The Problem and Its Background: San Celestino Integrated National High School Senior High School

SAN CELESTINO INTEGRATED NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Today, students have conflict in speaking English language as they
participate inside the classroom. In fact, according to the study of Jimenez, R.
(2018), there is a recent government study that shows only 7 percent of the high
school graduates in the Philippines can properly read, speak and understand
English. This only means that there is still a need in improving the
communication skills of the students. According to the Effective Communication
Skills (2010), if you can communicate well, you can convey your messages
effectively and make clear instructions. However, some of the students are not
able to communicate well during the class.
Cai and Lester (2010) stated that problem solving skills should not be
taught as separate topic in the mathematics curriculum. It should be taught as
an integral part of mathematics learning and requires a significant commitment
in the curriculum at every grade level and in every mathematical topic. The
reason why these two are cannot be aside to each other is because it will help
the students better analyze and understand a mathematical problem
According to the study of Jucoy and Maglipon (2018), Adam (2010) has
noted that the importance of communication in mathematics is that there would
be no mathematics without a language. It has the vital role to play students
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San Celestino Integrated National High School
San Celestino, Lipa City
Telephone Number: (043) 774-5793
SENIOR HIGH SCHOOL
ability to solve a problem. As cited by Tanbychik and Meerah (2010), many
students are struggling in solving mathematical problems. It means that there
were some factors which affect the problem solving skills and one of these is the
way how students analyze and explain a problem. According to Sammons
(2018), mathematical communication is about engaging more deeply in
mathematical thinking. Students should have their critical thinking skills and at
the same time, communication skills.
With that, communication skill of students is one of the factors in solving
mathematical problem. Therefore, it is in this light that the purpose of the study
is to determine how communication skills and problem solving skills affect each
other as performed by the STEM (Science, Technology, Engineering and
Mathematics) and ABM (Accounting, Business and Management) students in
San Celestino Integrated National High School.
STATEMENT OF THE PROBLEM
This study generally aims to determine how STEM and ABM students’
communication skills and problem solving skills affect each other.
Specifically, this study shall seek answers to the following questions:
1. What is the competency level of STEM and ABM students’ communication
skills in terms of:
1.1 oral communication; and
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1.2 written communication?
2. What is the competency level of STEM and ABM students’ problem-solving
skills in terms of:
2.1 critical thinking; and
2.2 analysis?
3. Is there a significant relationship between the competency level in terms of
communication skills and problem-solving skills of STEM and ABM Students?
4. What course of action may be suggested in order to improve the
communication skills and problem-solving skills of STEM and ABM students?
SIGNIFICANCE OF THE STUDY
This study will provide a research-based data to determine how STEM
and ABM students’ communication skills and problem solving skills affect each
other.
More specifically, this study shall be beneficial to the following groups of
people:
To Students. Not only STEM and ABM students will benefit from this
study but also the students of San Celestino Integrated National High School as
this will help them assess their communication skills and hopefully improve
especially when they are presenting the way have come up with solution when
given problems to solve at any instance.
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To Teachers. This study will help teachers find some ways on how to
foster the communication and problem-solving skills of the students.
To School.This study will help the school in harnessing the existing
programs to further enhance the communication and problem-solving skills.
To Future Researchers.This study will help the future researchers as it
will provide a research-based data on the students’ communication and
problem-solving skills. This may be a basis for future studies to be done under
the same field of knowledge.
SCOPE AND LIMITATION
This study is correlational research referring to the significant
relationship between communication and problem-solving skills of 52 Senior
High School Students of San Celestino Integrated National High School under
theScience, Technology, Engineering and Mathematics (STEM) and
Accountancy, Business and Management (ABM) strand during the first semester
of school year 2019-2020.
Moreover, the studywill focus to the communication skills such as diction,
enunciation and spontaneity as well as problem solving skills such as critical
thinking skills and analysis.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The researchers have consulted a number of related literature and
studies to examine what factor and variables were considered by other
researchers in doing their respective studies, including the methods used
and findings.
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RELATED LITERATURE
The process of acquiring and processing information is the basic
foundation for students to communicate well. People who have good
communication skills can overcome problems in their environment, establish
good social interactions with others, and be more successful in their
professional lives (Hacicaferoglu, 2014). Communication skills play an important
role in the teaching and learning process (Rawat, 2015). With that, students can
really learn if there is a communication of students inside the classroom.
Learning goals cannot be achieved properly if the communication
between teachers and students is not synergized and connected well. Students’
communication skills can be measured by using ELPSA (experiences,
language, picture, symbols, and application) learning design. ELSPA learning
design is based on the constructivist learning theory that gives teachers the
opportunity to make innovation in design and the implementation of learning and
opens opportunities for students to be active in the learning process (Lowrie and
Patahudin, 2015). This design will foster the communication skills of students in
