Worksheet 7: 2 Quarterly Assessment General Instructions: Survey Report

Names: ABAYA, JUSTINE; BORJA, SEDJIV; DE VERA, JHON PAUL; PASCUAL, JERARD;
EUSTAQUIO, ASHLEY; GONZALES, ANGELYN; MALLARI, BEATRIZ; SAMSON, KATHRINA

Grade and Section: 11-ARCHDIOCESE OF CAPIZ
Date: FEBRUARY 19, 2021
WORKSHEET 7: 2nd Quarterly Assessment

Survey Report
General Instructions
This worksheet contains varied learning activities and contents related to the topic at hand and is designed to
achieve the Most Essential Learning Competencies (MELCs) crafted by the Department of Education. This is to
be submitted by the owner/s only on the scheduled Asynchronous Periods or stated otherwise by the teacher.
Before accomplishing the worksheet, please read the following directions:
1. Study the contents and follow the instructions carefully.
2. Perform all the provided activities. Take the time to answer the questions.
3. Show responsibility, honesty, and diligence in completing the worksheet.
Plagiarism or any form of cheating is strictly prohibited.
The student/s is given the asynchronous periods to read the presentation or material given, accomplish the
activities, and submit the worksheet. The student/s must turn in his or her work on or before the agreed
deadline.
Activities
Write Up!
Guidelines
1. Conduct a survey among the students of your track or strand.
2. Choose any meaningful and specific idea, problem or issue that you wish to study and solve.
Identify the variables, and create a survey questionnaire based on the objective of your study or
survey.
3. Gather the information, organize the data, and summarize your findings.
4. Write the parts of a report based on the information you have gathered. Include in this worksheet the
survey questionnaire you have used.
5. Follow this standard outline when presenting your report:
a. Title
b. Abstract
c. Introduction
d. Methods
e. Results
f. Discussion
g. Conclusion
h. Recommendations
i. References
j. Survey Questionnaire
6. Each class will be grouped with 6-8 members and performed this as a group.
7. The paper also be evaluated using a rubric.
Effects of Online Classes on the Communication Skills of Grade 11 and 12 HUMSS

