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CHAPTER 1
THE PROBLEM
Introduction
communication skills. Anywhere we go; we interact and deal with different kinds of
therefore are built through interpersonal communication. However, there are some
detect and portray messages through this medium is also seen as a central
perception and ideas. As a result, there are tendencies that misunderstanding among
the members of an organization that doesn’t aim for progress. Organizational change
has an important personal dimension (Moran and Brightman 200); and it is actually an
emotional experience, which notes the crucial role of employees’ perceptual and
change may either facilities or inhibit an organizational change initiative (Eby 2000). In
decision. That is, they reflect the degree to which the organization has the flexibility to
achieve change, and the extent to which an employee can actively and genuinely
participate in the change process (Smith, 2005). Employees do not necessarily have
fixed or enduring beliefs that change only slowly over time as an effect of a radically
new circumstances as proposed by Gioia (2000) and Pratt (2000). They take temporary
positions on their organizational affiliations, such as being part of such and being
that their supervisors are responsible for providing information and support because
they are perceived to be the principal agents of the organization (Cole 2006). In general,
organization who are in the lower positions are not much vocal to assert their ideas to
the workgroup compared to those who are in the higher positions, Moscovici (1991) also
suggests that, in general, we should pay less attention in public opinion formation to
silent majorities and more to ‘loud minorities’, which often play a larger part in opinion
change.
3
Theoretical Framework
The researchers have affixed the said study to the Spiral of Silence Theory or the
Nuemann, the phrase “spiral of silence” actually refers to remain silent when some
people feel that their views are in the minority. Hence, the rule of public opinion is
transparent. The relevant theory concerns the interplay between four elements; mass
opinion; and the perceptions which individuals have of the surrounding ‘climate of the
opinion’ in their social environment. The theory proposes that, in order to avoid isolation
on important public issues (like political party support), may people are guided by what
conceal their views if they feel think they are dominant. The result is that those views
which are perceived to be dominant gain even more and alternatives retreat still further.
The theory was the first formulated and tested to explain puzzling findings in German
politics where opinion poll findings were inconsistent with other data concerning
expectations of who would win an election and signally failed to predict the result. The
explanation offered was that the media were offering a misleading view of the opinion
consensus. They were said to be leaning in leftist direction, against the underlying
opinion of the (silent) majority. The spiral of silence theory is a close neighbor to mass
society theory and involves a similar, somewhat pessimistic, view of the quality of social
relations (Taylor, 1982). According to Katz (1983), its validity will depend on the extent
to which alternative reference groups are still alive and well in social life. The more that
is the case, the less scope there is for the process described to operate, since there will
4
be support for minority or deviant views. People who perceived as a part of minority are
a result of being silent or passive, the interpersonal communication skills towards their
his/her opinion because of the fear of isolation. They sunk into an idea that if they’ll
spoke up, their opinion will just be ignored and rejected because of the perception that
their opinion is against to the majority. As a result, some brilliant and definite opinions
are not recognized because of hiding of such. Aside from the silence that takes place,
the interpersonal communication skills are also greatly affected. Interpersonal skills of a
negative part is they refuse to honest towards their workgroup. It is basically a human
Spiral of Silence within groups could control the certain, open and thoughtful
foundation is the cooperation among all of its members. Hence, an instance such as,
threat of isolation that is felt by the minority for example, gay and lesbian members are
getting triggered in organizations. Other factors such as year level and position are
getting its way in the occurrence of spiral of silence. In an organization, most of the
decisions are agreed depending on the voice of the majority; in that case, the minority’s
voice is not much esteemed. The premises involved here are: Unspoken ideas,
In this study, interpersonal skills of the SBO officers will be identified. This study
investigated into the respondents’ year level, and position. These variables were studied
skills vary to the different factors such as gender, year level, and position. The
Moreover, this will help in the assessment of the relationship between the
The diagram shows the relationship between the independent variables which
are the gender, year level, and position; and the dependent variables which include the
Schematic Diagram
Verbal
Gender Communication/Non –
Year Level Verbal Communication
Position Listening
Giving/Getting feedback
1.1 Gender
1.3 Position
1.2 Listening
1.1 Gender
1.3 Position
Problems one (1) and (2) are hypothesis free. Problem three (3) whose hypothesis was
stated in the null form below was tested at 0.05 levels of significance.