different areas of learning.
Verbal communication skills are divided into oral and written
communication skills. Oral communication is the process of delivering thoughts,
messages or feelings by using language (Ruben and Stewart, 2013a). Oral
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communication in the learning involves interaction between teacher and
students, students and teachers, or students and students (Sudjana, 2011).
Written communication is the process of conveying thoughts, messages or
feelings from someone to others by using writing (Ruben and Stewart, 2013b).
Writing is conveying ideas to the reader by arranging or organizing sentences
(Irmawati, 2010). Both oral communication and written communication are the
basis of determining the competency level the communications skills of
students.
According to Turner (2011), communication in both written and verbal
forms is important in mathematics because it is needed to improve overall
mathematical understanding. Communication skill therefore is essential for
understanding mathematics.
According to Setyadin et al (2019), in order to have good oral
communication skills a student should keep the audiences’ attention by using
eye contact directly, speak with fluctuation in volume and inflection to
emphasize the key points, present the statements and arguments clearly about
the topic that is discussed, demonstrate enthusiasm about topic during entire
presentation and utilize body language which maintain audience’s interest.
According to Jafar et al. (2018), the ability to express ideas, explain
observation results, communicate data processing and analysis, conclude
research results and communicate the conclusions based on the data, present
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the data in the form of tables, graphs, flowcharts and concept maps, present
figure of experiment equipment, specify the research variables and the ability to
present model of relations with international symbols and standards measure
one’s written communication skills.
One of the definitions of mathematical communication capability is the
ability of a person to write mathematical statements, to write reasons or
explanations of every mathematical argument that he uses to solve
mathematical problems, using terms, tables, diagrams, notations, or
mathematical formulas appropriately, and examine or evaluate the others
mathematical thoughts (Dahlan, 2015). This ability will help the students to be
able to explain well of how did they come up with their answer.
Problem-solving skills are very important and it is imperative that students
should develop these skills before leaving their academic institutions and
entering the real world (Chaudry and Rasool, 2012). If students are able to learn
on how to solve mathematical problems, they will be able to analyse and find
effective solutions to solve and find the missing one in the problem. With that,
they would be prepared for some adjustments when they turn to college or even
when they find jobs.
Higher level questioning requires students to further examine the
concepts under the study through the use of application, analysis, evaluation,
and synthesis while lower level questioning simply requires students to gather
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and recall information. Lower level questions are easier for teachers to produce
but do not encourage students to engage in higher level or higher order thinking
(Tienken et. al, 2010). When students are asked high level questions, their
critical thinking skills will be developed. Although if teachers ask low level
questions, students should also give importance to it because it might be a
basicinformation that students should know in order for them to easily
understand their current or next lessons.
According to Walsh and Sattes(2010), when a culture of inquiry is
developed through quality questioning, student engagement and achievement
will be stimulated. Their attention will be able to attach to the discussion and will
easily cope up with what does the teacher is teaching. Their interests will be
also tapped because of the inquiries they would like to discover or to be
answered by the teacher.
Probing questions that challenge students to think strategically about
their reading appear to increase in comprehension (Kangsepp, 2011). For
example, in mathematics discussion, if they are able to know how to critically
understand a certain problem, they can know the essence of the problem.
Meanwhile, there should be an active participation inside the classroom.
Sari, D.S. et al. (2017,a) concluded that it is necessary to increase the ability of
students' mathematical communication by developing teacher competence in
educating and choosing the appropriate learning approach and model to be
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applied in class so that students can develop their mathematical communication
ability well. Many students are not in their mind when they got stocked in times
of analysing a problem. With that, they need to have a better way of how they
will learn and better understand how a problem has been solved.
One effort that can be done by teachers in the classroom to improve
students' mathematical communication is to familiarize the students to openly
expose mathematic ideas on the topics being studied, and to create discussion
forums so that students can ask each other and listen to each other's answers in
the class (Sari et al., 2017b). After the ideas are conveyed, other students need
illustrations or written solution for them to have better insights on the content of
the problem. But, teachers should help them how to do it organized.
In mathematics class, according to Prediger et al. (2016), the most
important discourse practices comprise are: reporting on procedures, explaining
the meaning of concepts and operations arguing about the validity of a claim
describing patterns in a general way. This will foster the mathematical
communication skills of the students due to the everyday practice of the
discourse.
With regards to the problem solving skills, abstraction is also needed
where analyzing is needed because it involves generalizing and transferring the
problem solving process to similar problems (Barr and Stephenson, 2011).
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Students should remember how a certain problem is solved so that they can
easily solve another similar problem and will be able to explain it well.
CONCEPTUAL FRAMEWORK
Input Process Output
1. Communication Survey  The researchers

