A Comparative Study among the Communication Skills of Grade 12

Students of Carlos F. Gonzales High School

A Research Paper Presented to the Faculty of Senior High School of

Carlos F. Gonzales High School
Maguinao, San Rafael, Bulacan

In Fulfillment of the Requirements in

Senior High School

by

Floralde, John Kenneth V.

Pesigan, Deanleth Ann D.R.

Lajom, Alexa Angel M.

Beniza, Jhoann N.

Munoz, Noella Erica

June 2023
 i

APPROVAL SHEET

This research entitled, “A COMPARATIVE STUDY AMONG THE COMMUNICATION

SKILLS OF GRADE 12 STUDENTS OF CARLOS F. GONZALES HIGH SCHOOL” prepared and
submitted by HE 12-B Group 2 in partial fulfillment of the requirements for the subject Inquiries
Investigation, and Immersion has been examined and recommended for acceptance and approval for
ORAL EXAMINATION.

CHERILYN D.C ROBLES

Adviser

PANEL OF EXAMINERS
Approved by the COMMITTEE ON ORAL EXAMINATION with a grade of _____ on
___________.

ALDHE CRUZ
Chairperson

GIANNA MARLEE GADDI PHILIP REYES

Member Member

Accepted and approved in partial fulfillment of the requirements for the subject Inquiries,
Investigations, and Immersion

DOMINGO J. LANGA, JR., EdD DR. FRANCIS CHITO VIOLAGO

MT II/Subject Group Head SHS Research Coordinator

CESAR V. VALONDO
School Principal IV
 ii

ACKNOWLEDGMENT

First and foremost, praise and gratitude to God, the Almighty, for His blessings on the

study and its successful completion.

The researchers would also like to express their deep and sincere gratitude to their research

adviser. Ms. Cherilyn D.C Robles for her insightful suggestions and thoughts, which contributed

to the development of the researchers' thinking and significantly enhanced the quality of our study.

She also provided them with essential supervision and assistance. The researchers also want to

express their gratitude for her understanding, persistence, and knowledge that she shares with

them. Being able to work and study under her guidance was a huge privilege and pleasure.

The researchers' gratitude also extends to their school principal, Mr. Cesar Valondo, for

allowing us the opportunity to conduct our research among the grade 12 students. Also, to Dr.

Francis Chito Violago, who has given his consent for the full participation of the selected grade

12 respondents, and to their class adviser, Mrs. Maricar Valencia, for sharing her knowledge and

support. Without their help, their research paper would not be possible. Additionally, the

researchers would like to express their gratitude and appreciation to the respondents who willingly

dedicated their time and full cooperation to the research study's successful completion. The

researchers would also like to give thanks to all the teachers for the time and knowledge that they

have given to conduct this study. Also, the researchers would like to express their gratitude to their

fellow classmates, Lei Eugenio, Hans Eugenio and Kurt Tenorio, for the insightful discussion, the

long nights they spent working together to meet deadlines, and for all the enjoyment they shared

while conducting their research.

 iii

Last but not the least, to the parents for their deep consideration for the finances and

undying support throughout the making of the research study. As well as for their words of

encouragement on all those nights that we've spent making the research study.
 iv

DEDICATION

This research is dedicated wholeheartedly to the researchers' beloved families, who have

provided unwavering encouragement and support throughout their research. They are the ones who

inspires and give courage to the researchers when they are on the verge of giving up. The researcher

would also like to dedicate this study to Ms. Cherilyn D.C Robles, their research adviser, who has

assisted them continuously and is always willing to give an answer to their questions. She is an

incredibly beautiful teacher who is always very kind, helpful, and cares genuinely about her

profession and her students, and they are eternally grateful to have her as an understanding, patient,

and a better adviser for their research study. Also, this study is dedicated to their respondents, who

gladly devoted their time, full cooperation, and successful completion of their research study.

Above everything, we give gratitude to the Almighty Lord, our God, who gave strength,

knowledge, protection, and wisdom in all that they did. To you, this study is devoted.
 v

ABSTRACT

Communication skills are crucial for every individual in the world, especially for the

students. With students having good communication skills, students can use this as a tool to get

better and more information in their studies or future career. Speaking and writing effectively does

not mean that an individual has already good communication skills. In improving your

communication skills, there are several things you need to do, which is to know the different types

of communication. There are four main types of communication to use to improve communication

skills, which are verbal, nonverbal, written, and visual. The goal of this study is to know if there

is a difference among the communication skills of grade 12 students and further investigate details

on how the results present a significant difference with each strand. This study targeted all the

grade 12 students at Carlos F. Gonzales High School, which has a total population of 748 but the

researchers used a probability sampling technique to get the desired sample size which is 260

respondents. The researchers used an adapted survey questionnaire from the Mind Tools Team.

The researchers contextualized the adapted survey questionnaire for better results. The study

utilized a quantitative research method, specifically a comparative research design. Face-to-face

surveys were chosen as the most convenient method of disseminating the questionnaire. In

addition, the study concluded that there is a significant difference in the communication skills of

grade 12 students among different strands. This study also concluded that among all strands,

STEM students exhibit very good communication skills.