Admin.The findings of this study will motivate them to always keep track the flow
of the different school’s organizations. This will also motivate them to establish
problem solving, assertiveness, and decision making in their organization. They will
SBO Members. The findings of this study would bring them to go out from their
shell. This will help them to have a good perception in being expensive, brave, and
vocal in provoking their ideas. With these, they would give more importance of
Future researchers.They would have their basis in conducting their studies. The
researchers will able to gain knowledge and insights in constructing their research. This
Definition of terms
The following terms are defined according to their usage on the study to give
Giving/getting feedback.This variable refers on the way in working with others to find a
Interpersonal Skills. This variable refers to the social skills people use to interact
Listening. This variable refers to the active process of receiving and responding to
In this light, the main objective of this study is to determine the level of
PHINMA Cagayan de Oro College. This study will involve the SBO Officers of the
different colleges of the said institution of the school year 2016 – 2017.
The chosen colleges are the College of Arts and Sciences (CAS), College of
Criminology and Criminal Justice (SCCJ), and College of Engineering and Architecture
(CMA).
11
Chapter 2
This chapter reviews the related literature and studies which have a significant
bearing on the topic on the interpersonal skills of the Central Student Government
provided the study with appropriate background, insight and direction needed in the
study.
effectiveness. Every organization has its own goals that would lead to its own success.
communicating with another person or a group of people will not be a great problem.
Though conflicts are also unavoidable, the goals that have been made to meet the
members.
Interpersonal skills are very relevant in the many aspects of our daily lives.
Building personal relationships, social affairs, and professional lives are relied on strong
interpersonal skills. According from a lesson transcript, interpersonal skills are the tools
that makes the change perceived as needed and therefore more likely to be successful.
members’ “beliefs, attitudes, intentions, and ultimately the behavior” (p. 682) to reduce
the possible resistance to the change. Based on organizational climate research, the
concept of readiness for change can also be understood as how employees perceive
Schneider, Ehrhart, & Macey 2011). A skill that would help in achieving effective within
involve non-verbal behavior and an ability to detect and portray messages through this
medium is also seen as a central interpersonal skill. Messages can be delivered through
different non-verbal channels. Verbal communication on the other hand is also a great
On the other hand, we have assumed that listening ability depends largely on
intelligence that “bright” people listen well, and “dull” ones poorly. There is no denying
that low intelligence has something to do with inability to listen, but we have greatly
To be good listeners we must apply certain skills that are acquired through either
experience or training. If a person has not acquired these listening skills, his ability to
13
understand and retain what he hears will be low. This can happen to people with both
high and low levels of intelligence. Factors like gender for example is also present in a
California, Irvine and the University of New Mexico identified a gender difference
between the amount of gray matter and white matter found in our brains. The amount of
gray matter was six times greater in the brains of the male research participants, while
the women participating in the study had 10 times the amount of white matter the men
did. Despite activating different activity centers within the brain, genders perform equally
on measures of cognitive function. This means that although we listen and assimilate
information differently, the difference does not appear to affect cognition or our ability to
listen. Differences in the way we listen do not seem to impact listening performance.
For decades, women have been one of several target groups of discrimination
within the work force, as in other aspects of society. Women often encounter more
difficulties accessing leading positions than men (Eagly et al. 2000; Ashcraft 2006).
More and more women enter the work force, yet for many it means being over qualified
and having few opportunities. There are very few women who climb the hierarchical
ladder, and for most, hitting the glass-ceiling is a usual scenario (Katila & Eriksson
2013; Gornick & Meyers 2008). Furthermore, women are highly underrepresented in
senior level management positions. Even though the latter is recognized as female-
friendly and as an example of gender equality (Saari 2013), statistics/reports show this
belief is incorrect. On the other hand, through the initiatives taken by the French
government it is implied that women are discriminated against (Bennhold 2010; Fisher
discrimination in the workplace from a quantitative perspective, but less have focused
Despite this need for a positive workplace culture, there is no doubt that giving
critical feedback is essential. The question is how to deliver it. Most advice in this area
focuses on what to say — for example, give more praise than criticism, and listen more
than you talk. Those are important, but our nonverbal communication is just as
important as the words we use. By using positive, open, and supportive feedback style,
a person ends up establishing trust. Employees are especially sensitive to signs of trust
in their managers. Our brains respond more positively to empathic bosses, as neuro-
imaging research confirms. In turn, employees who feel greater trust show
improved performance. Positive relationships at work can even lower health care costs
Chapter 3
RESEARCH METHODOLOGY
In this chapter, the methods that were used in gathering the data to support the
study are presented. These include the research setting, research respondents,
Research Design
description and interpretation of conditions that exist. The research dealt on the factors
such as gender, year level, and position in determining the interpersonal communication
skills of the Student Body Organization officers. The study underwent gathering,
tabulating, and computing of data which involved analysis and interpretation of results.