skills such as oral will coordinate to
and written Questionnaires the Mathematics
communication. Department and
English
2. Problem-solving Department and
skills such as suggest different
critical thinking activities that can
and analysis. help for the
improvement of
communication
and problem
solving skills of the
students.
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Feedback
Figure 1
RESEARCH HYPOTHESIS
There is no significant relationship between communication skills and
problem-solving skills of STEM students.
DEFINITION OF TERMS
The explanation of finding terms would help to enlighten the
terminologies used in research.
Communication Skills is the abilities you use when giving and
receivingdifferent kinds of information. It involves listening, speaking, observing,
and empathizing. It is also helpful to understand the differences in how to
communicate through face-to-face interactions, phone conversations and digital
communications like email and social media (www.indeed.com).The ability to
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convey messages effectively andefficiently to others in terms of oral and written
communication.
` Problem- Solving Skills refers to our ability to solve problems in an
effective and timely manner without any impediments. It involves being able to
identify and define the problem, generating alternative solutions, evaluating and
selecting the best alternative, and implementing the selected solution
(www.cleverism.com).The ability to solve problems correctly through the use of
effective selected solutions while applying critical thinking and analysis.
STEM studentsare the students who belong to the strand of Science,
Technology, Engineering and Mathematics (STEM).Through this, they develop
key skills including problem-solving, creativity, critical analysis, teamwork,
independent thinking, initiative, communication and digital literacy
(www.education.wa.edu.au). They are the students under Science, Technology,
Engineering and Mathematics (STEM) strand who are studying at San Celestino
Integrated National High School.
ABM students are the students who belong to the strand of
Accountancy, Business and Management (ABM) which focuses on the basic
concepts of financial management, business management, corporate of
operations and all things that are accounted for. ABM can also lead you to
careers on management and accounting which could be sales manager, human
resources, marketing director, project officer, bookkeeper, accounting clerk,
internal auditor and a lot more (www.edukasyon.ph). They are the students
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under Accountancy, Business and Management (ABM) strand who are studying
at San Celestino Integrated National High School.
SYNTHESIS
The present study may be similar or related to other studies in terms
of discussing about communication skills, problem solving skills or mathematical
communication but those are associated with other variables which are shown
below.
A study conducted by Septiana et al. (2018), Mathematical
Communication Skill of Senior High School Students Based on their Personality
Types, focuses to the other variables, extrovert and introvert personality, where
these affects their mathematical communication skills. They have found out that
students who have extrovert personality could explore his ideas, but also have
difficulty in expressing an idea in their language.
Another related study was conducted by Sari et al. (2017), A
Cognitive Analysis of Students’ Mathematical Communication Ability in
Geometry but this study aims to analyze the difficulties of mathematical
communication ability of students in one of secondary school on “three-
dimensional space” topic.
Moreover, a case study conducted by Nadeem Ghafoor Chaudry and
Ghulam Rasool on 2012, Improving Problem Solving Skills of Undergraduate
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Computer Science Students, focuses only to the problem solving skills and not
in communication skills. They only determined some ways to improve the
problem solving skills of Secondary Computer Science students.
Importance of Mathematical Communication and Discourse in
Secondary Classrooms, a study conducted by Roland G. Purdavood and Patrick
Wachira on 2015, demonstrates the development of mathematics language in
order for students to comprehend different mathematical concepts. Then, this
study will serve as a platform of the analysis to the level of mathematical
communication skills of the students and it will be easier for them to adjust and
try other strategies to easily convey mathematical concepts.
While, there was also a related article made by Jinfa Cai and Frank
Lester on 2010, Why Is Teaching With Problem Solving Important to Student
Learning? This suggests different kinds of problem solving activities that should
be given to the students and how students can have an active participation
inside a classroom when they solve mathematical problems.
Another related study was conducted by Zuvalinyenga, D. (n.d.),
Enhancing Oral Communication Skills in Mathematics Teachers: Lessons from
Research. This shows that good oral communication skill is beneficial for
helping teachers teach well and learners understand. Although it was about
communication skills, the author focused on the teachers as they teach and
convey mathematical concepts.
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An overview on research results and instructional approaches by
Prediger, S. et al. (2018), entitled “Language Challenges for Students With
Mathematical Difficulties”, was also somehow similar but the authors report on
theories showing the connection of language and mathematical skills, explain