Students of Pasig Catholic College of the S.Y. 2020-2021
Abstract
The main objective of this report was to determine the effects of online classes on the
communication skills of grade 11 and 12 Humanities and Social Sciences (HUMSS) students of
Pasig Catholic College of the school year 2020-2021. A survey about the effects of online classes
on the communication skills of the HUMSS students was distributed to the grade 11 and 12
respondents. Major findings of the study show that although oral subjects have helped many
students in communicating in online classes, students are still less active compared to face-to-
face classes and would rather prefer the latter than the former. The major factor that has
impacted their communication skills was shown to be anxiety. The report concludes that online
classes has caused a setback in the development of the communication skills of the HUMSS
students. Thus, recommendations include honing their communicating skills by engaging the
students in class participation.
Introduction
“Communication – the human connection – the key to personal and career success.” This quote
by Paul J. Meyer is true because communication’s primary objective is for us to understand each
other. Nowadays, communication is done mostly through online means, such as video
conferencing or messaging through certain applications. Many educational institutions have also
migrated to online classes as an alternative way of learning. According to Digital Marketing
Institute (2018), “the rising popularity of this method of study has resulted in an extraordinary
boom in the industry. Studies show there has been an annual growth of 5% or more in the
online learning space, year on year”. Online learning may be easier for some, but this may not
be the case for everyone. People who communicate daily, such as students who take online
classes, may experience changes in their communication skills as an effect of their way of
learning. This leads to the question: what effect does online classes have on the communication
skills of students?
This new method of learning has brought about many changes, not only for schools but also to
the lives of the students. Many have experienced changes in their habits, attitudes, and behavior
especially when it comes to online classes – a setup that many are not used to. This may or may
not affect students’ skills in class; thus, this report examines what effect online classes has done
to the communication skills of grade 11 and 12 HUMSS students of Pasig Catholic College, if
there is any. The findings shall help the researchers in coming up with recommendations to help
with the problem in accordance with the results. A study by Alawamleh et al. (2020) found that
online classes have resulted into a “decrease in communication levels between the students and
their instructors” due to different factors such as lack of motivation, feeling of isolation, and the
like. In line with this, the report will also aim to know if its findings are consistent with other
studies.
Methods
The researchers conducted a survey to determine the effects of online classes on the
communication skills of grade 11 and 12 HUMSS students of Pasig Catholic College. The
respondents were chosen randomly from each of the grade 11 and 12 HUMSS sections; 5
respondents from each section, for a total of 25 respondents. The researchers chose them as
respondents because HUMSS students are taught to develop good communication skills. No
personal information from the respondents were collected to maintain their anonymity. The
respondents answered based on their experiences. The survey was composed of five close-ended
questions, and utilized a 5-point Likert scale and one question with choices to collect data from
the respondents. Questions were generally aimed for the respondents only. The creation of the
survey lasted one day (through the use of Google Forms), and the collection of data was
completed in 2-3 days. The survey was distributed through Messenger and Microsoft Teams
Chat. The researchers illustrated the data using pie graphs to show the percentage of
respondents who answered (see Results).
Results
The researchers asked 5 pupils from every section of the Humanities and Social Sciences
(HUMSS) strand of the Senior High School department in Pasig Catholic College. A total of 25
responses were obtained from 2 grade 12 sections (Pope John and Pope Pius) and 3 grade 11
sections (Archdiocese of Capiz, Archdiocese of Cagayan de Oro) Archdiocese of Palo) as
illustrated by Graph 2. As shown in Graph 1, most of the responses were from the grade 11
students, garnering a total of 60%, while the grade 12 students were the 40% minority.
Graph 1
Graph 2 (above)
Graph 3
When asked if communication was made easier, it is clearly shown in Graph 3 that majority of
the students are neutral in terms of delivery of instructions and interaction with the teachers and
classmates in online classes than face-to-face classes. Meanwhile, 28% disagrees and 12%
strongly disagrees with the easiness of communication. With a percentage of 16% for “Agree”
and no responses for “Strongly agree”, it can be seen that only a few students find
communicating in online classes truly easier than in face-to-face classes.
Graph 4
In graph 4, most of the students disagree with being more vocal or participative in terms of
speaking in class during online classes rather than face-to-face classes. On the other hand, 36%
are neutral, 20% agree, 4% strongly disagree and leaving “Strongly Agree” with no votes.
Graph 5
In graph 5, over half of the students chose anxiety as a factor that affected their communication
skills during online classes. Only 20% chose class participation, 16% chose class setup, and a
small 8% of students chose platform.
Graph 6
Majority of the students agreed that their online classes in oral subjects helped with improving
their language when speaking in class, as illustrated in Graph 6. 36% are neutral, 12% disagree,
8% strongly Agree and no one responded for “Strongly Disagree”.
Graph 7
In graph 7, almost half of the students strongly disagreed that they would prefer communicating
in online classes rather than in face-to-face classes even if the pandemic was over. 28% of the
students are unbiased, 24% disagree, 4% agree and leaving “Strongly Agree” with no votes.
Discussion
It is evident from the results in Graph 3 that the ease of instruction delivery and interaction with
educators and classmates in online classes proved to have no effects on students. 44% of
respondents did not agree nor disagree that communication is easier with such mode. 28%
disagreed and 12% strongly disagreed that these modes of communication proved difficult to
handle, while only 16% thought that such ease proved to be evident for them.
These findings are consistent with other studies. Kemp & Grieve (2014) mentioned that most
students preferred conducting activities such as class discussions and written activities through
the mode of face-to-face learning rather than its online counterpart. They are drawn more at
face-to-face discussions due to the fact that they favor towards more engagement and
immediate feedback for students and teachers unlike discussions held online. It is also worth
noting that despite being two different learning modalities, with face-to-face discussions more
favorable to the majority, there is no significant difference on the students’ academic
performance.
Meanwhile, Graph 4 shows that the probability of students being more vocal or participative in
terms of speaking during online classes than in face-to-face classes is unlikely to happen to
them. 40% who disagreed along with 4% who strongly disagreed confirmed not speaking
participatively in their classes. 36% of other respondents’ participation in class remains
unaffected, while only 20% thought that they have become more open speaking in online
classes.
This proved to be consistent with the results of Graph 5, where it illustrated the different factors
that greatly affected the students’ communication skills in online classes. We can connect the
struggle of the 40% and 4% of those who strongly disagreed and disagreed with that of anxiety
as the primary factor in their non-participation in online classes shown in Graph 5. It is also
evident on the remaining 20% that agreed with class participation as a factor in their active
class participation in which they can receive incentives if they recite or ask. With the others,
16% faced difficulty of interacting with their teachers and peers for being new to the learning
setup, while only 8% encountered technical difficulties with their chosen platforms (ex. Zoom,