Research Setting
This study was conducted to the Student Body Organization Officers of PHINMA
COC has been given national awards by the Philippine Association of Colleges
and Universities-Commission on Accreditation in 2003 and 2004 for having the third and
the leading educational institutions in the country in the field of criminology, having
produced a number of topnotch graduates since its inception in 1947. The college also
Research Respondents
This study involved the Student Body Organization (SBO) officers in PHINMA
COC. Based on the official list, there are 18 SBOs with a total of 126 officers. 7 SBOs
from the chosen 7 colleges with a total number of 48 officers was taken as the
applied in the study due to the small number of respondents. The 48 respondents can
give us tight findings thus, we only surveyed 30% of its total population.
are having only one SBO. These are; College of Arts and Sciences (CAS), College of
and Puerto campus. The rest of the departments are having more than one SBO
and Accountancy (CMA) and the College of Engineering and Architecture (CEA).
17
Research Instruments
A questionnaire was used in gathering the data needed in the study. After
the approval to conduct a survey, the researchers distributed the questionnaire to the
respondents. After data gathering, the data was analyzed and interpreted by the
researchers.
The questionnaire in the study was adaptive. There were two parts of
questionnaire that was utilized. The first part was the filing up the respondent’s profile.
The profile includes their gender, year level and position. For the second part, the
respondents indicated the degree/scale that reflects their position and opinion.
Sampling Procedure
This study used non-probability sampling procedure. Out of 126 officers, our 48
respondents gave us tight findings thus, we only surveyed 30% of its total population.
Purposive sampling was applied in the study due to the small number of respondents.
approval was done before conducting the study, and upon approval, the researchers
18
Categorization of Variables
In order to interpret the gathered data, the following categorization will utilized:
Gender: Male
Female
Second Year
Third Year
Fourth Year
Fifth Year
Position: Governor
Vice-Governor
Secretary
Auditor
Treasurer
Social Manager
19
PIO
Sgt.@arms
Representatives
3 High
2 Average
1 Low
Listening Skills
3 High
2 Average
1 Low
3 High
2 Average
1 Low
20
CHAPTER 4
This chapter discusses the presentation, analysis and interpretation of the data
Officers of PHINMA – Cagayan de Oro College. This study involved the SBO Officers of
the different colleges of the said institution during the school year 2016 – 2017. The
presentation of the analysis was organized based on the order of presentation in the
profile in terms of gender. Result showed that 23 or 47.92% were male while 25 or
52.08% were female. This implies that majority of the respondents of this study were
female. As cited in the study of Sapiro (2009), gender plays important roles in shaping
21
public opinion. She further noted that this does not mean that men and women are
neatly divided into campus when it comes to public opinion. Hence, two sexes play
different kind of roles in society and family life and thus have different kinds of
experiences. In general, gender does not have a great impact on the variation of one’s
Table 2
Distribution Table Showing the Student- Respondents’ Profile
in terms of Year Level (n = 48)
Profile Categorization Frequency Percentage
First Year 0 0.00
Second Year 20 41.67
Year Level Third Year 18 37.50
Fourth Year 8 16.67
Fifth Year 2 4.16
TOTAL 48 100%
respondents in terms of the year level. Result showed that 20 or 41.67% were
sophomore students, 18 or 37.5% were third year, eight (8) or 16.67% were fourth year
and only two (2) or 4.16% were already in their final year. This implies that in this study,
there were more second year students followed by third year students.