language why it is relevant in the process if learning and present different
approaches for enhancing students’ language proficiency in supporting the
learning of mathematics.
However, Aoda Abid and Abdul Kareem Moebid conducted a related
study, The Effect of Flipped Learning Strategy on Developing EFL Oral
Communication Performance for Iraqi Adults’ Students and their Attitudes
Towards it, on 2019. Theyexamined the effect of the flipped learning strategy on
adult students under the course of Oral Communication together with their
attitudes. This was only about developing communication skills and not problem
solving skills.
Another related study was “English Oral Communication in Public
Secondary Schools in Kazakhstan: Understanding its Practice and Challenges”
which was conducted by Ismail, K., Tuspekova, A. &Mustaffa, R. on 2018. This
aimed at gaining preliminary insights into the practice of English oral
communication in public schools and discusses about characteristics of the
current speaking activities in schools and challenges associated to their
practice.
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CHAPTER III
METHODS AND PROCEDURES
The purpose of this research was to determine how the STEM and
ABM students’ communication skills and problem-solving skills affect each
other.
This chapter presents the rationale and methodology applied in the
study. The first part presents the research design and the research locale where
the respondents are located where the study is conducted. The second part
presents the subject/unit of analysis and rationale. The third part presents the
sampling procedures/techniques used in the study. The fourth part presents the
research instrument used in gathering data. The last part contains the data
gathering procedure where it presents the process in collecting data.
RESEARCH DESIGN AND RESEARCH LOCALE
This study is quantitative in nature since the research questions seek to
answer lead to numerical data.
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Specifically, the study is correlational as it aims to determine the effects
of communication and problem-solving skills to each other as performed by the
STEM and ABM students at San Celestino Integrated National High School.
Adi Bhat(2019) defines correlational research as a type of non-
experimental research method in which the researchers measure two variables,
understand and assess the statistical relationship between them with no
influence from any extraneous variable.
SUBJECTS/UNITS OF ANALYSIS
The population size of STEM and ABM students (Grade 11 and 12) is 75.
Using online software that can be used in finding sample size, Raosoft, it is
equal to 63 (population size) that represents the whole population of STEM and
ABM students at San Celestino Integrated National High School with 95%
confidence level.
SAMPLING PROCEDURES/ TECHNIQUES
In order to find the suitable participants for the study, the researchers
used simple random sampling. According to AdiBhat (n.d.)simple random
sampling is a sampling technique where every item in the population has an
even chance and likelihood of being selected in the sample. The selection of
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items completely depends on chance or by probability and therefore this
sampling technique is also sometimes known as a method of chances.
Specifically, the researchers used simple random sampling to two different
tracks of Senior High School namely; Science, Technology, Engineering and
Mathematics (STEM) and Accountancy, Business and Management (ABM).
RESEARCH INSTRUMENT/INSTRUMENTATION
To gather a concrete data from the participants, the researchers used
unbiased survey questionnaire to avoid structural bias and invalid result. The
questionnaire has five rating of approval:Very Competent (4), Competent (3),
Somehow Competent (2) and Not Competent (1).
The table below shows the appropriate scale that is based on how the
questions are interpreted.
Scale Verbal Interpretation
3.26-4.00 Very Competent
2.51-3.25 Competent
1.76-2.50 Somehow Competent
1.00-1.75 Not Competent
Four-Point Likert scale for the Competency Level of STEM and ABM
students’ Communication Skills and Problem-Solving Skills
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The questionnaires are validated first with their research adviser and
statistician by asking how to correct on the items and its format, then statistician
will choose what appropriate skill should be included.
Lastly, the data-gathering instrument was treated using weighted mean
and descriptive statistics and correlation.
DATA GATHERING PROCEDURES
In collecting data, the researchers identified first the list of names of
participants from STEM and ABM strand (Grade 11 and 12). Then the
researchers conducted a simple random sampling (simple) to identify the
possible participants. After sorting the data, the researchers made preliminary
draft of survey questionnaire that will undergo revisions and approval. Latterly,
the approved questionnaires are given to the participants.
Afterward, the researchers have the correlational statistics of data to
examine the relationship of the variables and to obtain valid hypothesis.
CHAPTER IV
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PRESENTATION AND ANALYSIS OF DATA
This chapter of the paper presents the data gathered from the 63
students from STEM strand and ABM strand of San Celestino Integrated
National High School who served as respondents of this research. It also
provides the analysis and interpretation of data that has been organized
according to the research questions.
I. Competency Level of STEM and ABM Students’ Communication Skills

