verbal support. The above result indicates that communication behavior of science teachers has great contribution and impact towards the attitudes of students in learning science.