Microsoft Teams) for online learning as a hindrance in participation.
Alawamleh et al. (2020) proved that many prefer the traditional face-to-face setup rather than
its online counterpart due to the fact that there are many problems that students encounter in
online classes such as lacking motivation, difficult time understanding learning materials,
declining communication between students and educators, and the feeling of isolation.
It can also be seen in Graph 6 that the different oral subjects (ex. Oral Comm., Pagbasa,
KomPan) undertaken by students has contributed to the improvement of their skills in
vocabulary and sentence construction when speaking in class. 44% agreed and 8% strongly
agreed on seeing an improvement in such skills as evident in their speech. 36% of them have
felt no significant improvement nor lose knowledge from such subjects in improving such skills,
while only 12% disagreed seeing such improvements even with the help of the oral subjects in
their speech.
Such findings are also found to be evident with other studies. Cruz (2019) claims that 97.2% or
35 out of the 36 students proved outstanding after she utilized a 60-item multiple choice test in
assessing their performance in Oral Communication in Context after exposure to task-based
strategies. This means that students ought to perform better in task-based strategies such as
multiple-choice tests when they first master the subject through discussions.
Lastly, it is evident that in Graph 7 that when students were asked whether they would prefer
communicating in online classes rather than in face-to-face classes even if such pandemic is
over, most of them have preferred going with the latter than the former. 44% has strongly
disagreed and 24% has also disagreed over the continuous use of online classes as a mode of
communication for them. 26% once again did not agree nor disagree with such mode for classes
to keep conducting, while only 4% agreed to use online classes as a mode of communication
even after the pandemic is diminished.
These findings proved to also be evident with the other studies mentioned before. According to
Kemp & Grieve (2014), about 67 of their respondents justified their modality preferences in
completing activities face-to-face with 102 reasons, such as offering more engagement,
immediate feedback, deeper subject understanding, and better flow of communication amongst
peers and educators than its online counterpart.
Conclusion
The responses of the students have shown that oral subjects have helped them in improving
their communication skills, and incentives such as recitation points have enabled some students
to communicate more for class participation. However, online classes have caused a setback in
the development of the communication skills of the students due to factors such as anxiety and
class setup.
Recommendations
These are the recommendations in line with the major findings of the study:
 Future researchers are recommended to conduct studies regarding the mental or
psychological effects of online classes to students to identify the psychological factors that
help them as well as the factors that hinder them from developing their skills.
 It is also recommended to conduct a research determining an efficient learning method for
both teachers and students to produce a mutual learning process that benefits both
parties.
 For educators, creating an interesting, entertaining, and creative way of discussing a topic
for online classes are recommended so that more students will participate.
 Moreover, encouraging students to speak or recite by considering their answers will allow
students to feel more confident when reciting.
 Lastly, allowing less formality sometimes should make the students feel more comfortable
in class.
References
Alawamleh M., Al-Saht G. R., & Al-Twait L. M. (2020). The effect of online learning on
communication between instructors and students during Covid-19 pandemic. Asian Education
and Development Studies. ahead-of-print. 10.1108/AEDS-06-2020-0131.
Cruz, N. (2019). Improving the oral communication skills of senior high school students through
the use of task-based strategy. Grin. https://www.grin.com/document/490074
How Online Learning Can Improve Academic Performance. (2018, May 18). Digital Marketing
Institute. https://digitalmarketinginstitute.com/blog/how-online-learning-can-improve-
academic-performance
Kemp, N. & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and
test performance in classroom vs. online learning: Abstract. Frontiers in Psychology, 5, 1278.
https://doi.org/10.3389/fpsyg.2014.01278
Survey Questionnaire
1. Is communication made easier in terms of delivery of instruction and interaction with your
teachers and classmates in online classes than in face-to-face classes?
 (Likert Scale) on a scale of 1 to 5, how would you rate your experience? (1 –
strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, 5 – strongly agree)
2. Are you more vocal or participative in terms of speaking in class during online classes
rather than face-to-face classes?
3. What factor greatly affected your communication skills during online classes? (Choose
your best answer.)
a. Anxiety (keeping quiet because of the fear of being judged or making a mistake)
b. Class Setup (the fact that you are interacting with people through a screen)
c. Class Participation (wanting to get extra points for recitation or asking questions
because of the willingness to learn)
d. Platform (communicating through social media or video conferencing apps)
4. Did your online classes in oral subjects (ex: Oral Comm., Pagbasa, KomPan, etc.) help
improve your vocabulary and sentence construction when speaking in class? (in the
context of online classes)
5. Would you prefer communicating in online classes rather than in face-to-face classes,
even if the pandemic was over?
2nd QUARTERLY ASSESSMENT IN ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES:
SURVEY REPORT RUBRIC
Needs
Excellent Great Good Total
Categories Improvement
(5 points) (4 points) (3 points) Score
(2 points)
Identified a question Identified a question Identified a question Identified a question 4.
which was which was that could be that could not be
interesting to the interesting to the investigated but tested/ investigated
Idea, Problem
student, reasonable, student, which could would be difficult to or one that did not
or Issue
and which could be be investigated but investigate. merit investigation.
investigated. whose correlation is
a stretch.
A concise summary Missing one Missing two Missing three or 5
of question and component of good components of a more components of
findings. Highlights abstract OR abstract good abstract a good abstract.
most important is not well organized AND/OR does not Includes references
findings with or concise. give an overview in abstract.
Abstract
enough information that leads directly to
the reader being
able to state the
major findings of
the study
States the goals States the goals Goals are not Missingsignificant 5
and purpose of the and purpose of the aligned with survey information or
study. States target study. States target topic Population is incomplete.
population of the population of the not reasonable or is
Introduction survey. Provides survey. But, not included. Little
relevant and background to no background
substantial information seems information.
background lacking.
information.
The sample and The sample and Either the sample or The sample, method 4
method of sampling method of sampling method of sampling of sampling and the
is clearly identified, is identified and is missing from the description of the
and accurate and accurate but the report. appropriateness are
appropriate. appropriateness missing.
Methods lacks clarity.
(Sample, Describes methods Describes methods Describes methods No description of 5
Method Design, for distributing for distributing for distributing survey methods
and survey clearly and survey adequately survey poorly
Questionnaire) accurately
Describes types of Describes types of Survey questions No description of 4
questions used and questions used and are poorly chosen questions
rationale behind rationale behind and described, and
them clearly and them adequately are irrelevant
objectively
Results presented as Most results Some results Data in tables or 5
both narrative text presented as both presented as both figures not described
and in figures and narrative text and in narrative text and in in narrative form.
tables figures and tables. figures and tables.
Data is well- Data is mostly Data is not The data collected