None of the freshmen students were part of this survey since there were no
elected freshmen officers. Based on the table, majority of the respondents were
sophomores it is because there were more second year enrollees than the other year
Table 3
Distribution Table Showing the Student- Respondents’ Profile
in terms of Position in the Student Body Organization (n = 48)
Profile Categorization Frequency Percentage
Governor 4 8.33
Vice-Governor 6 12.5
Secretary 4 8.33
Position Auditor 2 4.16
In the Student Body Treasurer 7 14.58
Organization Social Manager 8 16.67
PIO 6 12.5
Sgt. At Arms 4 8.33
Representative 7 14.58
TOTAL 48 100%
their position in the student body organization of the school. Result showed that there
were eight (8) or 16.67% were social managers, seven (7) or 14.58% were treasurers
and representatives, six (6) or 12.5% were vice-governor and personal information
officers, four (4) or 8.33% were governors, secretary, and sergeant at arms and two (2)
or 4.16% were auditors. This implies that many of the respondents were social
have more than one officer elected. This explains that these positions have higher
Employees do not necessarily have fixed or enduring beliefs that change only
(2000) and Pratt (2000). They take temporary positions on their organizational
structure. One example is that employees consider that their supervisors are
23
responsible for providing information and support because they are perceived to be the
principal agents of the organization (Cole 2006). This implies that organizational
Table 4
Distribution of Student-Respondents Level of Interpersonal Skills
in terms of Verbal and Non-Verbal Communication(n =48)
Mean Standard Verbal
Indicators Deviation Description
1. Is it difficult for you to talk to other people? 1.92 0.454 Average
2. When you are trying to explain something, do Average
others tend to put words in your mouth, or 1.90 0.472
finish your sentences for you?
3. In conversation, do your words usually come 2.27 0.494 Average
out the way you would like?
4. Do you find it difficult to express your ideas Average
when they differ from the ideas of people 1.86 0.570
around you?
5. Do you assume that the other person knows Average
what you are trying to say, and leave it to 2.06 0.633
him/her to ask you questions?
6. Do others seem interested and attentive when 2.25 0.634 Average
you are talking to them?
7. When speaking, is it easy for you to recognize Average
how others are reacting to what you are 2.46 0.617
saying?
8. Do you ask the other person to tell you how Average
she/he feels about the point you are trying to 2.27 0.644
make?
9. Are you aware of how your tone of voice may 2.42 0.647 Average
affect others?
24
Result showed an overall performance of 2.18 and standard deviation of 0.569. This
implies that the student-respondents only practiced the following indicators of verbal
and non-verbal communication in the average level only. In particular, they were
sometimes aware that the tone of their voice affects others but they sometimes finds
difficult to express their ideas when they differ from the ideas of people around them.
communicative activities also involve non-verbal behavior and an ability to detect and
portray messages through this medium is also seen as a central interpersonal skill.
Table 5
Distribution of Student-Respondents Level of Interpersonal Skills
in terms of Listening(n =48)
Mean Standard Verbal
Indicators Deviation Description
1. In conversation, do you tend to domore talking 2.08 0.577 Average
than the other persondoes?
2. In conversation, do you ask the otherperson
25
Table 5 above shows the level of practice of the indicators of listening skills of the
deviation of 0.584 which means that they sometimes practiced the indicators of listening
asked the person talking if they do not understand what they are talking about but
sometimes they were not paying attention to the conversation with another person.
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intelligence that “bright” people listen well, and “dull” ones poorly. Added, low
those who are in the higher position are perceived to have the best minds compared to
those who are in the lower positions. However, based on the findings above, position
Table 6
Distribution of Student-Respondents Level of Interpersonal Skills
in terms of Giving/Getting Feedback(n =48)
Mean Standard Verbal
Indicators Deviation Description
1. Is it difficult to hear or acceptconstructive 2.00 0.546 Average
criticism from theother person?
2. Do you refrain from saying somethingthat you Average
think will upsetsomeone or make matters 2.08 0.577
worse?
3. When someone hurts your feelings,do you 1.81 0.704 Average
discuss this with him/her?
4. In conversation, do you try to put yourself in 2.23 0.660 Average
the other person’sshoes?
5. Do you become uneasy whensomeone pays 2.00 0.684 Average
you a compliment?
6. Do you find it difficult to disagreewith others 1.96 0.713 Average
because you are afraidthey will get angry?
7. Do you find it difficult tocompliment or praise 1.77 0.722 Average
others?
8. Do others remark that you alwaysseem to 1.85 0.505 Average
think you are right?
9. Do you find that others seem to getdefensive 2.13 0.570 Average
when you disagree withtheir point of view?