The series of tables presented below shows the assessment of the
competency level of the respondents’ communication skills in terms of oral
communication and written communication.
1.1 Oral Communication. This variable is one of the factors to
determine the competency level of the respondents in terms of communication
skills. Table 2 presentsthe competency level of STEM and ABM students’
communication skills in terms of oral communication.
It can be viewed from table 2 that STEM and ABM students are
competent with the use of common and understandable words to make others
understand the point with weighted mean of 3.25; competent with the use of
proper speed in speaking so others will understand what they are trying to say
with a weighted mean of 3.06; competent with the use of proper pause when
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speaking so others can understand what they want to convey with a weighted
mean of 3.06.
Oral Communication Weighte Verbal

d Mean Interpretation
1. The use of applicable words in explaining 3.02 Competent
the content and context that is easily
understood by others
2. The use of common and understandable 3.25 Competent
words to make others understand the
point
3. The use of kinesthetic gestures (hand, 3.05 Competent
face & body movements) while
communicating orally
4. The delivery of thoughts clearly during 2.97 Competent
recitations and reporting
5. The use of proper pause when speaking 3.06 Competent
so others can understand what I want to
convey
6. The use of proper speed in speaking so 3.14 Competent
others will understand what I’m trying to
say
7. The ability to convey thoughts in a 3.02 Competent
simplest manner
Composite Mean 3.07 Competent
Table 2. Competency Level of STEM and ABM Students’
Communication Skills in Terms of Oral Communication
While the question with regard to the delivery of thoughts clearly during
recitations and reporting got the lowest weighted mean of 2.97. However, the
composite mean is 3.07 which mean that STEM and ABM students are
competent in communicating orally.
Based on the analysis of the researchers, STEM and ABM students are
competent in oral communication. It is because the respondents are also
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competent with the use of kinesthetic gestures (hand, face & body movements)
while communicating orally, use of applicable words in explaining the content
and context that is easily understood by others and have the ability to convey
their thoughts in a simplest manner.
According to Setyadin et al (2019), in order to have good oral
communication skills a student should keep the audiences’ attention by using
eye contact directly, speak with fluctuation in volume and inflection to
emphasize the key points, present the statements and arguments clearly about
the topic that is discussed, demonstrate enthusiasm about topic during entire
presentation and utilize body language which maintain audience’s interest.
1.2 Written Communication. This variable is one of the factors to
determine the competency level of the respondents in terms of communication
skills. Table 3 presents the competency level of STEM and ABM students’
communication skills in terms of oral communication.
It can be viewed from Table 2 that STEM and ABM students are competent in
written communication since it has a composite mean of 3.05. They are
competent with the use of proper symbols, punctuation marks and capitalization
to make a thought comprehensive with a weighted mean of 3.19; competent in
expressing their thoughts and opinions through writing with a weighted mean of
3.13; competent in assuring that their writings are readable and legible. While,
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the question that showed the lowest weighted mean, 2.87, is regarding the use
of illustrations/ graphic organizers in presenting written report.
Written Communication Weighte Verbal

1. The ability to maintain a neat report paper 2.98 Competent
2. The ability to construct ideas and use 3.03 Competent
transitional devices to have cohesion in
my written report
3. The ability to express thoughts and 3.13 Competent
opinions through writing
4. Assuring that my writings are readable 3.06 Competent
and legible
5. The use of proper symbols, punctuation 3.19 Competent
marks and capitalization to make a
thought comprehensive
6. The use of illustrations/ graphic 2.87 Competent
organizers in presenting written report
7. The ability to finish homeworks, 3.05 Competent
seatworks and reports ahead of time
Table 3. Competency Level of STEM and ABM Students’ Communication Skills in
Terms of Written Communication
Based on the analysis of the researchers, STEM and ABM students are
competent in written communication since they are also competent in
maintaining a neat report paper, constructing ideas and usage of transitional
devices to have cohesion in their written report and doing their homeworks,
seatworks and reports ahead of time.
According to Jafar et al.(2018), the ability to express ideas, explain
observation results, communicate data processing and analysis, conclude
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research results and communicate the conclusions based on the data, present
the data in the form of tables, graphs, flowcharts and concept maps, present
figure of experiment equipment, specify the research variables and the ability to
present model of relations with international symbols and standards measure
one’s written communication skills.
II. Competency Level of STEM and ABM Students’ Problem-Solving Skills
2.1. Critical Thinking. This variable is one of the factors to determine
the competency level of the respondents’ problem-solving skills. Table 4
presents the competency level of STEM and ABM students’ problem-solving
skills in terms of analysis.
It can be viewed that STEM and ABM students are competent since the
table has its composite mean of 3.01. They are competent in writing their
solutions neatly for others to understand how the problem is solved with a
weighted mean of 3.08; competent in solving mathematical problem through the
use of short methods with a weighted mean of 3.05; competent in the
application of appropriate formula in a given mathematical problem. While, the
question that got the lowest weighted mean, 2.87, is regarding to the ability to
solve Mathematical problems independently with the given time.
Critical Thinking Weighte Verbal