organized, accurate, accurate and chart or organized, accurate and method of
and easy to read. table is easy to read. and is difficult to collecting data are
read. missing.
Results and
Discussion
Analysis of results Summarizes Gives statistics with Lists statistics with 5
is particularly findings and minimal, no interpretation or
insightful. interprets results but disorganized, analysis.
Summarizes may lack in some interpretation
findings and parts. Describes
interprets results most important and
succinctly. surprising findings
Describes most fairly.
important findings.
Provides a detailed Provides a Student provided a No conclusion was 4
conclusion clearly somewhat detailed conclusion with apparent or
based on the data conclusion clearly some reference to important details
Conclusion
and the original based on the data the data and the were overlooked.
idea. and the original original idea.
idea.
Gives possible Describes Fails to No recommendation 4
Improvements to the shortcomings of the acknowledge at all.
survey process survey method and limitations of survey
AND/OR states potential AND/OR fails to
Recommendatio
what actions can inaccuracies provide appropriate
n
be taken as a result AND/OR provides solutions
of the findings that fairly appropriate
are effective, clear and effective but
and appropriate unclear solutions
All sentences are Most sentences are Most sentences are Sentences sound 4
well-constructed well-constructed and well-constructed, awkward, are
and have varied have varied but they have a distractingly
structure and length. structure and length. similar structure repetitive, or are
The authors make The authors make a and/or length. The difficult to
no errors in few errors in author makes understand. The
Mechanics grammar, grammar, several errors in authors make
mechanics, mechanics, and/or grammar, numerous errors in
and/or spelling. spelling, but they do mechanics, and/or grammar,
not interfere with spelling that mechanics, and/or
understanding. interfere with spelling that
understanding. interfere with
understanding.
All references are Most of the Most of the No references. Paper 5
from relevant, peer- references are from references are not lacks many elements
reviewed sources. peer-reviewed from peer-reviewed of correct APA
Succinct and sources. Paper sources. Paper formatting.
References scholarly follows most follows some APA
presentation. Paper designated APA guidelines.
follows designated guidelines.
guidelines [APA
style].
Total Score: 54/60