10. Do you help others to understandyou by Average
saying how you feel? 2.29 0.683
Overall 2.01 0.636 AVERAGE
Legend:
Mean Intervals Description
2.50 – 3.00 High
1.50 – 2.49 Average
1.00 – 1.49 Low
27
Table 6 above shows the level of the student-respondents practice of giving and
getting feedback from the other person during conversation. Result showed an overall
mean rating of 2.01 and standard deviation of 0.636. This implies that they only practice
giving and getting feedback on other people in the average level. Specifically, they were
on the average level when they want others understand themselves by saying what they
Despite this need for a positive workplace culture, there is no doubt that giving
critical feedback is essential. The question is how to deliver it. Most advice in this area
focuses on what to say — for example, give more praise than criticism, and listen more
than you talk. Those are important, but our nonverbal communication is just as
4.1 Gender
4.3 Position
Table 7
Comparison of the Student-Respondents Level of Verbal/Non-Verbal
Communication When Grouped According to Profile Variables (n =48)
Variables Categorization Mean and F-value p-value Conclusion
Standard
Deviation
𝑥̅ sd
28
𝑥̅ sd
2nd Year 2.14 0.276
Year Level 3rd Year 2.26 0.257 1.08 0.366 Not
4th Year 2.14 0.213 Significant
5th Year 2.00 0.000
𝑥̅ sd
Governor 2.35 0.236
Vice-Governor 2.30 0.268
Secretary 1.95 0.058
Position in Auditor 2.20 0.141 1.80 0.099 Not
Treasurer 2.29 0.291 Significant
the SBO
Social Managers 2.25 0.220
PIO 2.05 0.164
Sgt. At Arms 1.90 0.294
Representatives 2.18 0.256
and non-verbal communication when grouped according to gender, year level and
position in the student body organization. Result showed that in terms of gender
(p-value = 0.559), year level (p-value = 0.366) and position in the student body
indicators of their interpersonal skills do not differ significantly, which means that the null
Table 8
Comparison of the Student-Respondents Level of Listening
When Grouped According to Profile Variables (n =48)
Variables Categorization Mean and F-value p-value Conclusion
Standard
Deviation
𝑥̅ sd
Gender Male 2.12 0.252 0.14 0.712 Not
Female 2.15 0.312 Significant
𝑥̅ sd
29
𝑥̅ sd
Governor 2.35 0.173
Vice-Governor 2.18 0.293
Secretary 1.93 0.287
Position in Auditor 1.75 0.071 1.76 0.110 Not
Treasurer 2.23 0.355 Significant
the SBO
Social Managers 2.08 0.214
PIO 2.10 0.183
Sgt. At Arms 1.87 0.208
Representatives 2.13 0.320
listening skills as indicator of their interpersonal skills when grouped according to the
profile variables such as gender, year level and position in the SBO. Result showed no
significant difference in all profile variables, which means that regardless of gender
(p-value = 0.712), year level (p-value = 0.838) and position in the SBO (0.110), they had
the same level of listening skills. This implies that they had the same listening
Table 9
Comparison of the Student-Respondents Level of Giving/Getting Feedback
When Grouped According to Profile Variables (n =48)
Variables Categorization Mean and F-value p-value Conclusion
Standard
Deviation
𝑥̅ sd
Gender Male 2.02 0.276 0.05 0.818 Not
Female 2.00 0.256 Significant
𝑥̅ sd
2nd Year 2.04 0.302
Year Level 3rd Year 1.96 0.220 0.47 0.702 Not
4th Year 2.03 0.292 Significant
30
𝑥̅ sd
Governor 2.13 0.222
Vice-Governor 2.15 0.274
Secretary 2.03 0.126
Position in Auditor 1.85 0.071 1.09 0.390 Not
Treasurer 1.96 0.288 Significant
the SBO
Social Managers 1.99 0.248
PIO 2.00 0.392
Sgt. At Arms 1.67 0.153
Representatives 2.03 0.320
significant difference as indicated by the probability values greater than 0.05 alpha level.
In particular, there was no significant difference of their giving and getting feedback
when grouped according to gender (p-value = 0.818), year level (p-value = 0.702) and
position in the SBO (p-value = 0.390). This results to the acceptance of the null
hypothesis of the study that interpersonal skills in terms of giving and getting feedback
CHAPTER 5
This chapter presents a summary of the findings of this study. Unlike the analysis
the findings from the statistical and qualitative analysis and interpretation of data. It is
are drawn. Hence, this chapter is a recapitulation of the sum and substance of the
study.