Keywords: communication skills, communication, significant difference, comparative, students,

strands.
 vi

TABLE OF CONTENTS

TITLE PAGE

ACKNOWLEDGMENT

DEDICATION

ABSTRACT

I. INTRODUCTION

The Problem and Its Background………………………………………………..01

Significance of the Study………………………………………………………...04

Review of Related Literature…………………………………………………….05

Theoretical Framework…………………………………………………………..13

Conceptual Framework…………………………………………………………..15

Statement of the Problem………………………………………………………...16

Hypothesis of the Study………………………………………………………….17

Definition of Terms………………………………………………………………17

Scope and Delimitation…………………………………………………………..18

II. METHODOLOGY

Research Design………………………………………………………………….19

Respondents and Sampling Procedure…………………………………………...19

 vii

Research Instrument……………………………………………………………...20

Research Procedure………………………………………………………………20

Data Analysis…………………………………………………………………….21

Statistical Treatment……………………………………………………...……...22

Ethical Consideration…………………………………………………………….22

III. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Frequency and Percentage Distribution of Respondents according to

Strand……………………………………………………………….……………23

Mean and Standard Deviation Interpretation for Home Economics’

Communication Skills…………………………………………..………..……....24

Mean and Standard Deviation Interpretation for Information and Communication

Technology’s Communication Skills….…………………………………………24

Mean and Standard Deviation Interpretation for General Academic Strand’s

Communication Skills…………………………………………...……………….25

Mean and Standard Deviation Interpretation for Accountancy, Business and

Management’s Communication Skills…………………………………….……..25

Mean and Standard Deviation Interpretation for Science, Technology,

Engineering, and Mathematics’ Communication Skills.…………………..……26

Mean and Standard Deviation Interpretation for HE, ICT, GAS, ABM, and STEM

Communication Skills………………………………………………………..…..27
 viii

One-way Analysis of Variance of Communication Skills of Senior High School

Students…………………………………………………………………….…….28

IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings………………………….…………………………………29

Conclusion……………………………………………………………………….30

Recommendations………………………………………………………………..31

REFERENCES
 ix

APPENDICES

Appendix A: Permission Letter……………………………………………….…39

Appendix B: Survey Questionnaire……………………………………….….….40

Appendix C: Permission Letter………………………………….……………….41

Appendix D: Approval of the author…………….……………………...….........42

Appendix E: ANOVA: Single Factor……………………..………...……..….....43

Appendix F: Language Editor’s Certificate………………………...……………44

 x

LIST OF FIGURES

Figure 1: David Berlos’ SMCR Model of Communication ……………………………….…...13

Figure 2: Conceptual Framework……………………………………………………………….15

 xi

LIST OF TABLES

Table 1: Level of Communication Skills Chart……………………………………………...,.…21

Table 2: Frequency and Percentage Distribution of Respondents according to

Strand……………………………………………………………………………….……………23

Table 3: Mean and Standard Deviation Interpretation for Home Economics’ Communication

Skills……………………………………………………………………………………………..24

Table 4: Mean and Standard Deviation Interpretation for Information and Communication

Technology’s Communication Skills…………………………………………………….………24

Table 5: Mean and Standard Deviation Interpretation for General Academic Strand’s

Communication Skills………………………………………………………...………………….25

Table 6: Mean and Standard Deviation Interpretation for Accountancy, Business and

Management’s Communication Skills…………………………………………………..……….25

Table 7: Mean and Standard Deviation Interpretation for Science, Technology, Engineering, and

Mathematics’ Communication Skills………………………………………………….…………26

Table 8: Mean and Standard Deviation Interpretation for HE, ICT, GAS, ABM, and STEM

Communication Skills………………………………………………………………………..…..27

Table 9: One-way Analysis of Variance of Communication Skills of Senior High School

Students…………………………………………………………………………………….…….28
 1

CHAPTER I

INTRODUCTION

The Problem and Its Background

Individuals must be able to communicate effectively to succeed in various aspects of their

lives, such as personal relationships, careers, and education. According to Miller et al. (2017),

communication skills are a critical component of 21st century skills that students must acquire to

be prepared for the workforce. However, not all students will have the same level of

communication abilities.

According to Gamlem and Smith (2014), students from various academic tracks may have

varying levels of communication skills, and it is critical to identify these differences to improve

their learning outcomes. In addition to this, communication abilities can be improved over time.

When they are in the classroom or at school, a lot of them are talking to each other, asking what

the assignment is for tomorrow or from yesterday, reciting in class, announcing important updates,

and many more. Those situations require communication skills. Learning effective communication

techniques—reading, writing, listening, and speaking—will benefit students in many facets of

their lives. These abilities include socialization, academic performance, and career success

(Remind, 2022). Teachers taught these skills, but students do not realize how important those skills

are. Communication skills help students in their studies, career development, job interviews,

workplace, and social networking (Sharma, 2017). When people have the skills in communication,

they can use this as a tool to get better and more factual information in their studies, career

development, job interviews, workplace, and social networking. Students with strong

communication skills can explain their ideas and thoughts and form relationships without
 2

encountering difficulties or discrimination based on religion, race, or gender. Moreover, experts

in communication skills consider poor communication to be the basis of several problems and

communication is the solution to many obstacles (Pearson & Nelson, 2000; as cited by Sabbah et

al., 2020). Students would be exposed to situations in classes or on campus where they needed to

use their communication skills. Generally, communication is dynamic for expressing ourselves

and understanding others. Communication skills can also help the students express themselves,

just like answering in recitation, reporting, and research defense. Apart from this, communication

skills can improve our confidence. Good communication skills and confidence go hand in hand.

As the confidence rises, their communication skills improve (DNM, 2015). By practicing

communication skills, students will get better at asking for assistance and expressing their needs,

and they will eventually gain the knowledge and confidence necessary to explain what they have

learned in class in a precise manner.

In this case, without communication skills, people will be unable to interact, and they will

not fully understand what others are saying. Furthermore, ineffective communication can lead to

many misunderstandings or disagreements, too. This can include making mistakes or completing

tasks incorrectly, having your feelings hurt, causing arguments, or distancing yourself from others

(Ortiz & Moore, 2022). And those are some of the bad effects of ineffective communication, which

explains that there will be a lot of problems if people, or even students, do not have skills for

communication. In today's time, there are a lot of ways to improve students' communication skills

with the help of technology. Technology also plays a very supportive role in enhancing students’

communication skills. Students can enhance both their written and oral communication skills using

technology under the sound guidance of their teachers (Bharti, 2014). It is not surprising that it can
 3

enhance students' communication skills because students nowadays are more exposed to the use

of technology.

On the other hand, how teachers teach their students is an important factor in developing

good communication skills. The ability of teachers and students to communicate effectively is

important, it enables to carry out their duties effectively and produce advantageous outcomes for

the students (Sword, 2020). It is indeed important that teachers be good at communicating so

that students can understand them and get the learning they need. Without well-developed

communication skills, students run the risk of falling behind their peers, becoming emotionally

overwhelmed, or even withdrawing from school (McMillan, 2021). Therefore, communication

skills should be studied because they can help students, teachers, and other people in the future.

Additionally, even if a student is bright and talented, the inability to communicate well may result

in a loss of confidence in the student (Anonymous, 2022). Students with strong communication

abilities are more likely to participate in class discussions, get more out of their educational

experience overall, and contribute more effectively to group projects (Singh, 2020). This simply

explains that if students have effective communication skills, they can explain their ideas and

thoughts well. Students will also be active participants in class discussions and group activities.

This research wanted to address the issue on students' communication skills. The

researchers aimed to focus on the communication skills of SHS students, or Grade 12 students to

be specific. This study may be use to fight the discrimination that some strands are experiencing

right now because the researchers believed that if they were just a home economics student, some

people would say that they are not smart, and their strand is easy even though it is not. Also, this

research investigated further information about how communication skills can improve the

understanding and performance of senior high school students.

 4

Through reviewing the works of literature and studies, the researchers have found out that

there are a lot of types of communication that can use as a tool to enhance the skills of the students

which is why this research gave additional knowledge to the students who will exhibit low

excellence in communication skills and the effects of this phenomenon to the students'

performance and studies.

Significance of the Study

This study will benefit the following:

Students. This study can benefit the students to further improve their communication skills

by assessing their level of proficiency in communicating. This study can also give further

awareness to the students on the essence of having good communication skills and how it

can help to their future career or field.

Teachers. This may serve as guide to assess the communication skills of the students and

to develop an appropriate strategy or technique to help their students improve their

communication skills.

Parents. The parents are considered as the first teacher of every learner. They may help

their children in developing their communication skills at home.

Researchers. This study plays an important role in the future career of all individuals

regardless of their courses and strands. This will be beneficial to their preparation towards

successful employment in the future and will serve as their guide in enhancing the given

skills.
 5

Future Researchers. This will provide future researchers with a credible and accurate

source for their future studies, serve as a guide for them as they do their research, and

provide them with understanding of the topic.

Review of Related Literature

This section contains relevant literature and studies found by the researchers.

Communication skills

Communication skills involves encoding, decoding, channel, and feedback. Understanding

how to communicate on the phone, in person, and through digital channels like social media and

email are also helpful (Khullar, 2022).

Khullar (2022) defined communication skills is one of the fundamental life skills that is

necessary for a deeper understanding of information. The ability to communicate can be done

verbally, visually, non-verbally, or through written media. Kashyap (n.d.) added that good

communication skills are the ability that assist an individual to become effective in sharing

information with others.

Lucanus (2017) highlighted that for a student to succeed academically and have a bright

future, communication skills are important. In today’s challenging world, students must not only

be academically qualified but also have the necessary skills to improve their future learning and

job opportunities.

Types of communication skills

There are four main types of communication that can use on a daily basis: verbal,

nonverbal, written, and visual. With all these communication styles, it is most effective when they
 6

know how to actively listen, observe, and empathize. Developing these soft skills can help the

students to have better understand a message and respond thoughtfully (Keiling, 2019).

As stated by Tolino et al. (2020), As there is a process of message creation and exchange

with other people, communication requires interaction between people. Communication can take

place through both verbal and nonverbal means. Nonverbal communication is done with sign

language, while verbal communication is done with words and sentences to convey a message

(oral or written) (gestures, mimic, or symbol). A presentation in class can help to improve verbal

communication skills by starting with an easier task and progressing to a more difficult task. In

order to convey information, both verbal and nonverbal communication are necessary.

Written Communication involves expressing yourself clearly, using language with

precision; constructing a logical argument; note taking, editing, and summarizing; and writing

reports (Blackburn, n.d). Students need written communication skills to communicate with their

lecturer, apply for scholarships, internships, jobs etc. Poor communication skills can cost the

students a lot, they may lose a scholarship or internship because their application letter was poorly

written (Rahamah, 2022).

Visual communication skills are essential in any field. They can help people communicate

more effectively by stimulating the senses of sight and hearing. When used correctly, visuals can

be a powerful tool for conveying ideas and information (Anonymous, 2022). While everyone

absolutely can create a beautiful visual with the right tool and set of templates, not everyone can

make one that’s effective. Therefore, incorporating visual communication lessons into a learning

environment is essential (Leung, 2017).

 7

K-12 Curriculum

With a 10-year pre-university cycle, the Philippines is the last nation in Asia and one of

just three nations worldwide, Djibouti and Angola are the other two (GovPH, 2016). K–12

curriculum is being implemented to produce responsible and globally competitive citizens who are

equipped with the knowledge and skills. They are expected to be lifelong learners and ready for

work. It is covered by R.A. 10533, it was released on July 12, 2022, which states that the

curriculum broadens the aim of secondary education for college preparation, vocational, technical,

and career opportunities by increasing the likelihood of employment.

According to Official Gazette. (2012) the K to 12 Program includes Kindergarten and 12

years of fundamental instruction order to foster lifelong learners, give students enough time to

master concepts and skills, and to prepare graduates for tertiary education, middle-level skill

development, employment, and entrepreneurship. Every student is now expected to complete at

least one year in kindergarten, six years in Elementary level, four years in Junior High School, and

two more years in Senior High School For elementary it has Kindergarten and Grades 1-6. Junior

high school students have Grades 7-10 and Grades 7-8 (Exploratory TLE) and Grades 9-10

(Specialize TLE). Senior high school; Academic Tracks are ABM, HUMSS, STEM, General

Academic, Pre-Baccalaureate Maritime, Technical-Vocational-Livelihood, Agri-Fishery, Home

Economics, ICT, Industrial Arts, TVL Maritime, Sports Arts and Design (Llego, 2022).
 8

As mentioned by Dizon (2019), the K-12 Program's integration into the Philippine

Curriculum of Basic Education was crucial to the development of our nation. Although the

government has encountered numerous difficulties as it implements the K-12 It has been a required

upgrade to the program over several years because it is essential to the success of the country to

improve the standard of the education. The K to 12 Basic Education Program of the Department

of Education is a curriculum that is accurate in content, on part with the basic education curricula

of other Asia-Pacific countries, and, most importantly, appropriate to the learner's development. It

is the result of collaboration with The Commission on Higher Education (CHED), the Technical

Education and Skills Development Authority (TESDA), and academe and industry partners

(DepEd, 2019).

Importance of communication skills among HE, ICT, GAS, ABM, HUMSS, and STEM

According to ZIPPIA (2022) one of the essential Home Economics expert skills for their

resume and career is effective customer communication, the department's sales goals were

exceeded. Students can gain the important decision-making, social, and communication skills

deemed essential for professional success by enrolling in home economics courses in school

(Home and Family, 2013).

As mentioned by Antonio (2018), students are going to learn how to communicate with

different types of people while taking the ABM strand. The ability to communicate clearly and

effectively is important for running a business and an individual will learn to adapt to the

communication skills that are required for various business courses. Bukas (2022) explained those

in the ABM field need business communication skills to communicate in a business or corporate

setting.
 9

In the STEM field, communication skills play an integral role. And students must start

developing them as early as possible (Goutam, 2022). Empathetic communication is an important

component of success in STEM disciplines. Whether people work as a programmer or in the

medical field, they must be able to take highly technical knowledge and explain it to people in a

straightforward manner (Wagner, 2017). Students in the STEM fields will succeed in the future if

they have good communication skills. If taken lightly, effective communication is a crucial ability

that might hinder the public from receiving the proper information about advances in STEM-

related research and technology (Anonymous, 2021).

Modern media technologies have a significant impact on how well individuals

communicate with one another. Additionally, it safeguards improvements in how people get

information internationally and attributes indoctrination levels. The use of mass media in

development communication is crucial. It disseminates information, creates a forum for

discussion, educates people, and fosters peace, assuring a nation's stability (IvyPanda, 2022). Since

ICT students are learning about technologies, they should be well-versed in communication

techniques to spread a message effectively and creatively to a large audience through media or

technology.

The revolutionary change in the nation’s basic education system is addressed in Oral

Communication in Context for Senior High school. This subject is designed to help students

develop their speaking, listening, and communication skills in a variety of context. It is rich in

techniques that sharpen effective communication (Negros College, n.d). To add another

information, Rich (2020) asserted that one of the advantages of teaching students Oral

Communication skills is that they can become proficient in a skill that is relatively common in

their daily life, allowing them to reflect on it, practice it, and gain feedback so they can improve.
 10

As mentioned by Child Success Center (2019) when they can "speak the talk" in their social

life, they feel more in control. Students that use oral communication well can also speak up for

themselves. When and how their academic demands aren't being satisfied must be clear to them.

Findings from related study

A related study conducted by (Asenmayi, 2015) titled "An Assessment of Students’

Performance in Communication Skills" in the University of Education Winneba stated that

communication is very important in all spheres of human life and as such every individual must

develop good communication skills. Communication is indeed important in this world, and people

must develop good communication skills to deliver the messages. This explains that

communication skills should be studied because how will people develop good communication

skills when they are not even bothered to study. Additionally, considering good perception about

communication is important so the students will enjoy and not get bored while studying what

communication skills are. Asenmayi (2015) concluded that communication Skills is not difficult

for the students; it is just that students do not have a good perception about the course and so do

not learn.

Benefits of having a good communication skill

Students who have good communication skills will always participate more actively in

class. This interaction will lead to better clarity in understanding the subjects being taught and this

would, in turn, lead to much better grades and eventual success in academics (Global Indian

International School, 2022). It is supported by American English Skills Development Center

(2022) Students can easily persuade others to agree with them when they communicate effectively.
 11

To put it another way, effective communication makes it simple to complete the tasks they need

to.

Good communication skills can show student’s confidence and make it easier for them to

get their point across or get their message through to others (Herrity,2018). Similarly, Stevenson

University (n.d) said that effective communication is essential for ensuring that conflicts are

resolved respectfully when they do occur. In the same way, Indeed Editorial Team (2021)

mentioned that building trust and making the best decisions for a group is to have advantages of

effective communication in the workplace and being able to explain things to others and respecting

their viewpoints are also the advantages of having good communication skills.