SURVEY QUESTIONS RUBRIC
Great Total
Excellent Good Needs Improvement
Categories (4 points) Scor
(5 points) (3 points) (2 points)
e
All of the questions Most of the questions Some of the Several questions are 3
are clear; a are clear and a questions are unclear confusing and
respondent would not participant might and a participant ambiguous and a
Clarity
have to ask for have to ask for might have to ask for participant would
clarification. clarification. clarification. have to ask for
clarification.
All of the questions Most questions relate Some of the Few questions relate 5
Relevance to relate to the purpose to the purpose of the questions relate to to the purpose of the
the Survey of the survey. survey. the purpose of the survey.
survey.
All response options Most response Some response Few response options 5
Responses
match the questions options match the options match the match the questions
match the
asked and are questions asked and questions asked and asked and are
Questions
applicable. are applicable. are applicable. applicable.
Questions flow in an Most questions flow More work could be Few questions are in 4
Order of order that makes in an order that done to improve the an order that would
Questions sense to the reader. makes sense to the flow of the questions. make sense to the
reader. reader.
Total Score: 17/20
Group Contribution Remarks

This must contain specific contributions done by each member of the group.
Each leader must give a maximum of 10 points, and a minimum of 1 point for every
member based on his or her contribution on the work along with the comments made by
the leader. The contribution score will be counted as part of the total score.
Member’s Names Comments Score
Kind of missed the point in the
Abaya, Justine introduction but was still able to give an 8/10
“okay” output
He and abaya did the intro; though it was
Borja, Sedjiv done by two people, it felt like it was made 8/10
by one; okay output
Well-written discussion, was able to provide
de Vera, Jhon Paul 10/10
good rrls/rrs
Pascual, Jerard Passes early 10/10
Eustaquio, Ashley Asks questions for clarification 10/10
Ideas are a bit typical (not new) but she
Gonzales, Angelyn 9/10
tried her best
Compiled and revised; did the abstract
Mallari, Beatriz 10/10
and conclusion
Samson, Kathrina Extends help + cooperative 10/10

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Names: ABAYA, JUSTINE; BORJA, SEDJIV; DE VERA, JHON PAUL; PASCUAL, JERARD;

EUSTAQUIO, ASHLEY; GONZALES, ANGELYN; MALLARI, BEATRIZ; SAMSON, KATHRINA

WORKSHEET 7: 2nd Quarterly Assessment

Effects of Online Classes on the Communication Skills of Grade 11 and 12 HUMSS

Data is well- Data is mostly Data is not The data collected

Total Score: 54/60

Total Score: 17/20

Group Contribution Remarks

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