Effect size for participants’ assessment of statements pre- and post-intervention
| Statement no | Statement | Effect size within the sample pre- and post-test (Cohens d) |
|---|---|---|
| 1 | The teacher has a good ability to make himself understood in the classroom | 0.44 |
| 2 | The teacher responds to the students in a constructive way | 0.34 |
| 3 | The teacher's nonverbal communication (body language, gestures, facial expressions, ways of speaking, etc.) invites students to participate | 0.34 |
| 4 | The teacher is responsive to students' nonverbal communication (body language, gestures, facial expressions, ways of speaking, etc.), which he reads and responds to constructively | 0.29 |
| 5 | The teacher has a good ability to handle his own feelings in relation to the students | 0.17 |
| 6 | The teacher has a good ability to handle students' emotions in the classroom | 0.13 |
| Statement no | Statement | Effect size within the sample pre- and post-test (Cohens |
|---|---|---|
| 1 | The teacher has a good ability to make himself understood in the classroom | 0.44 |
| 2 | The teacher responds to the students in a constructive way | 0.34 |
| 3 | The teacher's nonverbal communication (body language, gestures, facial expressions, ways of speaking, etc.) invites students to participate | 0.34 |
| 4 | The teacher is responsive to students' nonverbal communication (body language, gestures, facial expressions, ways of speaking, etc.), which he reads and responds to constructively | 0.29 |
| 5 | The teacher has a good ability to handle his own feelings in relation to the students | 0.17 |
| 6 | The teacher has a good ability to handle students' emotions in the classroom | 0.13 |