1. The ability to solve puzzles which 2.97 Competent
sharpens my mind about the
concepts in Mathematics
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2. The ability to remember formulas to 3.08 Competent
be used in a mathematical problem
3. The application of appropriate 3.03 Competent
formula in a given mathematical
problem
4. The ability to cope easily with the 3.02 Competent
Mathematical lessons
5. The ability to solve Mathematical 2.87 Competent
problems independently with the
given time
6. The ability to solve mathematical 3.05 Competent
problem through the use of short
methods
7. The ability to write solutions neatly for 3.08 Competent
others to understand how the
problem is solved
Table 4. Competency Level of STEM and ABM Students’ Problem-Solving
Skills in Terms of Critical Thinking
Based on the researchers’ analysis, they have found out that STEM and
ABM students are competent in problem-solving skills in terms of critical
thinking. It is because the respondents are also competent in remembering
formulas to be used in a mathematical problem, coping easily with the
Mathematical lessons and solve puzzles which sharpen their minds about the
concepts in Mathematics.
According to Kangsepp (2011), probing questions that challenge students
to think strategically about their reading appear to increase in comprehension.
2.2. Analysis. This variable is one of the factors to determine the
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competency level of the respondents’ problem-solving skills. Table 5 presents
the competency level of STEM and ABM students’ problem-solving skills in
terms of analysis.
Analysis Weighte Verbal

1. The ability to analyze easily on how a 3.06 Competent
Math problem will be solved
2. The ability to identify what to look for in 3.10 Competent
a Math problem
3. The ability to analyze what values will 3.10 Competent
be needed in order to solve a Math
problem
4. The ability to recognize and define 2.97 Competent
mathematical terms based on the
problem
5. The ability to identify easily the most 3.17 Competent
appropriate formula
6. The ability to derive formula based on 3.10 Competent
the keywords in the given problem
7. The use of proper mathematical 3.03 Competent
symbols to present the correct equation
Table 5.Competency Level of STEM and ABM Students’ Problem-Solving Skills in Terms
of Analysis
It can be viewed from Table 5 that STEM and ABM students are
competent in problem-solving in terms of analysis since it has a composite
mean of 3.07. They are competent in identifying easily the most appropriate
formula with a weighted mean of 3.17; competent in analyzing what values will
be needed in order to solve a Math problem with a weighted mean of 3.10;
competent in analyzing easily on how a Math problem will be solved with a
weighted mean of 3.06. While, the question that has the lowest weighted mean,
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2.97, is regarding about the ability to recognize and define mathematical terms
based on the problem.
Based on the researchers’ analysis, STEM and ABM students are
competent in problem-solving in terms of analysis. It is because they are also
competent in identifying what to look for in a Math problem, deriving formula
based on the keywords in the given problem and in the use of proper
mathematical symbols to present the correct equation.
With regards to the problem solving skills, abstraction is also needed
where analysis is needed because it involves generalizing and transferring the
problem solving process to similar problems (Barr and Stephenson, 2011).
III. Relationship Between the Competency Level in Oral

Communication and Problem-Solving Skills
Problem- Mean Pearson P Interpretation Decision Conclusion
Solving (Standard r
Skills Deviation)
3.08 0.525 0.000 Moderately Reject Significant