Summary
This descriptive study was about the Interpersonal Communication Skills Level of
the SBO Officers of PHINMA – Cagayan de Oro College. It involved a total of 48 officers
as respondents of the study who were from the different departments. The data on
and analyzed.
32
Findings:
1. Gender. Majority of the respondents were female. Out of 48 there were 25 female
and only 23 were male respondents. The numbers of gap between the two were not
2. Year Level. The data revealed that there were 20 respondents, who were
sophomores, 10 respondents who were juniors, 8 respondents who were seniors and 2
3. Position. The data showed that out of 48 respondents, 8 were social managers, 7
were vice governors and P.I.Os, 4 were governors, secretaries and sergeant at arms,
2. Based on the result, it showed an overall mean rating of 2.13 which means that the
3. The respondents only practice giving and gathering feedback on the people in the
C. The Relationship between the respondents’ profile and their level of interpersonal
skills
1. Data revealed that gender, year level, and position of the SBO Officers did not affect
communication skills, listening skills, and giving and getting feedback skills.
2. The level of their Interpersonal Skills did not differ significantly when they are grouped
Conclusions
Based on the findings, the factors associated to the Interpersonal skills of the
SBO Officers of PHINMA – Cagayan de Oro College did not significantly affect their
performance skills level. Majority of the respondents, regardless of the factors such as
age, year level and position have an average level of interpersonal skills. Therefore, the
factors related to the respondents’ interpersonal skills did affect the level of
performance.
of employees’ beliefs, attitudes, and intentions regarding a possible change that makes
the change perceived as needed and therefore more likely to be successful. Armenakis
“beliefs, attitudes, intentions, and ultimately the behavior” (p. 682) to reduce the
concept of readiness for change can also be understood as how employees perceive
Schneider, Ehrhart, & Macey 2011). In this regard, three variables are looked at:
personal, interpersonal, and contextual (Eby, Adams, Russell, & Gaby 2000).
perception. But when it comes to the level of interpersonal communication skills of the
SBO officers, all of them have the average level regardless of factors such as gender,
35
year level and position. Thus, it means that external and internal factors can greatly
Recommendations
Therefore for the future researchers, they should supplement variable pertaining to their
skills.
2. To get firmer findings, the researchers can conduct interviews and observation.
3. There should be workshops and trainings that would boost the interpersonal
4. The future researchers can also include the duration of the officers’ service in their
5. The future researchers should include the years of service of the officers in their
variables.
36
BIBLIOGRAPHY
A.Books
B. Internet
http://www.skillsyouneed.com/ps/assertiveness.html
http://www.skillsyounedd.com/ls/index.php/343479
https://wicworks.fns.usda.gov/wicworks/Sharing_Center/CT/Inventory.pdf
http://www.jobbankusa.com/interview_questions_answers/free_samples_examples/orga
nizational_skills.html
http://www.skillsyouneed.com/ips/decision-making.html
http://www.lifeskillshandbooks.com/2013/04/activity-20-communication-how-assertive-
are-you/
37
Questionnaire
Dear respondents:
The undersigned are fourth year Communication students of PHINMA-COC who are
currently conducting a research study on the “Interpersonal Communication Skills of the
Central Student Government officers of PHINMA-COC”.
Your answers to this questionnaire are substantial to this research. This will be held
confidential. Thank you very much.
Respectfully yours,
JESSA T. ELLEVERA
MARIA ANGELA V. SALAS
Researchers
Name: _______________________________
Gender: ______________________________
Year Level: ___________________________
Position: _____________________________
38
Survey Questionnaire
Listening
Dec. 5, 2016
Dear Ma’am,
We are the 4th year BA Communication students of this institution and we are
currently conducting a research entitled “Interpersonal Skills Level of the Student Body
Organization Officers of PHINMA Cagayan de Oro College.” This communication
research is our final requirement for our course and our target respondents are Student
Body Organization Officers of all the colleges in this institution.
In this regard, we are asking from your good office a permit to allow us to gather
data from the SBO officers.
Sincerely yours,
Jessa T. Ellevera
Noted by:
Ninfa C. Osias
Research Professor
Endorsed by: