BUSINESS COMMUNICATION SKILLS OF

HOME ECONOMICS STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 6
Pages: 23-29
Document ID: 2022PEMJ406
DOI: 10.5281/zenodo.7424082
Manuscript Accepted: 2022-10-12
Psych Educ, 2022, 6: 23-29, Document ID: PEMJ406, doi: 10.5281/zenodo.7424082, ISSN 2822-4353
Research Article

Business Communication Skills of Home Economics Students

Jonel C. Garma*, Rey Francis T. Nacorda

For affiliations and correspondence, see the last page.

Abstract
Employability and managerial skills start at school. This study aimed to determine the personal
performance rating of business communication skills among Home Economics (H.E) students in
Maghaway National High School. A descriptive research design was utilized in this study with 17
respondents. For the data analysis, this study utilizes a weighted mean of the responses gathered.
Based on the results the respondent’s business communication skills were categorized as developing
which implies that students’ competence is limited. It is clearly presented that the respondents
categorized their skills in terms of public speaking skills, active listening, collaboration skills, and
decision-making skills was developing while written communication was categorized as a beginning.
The researchers concluded that the business communication skills of the students must be given
corresponding attention by developing interventions and teaching strategies that will help to
enhance the student’s business communication skills and to prepare them for real-life work settings.

Keywords: interventions, employment, teaching strategies, business communication skills, real- life
work settings

Introduction undergraduate and postgraduate levels. However, the

The QS (2019) points out that problem-solving,
communication, and teamwork are the three key
competencies that employers around the world look
for. Future graduates should prioritize developing
these essential skills before joining the job market.
Being proficient in English is therefore viewed as
being vital since it fosters effective business
communication, creates chances for employment and
business, fosters the development of international
partnerships, and aids in the expansion of an
enterprise. This is particularly true considering that the
majority of firms place a high value on employees'
verbal skills in presentations, conversations, and
conferences. The industrial and business worlds are
rapidly developing, and it is expected that all human
resources will follow. In light of these changes, the
industry requires skilled, knowledgeable, and
competitive human resources (Atwijuka & Caldwell,
2017). A highly competitive individual is an absolute
necessity in the industrial world. Furthermore, the
industry anticipated a shortage of other skills. This is a
problem because skills outside of one's field of
expertise allow the industry to operate efficiently.
Other skills are required of both vocational school
graduates and current employees (Plant et al., 2019;
Herbert et al., 2020).
Teaching business communication skills at the tertiary
level is a common occurrence (Laster & Russ, 2010;
Newberry & Conrad, 2010). Various disciplines
include knowledge and skills in business
communication in their curricula at both the
teaching of applied business communication skills at
the postgraduate level in the discipline of auditing is
usually minimal or non-existent (Fourie, 2005).
Furthermore, audit practitioners stated that new
accounting and auditing trainees are not adequately
prepared to communicate with clients, staff, and
management (Fourie,2005). According to Kurtz,
Silverman, and Draper (2005), even when
communication skills programs have been
implemented, they are not always taught effectively.
They also state that communication programs must
result in lo n g - term ch anges in stu d en ts'
commu nication skills (Kurtz et al., 2005).
In this study, the researchers aim to determine the
p erson al p erfo rm an ce rating of bu siness
communication skills among Home Economics (H.E)
students in Maghaway National High School to
develop intervention and teaching strategies that will
enhance their business communication skills and
prepare them for real-life work settings.
Research Questions
The study aimed to determine the personal
performance rating of business communication skills
of grade 12 Home Economics (H.E) students in
Maghaway National High School, Maghaway Talisay
City, Cebu as a basis for the proposed interventions to
improve the business communication skills of the
students. Specifically, this study sought to provide
answers to the following questions:
1. What is the personal performance rating of the

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Psych Educ, 2022, 6: 23-29, Document ID: PEMJ406, doi: 10.5281/zenodo.7424082, ISSN 2822-4353
Research Article
students in business communication skills in terms of:
1.1 public speaking skills,
1.2 active listening,
1.3 collaboration skills,
1.4 decision-making skills, and
1.5 written communication?
2. Based on the findings, what interventions should be
crafted?
Literature Review
Employees in tourism and hospitality should be
carefully selected and receive ongoing training, as
their communication skills are an important indicator
of how well they interact with customers (Tankovic,
2020). The ability to communicate effectively is one of
the most important skills for tourism employees
because it has become an essential part of the tourism
business's daily operations (Brownell, 2016; Lolli,
2013).
Although Stevens (2005) emphasizes that oral
communication skills are lacking in young employees,
these skills are undoubtedly the foundation of literacy
and a prerequisite of any business communication.
From the perspectives of various professions and
stakeholders, multiple scales for written and oral
communication skills were developed. However, it
appears that these skills are insufficient to meet
modern business needs, necessitating an expansion of
the previously used communication skill set. Listening
communication skills imply the process of receiving,
interpreting, and responding to the message received
by the sender (Bisen & Priya, 2009) and is regarded as
the most important and frequent communication
activity in business (Keyton et al., 2013). Listening
skills are undervalued because the process is natural:
while hearing is purely physical, listening is a mental
process that involves interpreting and comprehending
a message (Krizan et al., 2008). Listening efficiency is
estimated to be between 25% and 50%, implying that
50% to 75% of spoken information is ignored,
forgotten, or misunderstood (Guffey & Loewy, 2016).
In a study by Ismail (2011), graduates who are
proficient in English and have leadership and technical
abilities are more likely to find employment than
graduates who lack these qualities. As a result, the
researchers have been motivated to investigate the
English language competency and communication
abilities of final-year degree students majoring in
business at a public university for workplace
preparedness. Studies on the characteristics of
graduates and unemployment (Musa, Lie, & Azman,
Garma & Nacorda
2012) have found that graduates from rural areas face
difficulties because they have less exposure to English
speaking; in fact, the majority of them prefer to use the
national language because it is the medium of
instruction at public universities. According to Wahi,
Musa, Mohdali, and Hassan's (2019) study on the
literacy abilities of undergraduate students identified
as "at-risk" (having a low-income economic
background and low English proficiency), the students
have developed skills in problem-solving, teamwork,
and technology. In contrast to the QS (2019), this
study shows that students still lack communication
skills despite taking a number of university-provided
communication and English courses that are required
in order to prepare them for employment.
The Philippines has the highest unemployment rate in
the world. The second-highest among Association of
Southeast Asian Nations (ASEAN) member countries,
with Indonesia having the highest at 8.4 percent
(Adriano, 2009). This is indeed high, especially when
compared to Thailand's, Singapore's, and Malaysia's
end-of-year unemployment rates of 1.4 percent, 2.6
percent, and 3.3 percent, respectively. Employability
can mean different things to different people,
according to Higher Education Institutions (HEIs). It
describes the employment rate of graduates in relation
to their characteristics (Harvey, 2003). Some people
associate employability with how quickly a graduate
finds work. As a result, the waiting period for seeking
employment is the most important indicator of whether
or not a school is capable of producing qualified
graduates for the labor market (Syafiq & Fikawati,
2008). However, given the broad definition of
employability, it is important to recognize that the
quality of a university graduate is not solely a
reflection of the curriculum and its supporting
academic environment; there may be other factors that
contribute to employability and unemployment.
Business graduates were in short supply in the
Philippines, as evidenced by the 22 percent who
graduated. In 2004, many people with business
degrees were unemployed (Ramota, 2005). According
to the findings of a UNESCO survey (Graduate
Employability in Asia, 2012), communication between
both graduates and employers did not place a high
value on skills. Mechanisms for matching labor
demand and supply, on the other hand, such as
providing access to public services and job-matching
technologies (e.g., job fairs, career or job placement
services), as well as implementing measures to ease
the school-work transition, such as linkages between
academe and industry/employers (Laguador & Ramos,
2014; Laguador, 2015; Orence & Laguador, 2013), are
viewed as more beneficial.
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Research Article

Brownell (1996) developed a framework for listening Results and Discussion

skills that includes six major components of the
listening process and can be used as a suitable
measurement tool for listening assessment. Although
Forsyth et al. (1999) developed a model for assessing
general communication and interaction skills (ACIS),
assessing business communication, particularly in
tourism, necessitates a more focused approach. To fill
this void, this study brings together all of the most
important categories of communication skills based on
a review of scientific literature and attempts to
integrate them into a single measuring instrument.
Methodology
The design used in this study is the survey method
which is under the descriptive research design. The
researchers used a descriptive approach to determine
the business communication skills of the participants
of the study.
This section presents the findings based on the study’s
research question. To determine the personal
performance rating of business communication skills a
weighted mean was utilized in this study.
Respondents’ Personal Performance Rating of
Business Communication Skills
This part is composed of the different tables for the
level of the personal performance rating of business
communication skills. It includes 5 tables, Table 1-5
shows the students’ business communication skills in
terms of public communication, active listening,
collaboration skills, decision-making skills, and
written communication.
Table 1. Students’ business communication skills in
terms of public communication skills

Participants

The respondents of the study are 17 Grade 12 students

of Home Economic Strand of Maghaway National
High School. They were chosen as respondents to
prepare them for their work immersion since they will
be deployed in the following semester.

Instruments of the Study

A researcher-made questionnaire was used as an

instrument for data collection. The questionnaire was
personally crafted by the researchers and validated by
the experts and assessed by colleagues in academe to
ensure its validity. The tool was divided into 5 parts,
first part is the public communication skills of the
student. Followed by active listening skills and then
collaboration skills. Next was decision-making skills
and lastly, written communication.
Procedure
The collection of data followed certain steps. First, the
researcher requested permission from the office of the
principal to conduct a study at Maghaway National
High School in a formal letter. The researchers then
conducted the survey. After acquiring the participant's
responses, the data was analyzed in the most accurate
treatment of data by getting the mean and the level of
personal performance rating of business
communication skills of home economic students.
Table 1 represents Students’ business communication
skills in terms of public communication skills. The
table reveals that the Grand Mean of all the indicators
has a total of 1.86 which also has an interpretation of
Developing. The table has shown that out of 5
indicators, 4 of which have an interpretation of
Developing. The indicator I can share my ideas and
thoughts with others has the highest mean of 2.15 with
an interpretation of Developing. The indicator I can
connect automatically with classmates when I start
talking got the second mean of 2.00 with the
interpretation of Developing. The indicator I can speak
spontaneously in front of my classmates has a mean of
1.95 has an interpretation of Developing. The indicator
I am confident about when speaking with peers and
teachers got the fourth mean of 1.85 with an
interpretation of Developing. Lastly, the indicator I
can conquer my stage fright has the lowest mean of
1.35 which has an interpretation of Beginning.

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Research Article
According to our findings, developing self-confidence
can be more difficult for students than learning
communication techniques such as storytelling.
Speaking in front of an audience is a terrifying
experience for many people, including students,
professional scientists, and those in other professions
(Daly, Vangelisti, & Lawrence, 1989; Bader, 2016).
Neither the self-assessments nor the external reviews
revealed a significant improvement in students' ability
to project self-confidence as a result of Engage
training. However, according to the analysis presented
in supplementary material S5, external reviewers
perceived more self-confidence in pre-course
presentations than students reported in their self-
assessments.
Table 2. Students’ business communication skills in
terms of active listening
Table 2 represents the Students’ business
communication skills in terms of active listening
skills. The table has a Grand Mean of 2.16 which has
an interpretation of Developing. All the indicators
have an interpretation of Developing. Out of 5, the
indicator I consider asking questions with my teacher
and classmates when I don’t understand the topic got
the highest mean of 2.40 which has an interpretation of
Developing. The indicator, I consider other thoughts
and ideas, got the mean of 2.35 that has interpretation
of Developing. The indicator I can retain some ideas
when I just listen has a mean of 2.25 that has an
interpretation of Developing. The next indicator, I can
recall specific details during conversations, has a mean
of 2.00 which has an interpretation of 2.00 with an
interpretation of Developing. Lastly, the indicator I
seek mutual understanding with my peers got the
lowest mean of 1.80 that has an interpretation of
Developing. Many organizational tasks and functions
require good listening skills. These are regarded as
crucial not only in organizations in terms of
knowledge acquisition in terms of job duties
implementation, but also within homes, particularly
Garma & Nacorda
when family members need to interact with each other
in carrying out various functions and achieving goals.
These are put into operation in carrying out various
tasks and functions, i.e. planning, organizing,
coaching, mentoring, facilitating, sales, negotiation,
arbitration, mediation, appraisal, interview good and
well-developed listening skills are also regarded as an
essential component of other functions. These include
reaching agreements, making decisions, influencing,
motivating, dealing with grievances, solving problems,
and obtaining and disseminating information such as
policy, procedures, rules, regulations, feedback, and
marketing information (Roche, 2020).
Table 3. Students’ business communication skills in
terms of collaboration skills
Table 3 represents the Students’ business
communication skills in terms of collaboration skills.
The table has shown a Grand Mean of 2.35 which has
an interpretation of Developing. Out of 5 indicators, 4
of which have an interpretation of Developing and 1 of
them is Proficient. The indicator I always support the
goal of my classmates has the highest mean of 2.75
which has an interpretation of Proficient. The indicator
I encourage my classmates to work together has the
mean of 2.45 which has an interpretation of
Developing. The indicators, I can express myself well
and my ideas when I am in a group and I help my
peers to achieve all the tasks have the same mean of
2.25 that has an interpretation of Developing. Lastly,
the indicator I prefer working with my peers rather
than working alone got the lowest mean of 2.05 that
has an interpretation of Developing. Collaboration or
teamwork helps to strengthen and balance
communication skills. In the twenty-first century, a
higher ability to collaborate leads to greater ease when
joining a sought-after workforce (Trilling & Fadel,
2010). In any field-work job, collaboration skills are
always required (Lowell & Ashby, 2018). This
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Research Article
statement was supported by the observation that at the
Jombang Regency job fair, students with the ability to
collaborate were properly able to find work and
accepted in previously chosen jobs. Furthermore, this
teamwork process boosts a company's productivity
(Rohani et al.,2017).
Table 4. Students’ business communication skills in
terms of decision-making skills
Table 4 represents the Students’ business
communication skills in terms of decision-making
skills. The table shows the Grand Mean of 1.98 which
has an interpretation of Developing. Out of 5
indicators, only 1 of which has the interpretation of
Beginning. The indicator, I make solid decisions, got
the highest mean of 2.25 that has an interpretation of
Developing. The indicators, I consider difficult choices
and I create meaningful decisions with the same mean
of 2.00 which has an interpretation of Developing. The
indicator I analyze all the tasks given has the mean of
1.95 which has an interpretation of Developing. Lastly,
the indicator I evaluate all alternative ways to make
the task easier got the lowest mean of 1.70 that has an
interpretation of Beginning. The advent of the
participatory classroom has been predicted for some
time (Crouch & Mazur, 2001). Technology supports
such strategies by allowing students to respond and
interact through the use of small handhelds or clickers.
It allows instructors to collect student responses to a
posted question, usually of the multiple-choice variety,
in real time. Answers are immediately recorded and
displayed to all students. This method has primarily
been used to evaluate lectures or pre-existing levels of
understanding, as well as poll student opinions or
attitudes (Caldwell, 2007). We take it a step further in
this paper, utilizing face-to-face CSCL (Zurita &
Nussbaum, 2004a) for the development of
communication, interpersonal, and decision-making
skills within the classroom.
Table 5. Students’ business communication skills in
Garma & Nacorda
terms of written communication
Table 5 represents the Students’ business
commu nication skills in terms of written
communication. The table has shown the Grand Mean
of 1.67 which has an interpretation of the Beginning.
Out of 5 indicators, only 1 of which has an
interpretation of Developing. The indicator, I can write
a formal letter or any written text has the highest mean
of 1.76 that has an interpretation of Developing. The
next indicator, I write a draft first before doing the
actual writing, has a mean of 1.70 that has an
interpretation of Beginning. Two of the indicators, I
am good at grammar and mechanics, and I can
determine revisions in my work to enhance it, has the
same mean of 1.65 which has an interpretation of
Beginning. Lastly, the indicator I always review my
writing for errors got the lowest mean of 1.60 which
has an interpretation of Beginning. Business people are
constantly bombarded with communication messages.
Written messages should be to the point and concise in
order to stand out, but they should also demonstrate
goodwill (Sladoljev-Agejev, 2008; Smith; 2005;
Spigelman & Grobman, 2006).
Conclusion
On a final note, the researchers concludes that the level
of personal performance rating in business
communication skills of home economics students was
categorized as developing which implies that students’
competence is limited. It is clearly presented that the
respondents categorized their skills in terms of public
speaking skills, active listening, collaboration skills,
and decision-making skills was developing while
written communication was categorized as a
beginning. The results presented clearly signify that
the students are not yet totally equipped with the
needed business communication skills for employment
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Research Article
and running their own businesses. This may result in a
low productivity rate at work and a bad performance in
their work immersion. Thus, the students’ business
communication skills must be given corresponding
attention by developing interventions and teaching
strategies that will help to enhance the student’s
business communication skills and to prepare them for
a real-life work setting.
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Affiliations and Corresponding Information
Jonel C. Garma
Maghaway National High School
Department of Education - Philippines
Rey Francis T. Nacorda
Canduman National High School
Department of Education - Philippines

Wahi, W., Musa, N. C., Mohdali, R., & Hassan, R. (2019).

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