Critical
(0.481) High H˳
Thinking
Correlation
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Analysis 3.01 0.533 0.000 Moderately Reject Significant
(0.560) High H˳
Correlation
Table 6.Relationship between the Competency Level in Oral Communication and
Problem-Solving Skills
Table 6 shows the relationship between oral communication skills and
problem solving skills where critical thinking and analysis obtained mean of 3.08
and 3.01 respectively. It likewise obtained p-values of both 0.000 such p-values
are lower than 0.05 level significance that did not fail to reject the null
hypothesis. Thus, there is a significant relationship between the problem
solving skills and oral communication skills.
Based on the result and analysis of researchers, oral communication
skills and problem-solving skills have a significant relationship. This could mean
that the competency level in problem –solving skills of STEM and ABM students
affects their oral communication.
In mathematics class, according to Prediger, S. et al. (2016), the most
important discourse (oral) practices comprised reporting on procedures,
explaining the meaning of concepts and operations arguing about the validity of
a claim describing patterns in a general way.
IV. Relationship between the Competency Level in Written
Communication and Problem-Solving Skills
29
SENIOR HIGH SCHOOL
Problem- Mean Pearson P Interpretation Decision Conclusion
Solving (Standard r
Skills Deviation)
Critical 3.08 0.564 0.000 Moderately Reject H˳ Significant
Thinking (0.481) High
Correlation
Analysis 3.01 0.590 0.000 Moderately Reject H˳ Significant
(0.560) High
Correlation
Table 7. Relationship between the Competency Level in Written Communication and
Problem-Solving Skills
Table 7 shows the relationship between written communication skills and
problem solving skills where critical thinking and analysis obtained mean of 3.08
and 3.01 respectively. It likewise obtained p-values of both 0.000 such p-values
are lower than 0.05 level significance that did not fail to reject the null
hypothesis. Thus, there is a significant relationship between the problem
solving skills and oral communication skills.
Based on the result and analysis of researchers, written communication
skills and problem-solving skills have a significant relationship. This could mean
that the competency level in problem –solving skills of STEM and ABM students
affects their written communication.
According to Dahlan (2015), one of the definitions of mathematical
communication capability is the ability of a person to write mathematical
statements, to write reasons or explanations of every mathematical argument
30
SENIOR HIGH SCHOOL
that he uses to solve mathematical problems, using terms, tables, diagrams,
notations, or mathematical formulas appropriately, and examine or evaluate the
others mathematical thoughts.
CHAPTER V
SUMMARY ON FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings of the study based on the
information gathered and statistical data stipulated, conclusions based on the
interpretation of data and corresponding recommendation based on the
conclusion.
Summary
The study was conducted to determine how STEM and ABM students’
communication skills and problem-solving skills affect each other. It specifically
covered the competency level of STEM and ABM students’ communication skills
in terms of oral communication and written communication as well as their
31
SENIOR HIGH SCHOOL
competency level in problem-solving skills in terms of critical thinking and
analysis.
The null hypothesis of no significant relationship between the
communication skills and problem-solving skills of STEM and ABM students was
posted in this study.
Correlational type of research was used to determine the effects of
communication and problem-solving skills to each other as performed by the
STEM and ABM students at San Celestino Integrated National High School.
Correlational researchis a type of non-experimental research method in which
the researchers measure two variables, understand and assess the statistical
relationship between them with no influence from any extraneous variable. With
the use of correlational research in the study, the researchers believe that it will
serve as a useful tool that will give enough information for the better
understanding and easy interpretation of data. The main instrument used in
getting the information needed was survey questionnaire which was answered
by 63 students from STEM and ABM students (Grade 11 and 12) at San
Celestino Integrated National High School. The determination of the significant
relationship between communication skills and problem-solving skills was
subjected to test using significance level of 0.05.
Based on the findings of the study, strategies to enhance and improve
the communication skills and problem-solving skills were presented.
32
SENIOR HIGH SCHOOL
Findings
From the information obtained and analyzed, the study revealed the
following findings:
1. Competency Level in Communication Skills. Variables such as oral
communication and written communication were utilized to assess the
competency level of STEM and ABM students’ communication skills. Oral
Communication was verbally interpreted as competent with a composite mean
of 3.07 while written communication was also interpreted as competent with a
composite mean of 3.05.
2. Competency Level in Problem-Solving Skills. Variables such as
critical thinking and analysis were utilized to assess the competency level of
STEM and ABM students’ problem-solving skills. Critical thinking was verbally
interpreted as competent with a composite mean of 3.07 while analysis was also
interpreted as competent with a composite mean of 3.01.
3. Relationship between Communication Skills and Problem-
Solving Skills. The study exposed that there is a significant relationship
between the communication skills and problem-solving skills of STEM and ABM
students. The variables of communication skills such as oral communication and
written communication have the overall verbal interpretation were both
significant. The variables of problem-solving skills were also significant in
overall. However, the study also showed that oral communication and analysis
were significant to each other; oral communication and critical thinking were
33
SENIOR HIGH SCHOOL
significant to each other. Also, written communication and analysis were
significant to each other; written communication and critical thinking were
significant to each other.
Conclusion
Researchers came up with the following conclusions:
1. Competency Level in Communication Skills and Problem-Solving
Skills. After analyzing, using frequency and percentage, the researchers found
out thatSTEM and ABM students are competent in communication skills and
problem-solving skills
2. Relationship between Communication Skills and Problem-Solving
Skills. There is a significant relationship between the communication skills and
problem-solving skills of the STEM and ABM students.
3. Program developed for STEM and ABM Students. Activities for
enhancement of communication skills and problem-solving skills can be the
output of the study. The researchers will coordinate to Mathematics Department
and English Department to conduct enhancement activities.
Recommendations
34
SENIOR HIGH SCHOOL
1. The researchers recommended that STEM and ABM students should actively
participate to monthly activities especially to Mathematics month and
English month.
2. STEM and ABM students are encouraged to practice more in solving
problems from the internet aside from given by their books.
3. STEM and ABM students are recommended to practice communication
whether written and oral communication through essay writing, impromptu
speaking and speech delivery.
4. The researchers recommended answering some logic questions and to
improve their critical thinking and analysis.
5. The researchers recommend STEM and ABM studentsto actively participate
in their Mathematics class to enhance their mathematical communication skills.
35

