Assertion (A) : Classroom communication is a transactional process. Reason (R)…

Concept

A transactional communication model treats communication as a reciprocal, simultaneous process in which participants send, receive, interpret, and respond to messages.

In an assertion–reason item, test the truth of the assertion and the reason separately; only then decide whether the reason explains the assertion.

Application

1. Classroom communication includes the teacher’s message, students’ responses, feedback, and the teacher’s adjustment to that feedback. This reciprocal exchange makes classroom communication transactional, so Assertion (A) is true.

2. In a transactional classroom, a teacher interprets students’ responses as purposeful signals about attention, understanding, confusion, or engagement. Reason (R) denies this assumption, so Reason (R) is false.

Cross-check and contrast

• “Both (A) and (R) are true, and (R) explains (A)” requires (R) to be true, which conflicts with the purposeful role of student feedback.

• “Both (A) and (R) are true, but (R) does not explain (A)” also requires (R) to be true and therefore fails the same truth test.

• “(A) is true, but (R) is false” matches the transactional nature of classroom communication and the purposeful interpretation of student responses.

• “(A) is false, but (R) is true” reverses both independently established truth values.

Therefore, the correct code is “(A) is true, but (R) is false.”