The Problem and Its Background: San Celestino Integrated National High School Senior High School

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The Problem and Its Background: San Celestino Integrated National High School Senior High School

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SAN CELESTINO INTEGRATED NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

Today, students have conflict in speaking English language as they

participate inside the classroom. In fact, according to the study of Jimenez, R.

communication skills of the students. According to the Effective Communication

able to communicate well during the class.

taught as separate topic in the mathematics curriculum. It should be taught as

an integral part of mathematics learning and requires a significant commitment

the students better analyze and understand a mathematical problem

noted that the importance of communication in mathematics is that there would

be no mathematics without a language. It has the vital role to play students

ability to solve a problem. As cited by Tanbychik and Meerah (2010), many

students are struggling in solving mathematical problems. It means that there

way how students analyze and explain a problem. According to Sammons

(2018), mathematical communication is about engaging more deeply in

the same time, communication skills.

With that, communication skill of students is one of the factors in solving

other as performed by the STEM (Science, Technology, Engineering and

Mathematics) and ABM (Accounting, Business and Management) students in

San Celestino Integrated National High School.

STATEMENT OF THE PROBLEM

communication skills and problem solving skills affect each other.

Specifically, this study shall seek answers to the following questions:

1. What is the competency level of STEM and ABM students’ communication

skills in terms of:

1.1 oral communication; and

1.2 written communication?

2. What is the competency level of STEM and ABM students’ problem-solving

skills in terms of:

2.1 critical thinking; and

3. Is there a significant relationship between the competency level in terms of

communication skills and problem-solving skills of STEM and ABM Students?

4. What course of action may be suggested in order to improve the

communication skills and problem-solving skills of STEM and ABM students?

SIGNIFICANCE OF THE STUDY

This study will provide a research-based data to determine how STEM

More specifically, this study shall be beneficial to the following groups of

given problems to solve at any instance.

foster the communication and problem-solving skills of the students.

To School.This study will help the school in harnessing the existing

programs to further enhance the communication and problem-solving skills.

To Future Researchers.This study will help the future researchers as it

will provide a research-based data on the students’ communication and

the same field of knowledge.

SCOPE AND LIMITATION

This study is correlational research referring to the significant

relationship between communication and problem-solving skills of 52 Senior

theScience, Technology, Engineering and Mathematics (STEM) and

of school year 2019-2020.

Moreover, the studywill focus to the communication skills such as diction,

enunciation and spontaneity as well as problem solving skills such as critical

thinking skills and analysis.

REVIEW OF RELATED LITERATURE AND STUDIES

The researchers have consulted a number of related literature and

studies to examine what factor and variables were considered by other

researchers in doing their respective studies, including the methods used

The process of acquiring and processing information is the basic

foundation for students to communicate well. People who have good

communication skills can overcome problems in their environment, establish

good social interactions with others, and be more successful in their

professional lives (Hacicaferoglu, 2014). Communication skills play an important

really learn if there is a communication of students inside the classroom.