Good communication is not only needed for the effective teaching profession, but it is also

very important for the effectiveness of every concern to our life (Batenburg et al,1997; as cited by

Khan, 2017). Performance of students in classroom totally depends upon the communication skills.

if the students have good communication skills, then students can easily convey, they massage or

deliver the lecture in an understandable manner (Maes et al, 1997; as cited by Khan, 2017). Good

communication is considered a strong tool for effectiveness in the teaching profession (Srivastava,

NA).

The benefits of having good communication skills are enormous and will have a positive

influence on both their personal and professional life (Johnson, 2021). For example, in education,

in school, in professionalism and more. In addition to the above-mentioned study, Ihasco (2021)

stated as a worker complete tasks, offers comments and ideas for themselves, communication can

also increase trust between them and their management and their business.
 12

American English (2022) also indicated the benefits of communication skills is the ability

and biggest advantage to develop and maintain relationship.

Research Gap

Through the review of related works of literature and studies conducted about

communication skills, the researchers have found out that some of the strands do not give enough

importance on their communication skills and only a few studies have shown. The researchers aim

to focus on the communication skills of SHS students, or Grade 12 students to be specific. This

study may use to fight the discrimination that some strands are experiencing right now because the

researchers strongly believed that if an individual was just a home economics student, some

individual would assume that students are not smart, and their strand is easy even though it is not.

Also, this research investigates further information about how communication skills can improve

the understanding and performance of senior high school students. Through reviewing the works

of literature and studies, the researchers have found out that there are a lot of types of

communication that can use as a tool to enhance the skills of the students which is why this research

will give additional knowledge to the students who will indicate low excellence in communication

skills and the effects of this phenomenon to the students' performance and studies. The goal is to

provide information and fight the discrimination.

 13

Theoretical Framework

This section contains an existing theory that is related and relevant to the study.

Figure 1. David Berlos’ SMCR Model of Communication

This study is supported by Berlo's Sender-Message-Channel-Receiver (SMCR) model of

communication, which was developed in 1960 based on the Shannon-Weaver communication

model (1949). Berlo's model describes the communication process in four parts: sender, message,

channel, and receiver, and it identifies numerous factors that influence each component

individually. In this model, communication skills are one of the most important factors that affect

both the sender and the receiver. The sender is the originator of the message, whereas the receiver

is the person who receives it after it has been sent. Communication skills such as speaking,

presenting, reading, writing, and listening are important in communication. The message's

effectiveness is determined by the sender's communication skills; if the sender's communication

 14

skills is poor, the message may not be conveyed effectively. Communication may also fail if the

receiver lacks the necessary communication skills to comprehend the message. To achieve

effective communication, both the sender and the receiver must have equal communication skills.

This theory emphasizes the significance of communication skills, which are particularly

important for students. For example, when a student participates in class recitation, they must use

communication skills to accurately convey their answer to the teacher. By understanding the

importance of communication skills, students can improve their abilities to effectively

communicate with their peers and teachers.

In addition to Berlo's SMCR Model of Communication, recent studies have emphasized

the importance of communication skills in academic and professional settings for students.

According to Sharifi et al. (2019) discovered that students with strong communication skills are

more likely to be engaged and successful in group work.

 15

Conceptual Framework

Figure 1 shows the model that illustrates the goal of this study. The researchers aim to

focus on assessing the level of communication skills among the different strands in Grade 12

including HE, ICT, GAS, ABM and STEM.

Grade 12 Home
Economics students

Grade 12 Information
Communication
Technology students

Grade 12 General Communication Skills

Academic Strand
students

Grade 12
Accountancy,
Business and
Management students

Grade 12 Science
Technology
Engineering &
Mathematics students

Figure 2. This model shows the differences among the communication skills of Grade 12 HE,

ICT GAS, ABM, & STEM students of CFGHS.

 16

Statement of the Problem

This study aimed to compare the Communication Skills of HE, ICT, GAS, ABM, & STEM

students of CFGHS.

Specifically, this sought to answer the following questions:

1. How may the Communications Skills of the Grade 12 students in the following strands be

described?

1.1. HE students

1.2. ICT students

1.3. ABM students

1.4. GAS students

1.5. STEM students

2. Is there a significant difference- among the Communication Skills of HE, ICT, GAS, ABM, &

STEM students of CFGHS?

 17

Hypothesis of the study.

Null Hypothesis

There is no significant difference among the Communication Skills of Grade 12 HE, ICT,

GAS, ABM and STEM students of Carlos F. Gonzales High School.

Definition of terms

This section defines the most used terms in this study.

Communication. This is the way how students or people transfer and receive

information.

Communication Skills. It refers to how students communicate well with other people

and understand things clearly.

Discrimination. It is the challenges that students are experiencing.

Effective communication. It means how good, effective, and strong your

communication skills are.

Information. These are facts, data, or learnings that students should get when they intend

to improve their communication skills.

Skills. These refer to students' abilities, such as good speaking, listening, reading, and

writing skills.

Students. They are the group of people that are being studied.
 18

Senior High School (SHS). It covers the last two years of the K-12 Basic Education

Program including Grade 11 and Grade 12.

Scope and Delimitation

The main purpose of this study is to compare the communication skills of Grade 12

students. The scope of this study is limited to 260 Grade 12 students out of 748 Grade 12 students

who are currently enrolled for this school year. Communication skills in general defined as good

at speaking and written only, but in this paper communication skills involves verbal, non-verbal,

written, listening, and visual communication. Additionally, the researchers also defined

communication skills on how students communicate well with other people, help their academic

performance, and understand things clearly. The primary subject of this research study will cover

the Grade 12 students under Home Economics (HE), Information Communication and Technology

(ICT), General Academic Strand (GAS), Accountancy and Business Management (ABM), and

Science Technology Engineering and Mathematics (STEM) in Carlos F. Gonzales High School

for the present academic year 2022-2023.

Moreover, this study delimitated other issues that can affect the academic achievement of

Home Economics students such as: discrimination, stress, family problems, anxiety, depression,

and financial problems.

 19

CHAPTER II

RESEARCH METHODOLOGY

Research Design

The researchers used quantitative research method to utilize this study. Particularly, the

researchers used comparative design of research to compare the communication skills of Grade 12

Students.

Quantitative research, as defined by Bhandari (2022), is the process of gathering and

examining numerical data. It can be used to identify trends and means, formulate hypotheses,

examine causality, and generalize findings to bigger populations. On the other hand, comparative

research is the analysis and evaluation of phenomena and/or facts between different fields, subjects

and/or objects to identify similarities and/or differences using quantitative and qualitative methods

(Coccia & Benati, 2018).

Respondents and Sampling Procedure

The graduating senior high school students from Carlos F. Gonzales High School is the

population of this study. From the total of 748 students of the whole batch, the researchers used

Slovin’s Formula to get their desired sample size which resulted to 260 respondents.

The researchers used probability sampling technique, specifically, stratified random

sampling. It is a method of sampling that involves the division of a population into smaller

subgroups known as strata (Hayes, 2021). The researchers divided the population into subgroups.

Specifically, they have divided according to their strand, which are Home Economics, Information,
 20

Communication and Technology, General Academic Strand, Accountancy Business, and

Management, and Science Technology Engineering and Mathematics.

Research Instrument

In this study, the researchers used survey questionnaire as the main tool in collecting data

from the respondents. They utilize the Mind Tools Content Team Article (n.d.) in order to collect

data for Communication skills. The scale that used in this study was adapted for greater validity

and reliability of the tool. It is composed of a Likert Scale type of questions with the choices

ranging from 5 to 1, 5 being ‘strongly agree’ and 1 being ‘strongly disagree’ to each statement

given in the questionnaire. Question 1, 5, 8, 10, and 15 are encoding, which means creating a clear,

well-crafted message. Question 4 and 9 are feedback indicating that they are responses from the

receiver to a message or activity. Feedback sometimes is verbal, and sometimes it's not. Question

7, 11, and 13 are channel or what person use to send a message such as social media app and in

person. Question 3, 6, 12, and 14 are decoding or receiving and interpreting a message.

Research Procedure

The researchers distributed questionnaires to randomly selected Grade 12 students at

Carlos F. Gonzales High School to increase respondents’ response rates. The researchers created

request letter that is addressed to the school principal to conduct the survey, it was given before

the data gathering. The respondents are informed of the purpose of the study, they are given

appropriate guidance to efficiently complete the questionnaire and ensured privacy of the

respondents. The respondent was given 10 minutes to complete the questionnaires.

 21

Data Analysis

Scale Description Mean Range Interpretation

1 Strongly Disagree 4.20 5.00 Excellent Communication Skills

2 Disagree 3.40 4.19 Very Good Communication Skills

3 Not Sure 2.60-3.39 Good Communication Skills

4 Agree 1.80 2.59 Poor Communication Skills

5 Strongly Agree 1.00 1.79 Very Poor Communication Skills

Table 1: Level of Communication Skills Chart

Statistical Treatment

The researchers computed, analyzed, and interpreted the data for this study using

the following statistical tools:

1. Slovin’s Formula. It was used to get the total number of the respondents.

2. Percentage. It was used to solve for the raw data of the respondents’ frequency counts

and percentage distribution by strand and section.

3. Weighted Mean. It was used to calculate the mean of each respondent.

4. General Weighted Mean. It was used in order to determine the overall mean of the

variable of the respondents.

5. Stratified Sampling. It was used to divide a population into strata, or smaller, more

discrete groupings.
 22

6. ANOVA. It was used in this study to know if there is a statistically significant

difference between two or more groups.

Ethical Considerations

Informed consent forms were given to the respondents. Confidentiality, anonymity,

sympathy, and honesty will likewise be observed.

Informed consent. The respondents were asked if they agree to be involved in the study.

The researchers explained to them the goals and objectives of the paper and the duration of the

interview. It was clear to them that they may decide to withdraw their consent at any time.

Confidentiality and anonymity. The identities of the respondents will be kept

confidential. Pseudonyms assigned to each of them to maintain the anonymity of their identities.

Sympathy and honesty. To ensure ethical research, the researcher made sure that the

respondents during the data collection were treated with sympathy and honesty. These also

developed rapport between the researcher and the respondents during the survey.
 23

CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents analysis and interprets data and information gathered according to the general

and specific problems of the study as indicated in the statement of the problem. For clarity of discussion,

the data are categorized and presented into 3 parts according to the order and sequence of the questions

given in chapter 1.

Table 2
Frequency and Percentage Distribution of Respondents according to Strand.
Strand Frequency Percentage

HE 26 10.0

ICT 23 8.85

GAS 115 44.23

ABM 50 19.23

STEM 46 17.69

Total 260 100.0

Table 2 presents the demographic profile of the respondents in terms of type of senior high

school. Among the 260 respondents from grade 12 senior high school students, 26 (10.0%) are

from HE, 23 (8.85%) are from ICT, 115 (44.23%) are from GAS, 50 (19.22%) are from ABM,

and 46 (17.69%) are from STEM.

 24

Table 3

Mean and Standard Deviation Interpretation for Home Economics’ Communication Skills

Inventory Score

N M SD Interpretation

Home Economics 26 3.34 0.37 Good

Table 3 presents the mean and standard deviation of the communication skills of Home

Economics. The results (M = 3.34, SD = 0.37, N = 26) suggest that the students’ communication

skills were good.

Table 4
Mean and Standard Deviation Interpretation for Information and Communication Technology’s

Communication skills

Inventory Score

N M SD Interpretation

Information and Communication 23 3.19 0.45 Good

Technology

Table 4 presents the mean and standard deviation of the communication skills of

Information and Communication Technology students. The results (M = 3.19, SD = 0.45, N = 23)

suggests that the students’ communication skills were good.

 25

Table 5
Mean and Standard Deviation Interpretation for General Academic Strand’s Communication

Skills

Inventory Score

N M SD Interpretation

General Academic Strand 115 2.97 0.55 Good

Table 5 presents the mean and standard deviation of the communication skills of General

Academic Strand students. The results (M = 2.97, SD = 0.55, N = 115) suggest that the students’

communication skills were good.

Table 6

Mean and Standard Deviation Interpretation for Accountancy, Business and Management’s

Communication Skills

Inventory Score

N M SD Interpretation

Accountancy, Business and Management 50 3.14 0.52 Good

Table 6 presents the mean and standard deviation of the communication skills of

Accountancy, Business and Management. The results (M = 3.14, SD = 0.52, N = 50) suggest that

the students’ communication skills were good.

 26

Table 7
Mean and Standard Deviation Interpretation for Science, Technology, Engineering, and

Mathematics’ Communication Skills

Inventory Score

N M SD Interpretation

Science, Technology, Engineering, and 46 3.62 0.3 Very Good

Mathematics

Table 7 presents the mean and standard deviation of the communication skills of Science,

Technology, Engineering and Mathematics students. The results (M = 3.62, SD = 0.35, N = 46)

suggest that the students’ communication skills were very good.

 27

Table 8
Mean and Standard Deviation Interpretation for HE, ICT, GAS, ABM, and STEM

Communication Skills.

Inventory Score

N M SD Interpretation

Home Economics 26 3.34 0.37 Good

Information and Communication 23 3.19 0.45 Good

Technology

General Academic Strand 115 2.97 0.55 Good

Accountancy, Business and Management 50 3.14 0.52 Good

Science, Technology, Engineering, and 46 3.62 0.3 Very Good

Mathematics

Table 8 presents the overall results of the mean and standard deviation interpretation of

communication skills of Grade 12 students. It suggests that all the strands got a “good”

interpretation except for Science, Technology, Engineering and Mathematics strand who got “very

good” interpretation.
 28

Table 9
One-way Analysis of Variance of Communication Skills of Senior High School Students
Source SS df MS F P

Between Groups 13.642 4 3.410 7.021 0.001

Within Groups 123.386 254 0.486

Total 137.029 258

A one-way ANOVA was conducted to compare the Communication Skills of Senior High

School students at Carlos F. Gonzales High School. There was a significant difference on the test

results of the students [F(4,254) = 7.020, p < 0.001].

 29

CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents a summary of findings of the study, the conclusions were drawn from

the obtained results and the recommendations derived from the salient findings of the study.

Summary of Findings

The general problem of this study aims to compare the Communication Skills of the Grade

12 students at Carlos F. Gonzales High School. This study answers the specific questions from the

data obtained and summarized as follows:

The first question of the researchers described the communication skills of the Grade 12

students. The researchers aimed to get the mean of each strand. The mean of Home Economics is

3.34, Information and Communication Technology is 3.19, General Academic Strand is 2.97,

Accountancy, Business and Management is 3.14 and Science, Technology, Engineering and

Mathematics is 3.62. All strands except STEM got a mean score interpreted as “Good” on the other

hand the STEM strand got a highest mean score interpreted as “Very Good”.

The second question of the researchers validates whether there is a significant difference

among the grade 12 students. The researchers solved for the difference of the one variable using

ANOVA single factor formula and the given raw data of variable and got the result of 0.001. Based

on the result, the variable presents a significant difference with each strand.
 30

Conclusion

The researchers concluded that the communication skills of the grade 12 students from

Home Economics, Information, Communication and Technology, General Academic Strand, and

Accountancy, Business and Management of Carlos F. Gonzales High School were good, and

students’ communication skills from Science, Technology, Engineering and Mathematics were

very good. Therefore, all strands except STEM students have the same level of communication

skills and it implies that HE, ICT, GAS, and ABM students were good communicators. While, on

the other hand, the researchers also concluded that STEM students were classified as very good

communicator.

Moreover, the researchers concluded that there is a significant difference in the

communication skills of grade 12 students among different strands. The researchers also found

that some strands had different mean scores, resulting in all strands’ communication skills being

interpreted as good, except for Science, Technology, Engineering, and Mathematics, which had a

mean score interpreted as very good. This result also implies that a particular strand may affect the

communication skills of the students.

 31

Recommendations

The researchers recommend the following based on the findings of the study:

• To the Students

The researchers recommend students to practice more on enhancing their

communications skills through interacting with other people, watch films that model

conversation skills, and be an active listener. The researchers also recommend that the

students should actively participate more in class by taking part in extracurricular activities.

• To the Teachers

The researchers advise that the teachers must incorporate communication skills into

their lesson plans and give students the opportunity to improve their communication skills

through assignments, group projects, and presentations.

The researchers ought to recommend specifically to the English teachers to add

speech drills with the lessons that may enhance the communication skills of the students.

• To the Parents

The researchers suggest parents to provide guidance and teach their children how

to communicate effectively. The researchers also suggest that parents engage with their

children more frequently so that the child will be able to communicate confidently with

others.

• To the School

Since the researchers provided a study about the communication skills of grade 12

students of Carlos F. Gonzales High School, the researchers would like the school to make
 32

a way to enhance students’ communication skills. Additionally, the researchers ought to

recommend that the school should include communication skills in its curriculum. The

school should also promote student participation and give advice on how to enhance

communication skills by organizing an orientation in the school.

• To the Researchers

The researchers recommend to themselves that they should apply all of the

important findings that they have accumulated throughout the conduction of their study.

Additionally, the researchers recommend that even after they have got the findings, they

should continue their research to develop their communication skills as well.

• To the Future Researchers

The researchers are recommending future researchers to use this research as a basis for

their study that is related to this research's topic. They recommend future researchers to use

this research as a guide with regards to conducting their research. The researchers also

advise considering every aspect to obtain the most accurate information possible. They

recommend individuals who plan to conduct a related study of this research in the future

to be particular about the data they want to gather to verify the correctness and validity of

their different studies.

 33

References
American English Skills. (2022). American English - Empowering People.

https://americanenglish.ph/

American English Skills. (2022). What are the benefits of effective communication skills? -

American English. https://americanenglish.ph/blog/what-are-the-benefits-of-effective-

communication-skills/#:~:text=This%20will%20allow%20you%20to

Anonymous. (n.d.). HUMSS STRAND. https://medium.com/@ngyn.qwerty/humss-strand-

6825d6f05509

Anonymous. (2022). The Art of Communication. CollegeMarker Blog.

https://collegemarker.com/blogs/the-art-of-communication/

Anonymous English 102. (2021). 3.8 Communication and writing in STEM (synthesis).

Pressbooks.ulib.csuohio.edu. https://pressbooks.ulib.csuohio.edu/understanding-literacy-

in-our-lives/chapter/3-8-communication-and-writing-in-stem-synthesis/

Antonio, Y. (2018, November 24). ADVANTAGE OF TAKING AN ABM STRAND IN SHS. Jumbo

Hakdog’s Daily Blogs. https://jumbohakdogs.home.blog/2018/11/24/advantage-of-taking-

an-abm-strand-in-shs/

Asemanyi, A. (2015). An Assessment of Students’ Performance in Communication Skills A Case

Study of the University of Education Winneba. 6(35).

https://files.eric.ed.gov/fulltext/EJ1086368.pdf

Bhandari, P. (2022).

https://www.scribbr.com/author/pritha/page/7/#:~:text=Revised%20on%20November%2

024%2C%202022
 34

Blackburn, J. (n.d.). Learning Resources: Employability Skills: Written Communication Skills.

Libguides.wigan-Leigh.ac.uk. https://libguides.wigan-

leigh.ac.uk/c.php?g=667800&p=4736451

Bukas. (2022). 5 Skills You Learn From ABM Subjects. Bukas.ph. https://bukas.ph/blog/5-skills-

you-learn-from-abm-subjects/

Child Success Center. (2019). The Importance of Communication Skills for Academic Success.

Child Success Center. https://childsuccesscenter.com/blog/importance-of-communication-

skills-for-academic-success/

Coccia, M., & Benati, I. (2018). Comparative Studies. Global Encyclopedia of Public

Administration, Public Policy, and Governance, 1–7. https://doi.org/10.1007/978-3-319-

31816-5_1197-1

Cuofano, G. (2021). What is Berlo’s SMCR model? Berlo’s SMCR Model In A Nutshell.

FourWeekMBA. https://fourweekmba.com/berlos-smcr-model/

Department of Education. (2019). Policy Guidelines on the K to 12 Basic Education Program.

https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf

Dizon, R., Calbi, J., Cuyos, J., & Miranda, M. (2019). Perspectives on the Implementation of the

K to 12 Program in the Philippines: A Research Review. International Journal of

Innovation and Research in Educational Sciences, 6(6), 2349–5219.

https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES

_1638_FINAL.pdf

Dreams 'N Motion. (2015). Interpersonal Communication, Communicating with Confidence.

Dreams 'N Motion. http://dreamsnmotion.com/career-1/2015/3/5/interpersonal-

communication-communicating-with-confidence
 35

Gamlem. (2014). Student perceptions of classroom feedback (Smith, Ed.).

https://www.researchgate.net/publication/263143157_Student_perceptions_of_classroom

_feedback

Global Indian International School. (2022). Importance Of Communication Skills and Social Skills

For Students - GIIS Tokyo. Tokyo.globalindianschool.org.

https://tokyo.globalindianschool.org/blog-details/importance-of-communication-skills-

for-students

Goutam. (2022). 8 Important Skills You Need as a STEM Student. MSM Unify.

https://www.msmunify.com/blogs/8-important-skills-you-need-as-a-stem-student/

GOVPH. (2016). Why are we now implementing 12 years of basic education? | Department of

Education Region XI. Why Are We Now Implementing 12 Years of Basic Education?

https://depedroxi.ph/ufaqs/why-are-we-now-implementing-12-years-of-basic-education/

Hayes, A. (2021). Reading Into Stratified Random Sampling. Investopedia.

https://www.investopedia.com/terms/stratified_random_sampling.asp#:~:text=Stratified

%20random%20sampling%20is%20a

Herrity, J. (2018). Communication Skills: Definitions and Examples | Indeed.com. Indeed.com.

https://www.indeed.com/career-advice/resumes-cover-letters/communication-skills

Indeed Editorial Team. (2021). 10 benefits of effective communication in the workplace. Indeed

Career Guide. https://www.indeed.com/career-advice/career-

development/communication-benefits

IvyPanda. (2022). The History of Mass Communication - 1506 Words | Essay Example.

https://ivypanda.com/essays/the-history-of-mass-communication/
 36

Johnson, E. (2021). What are the benefits of effective communication skills? | iHASCO.

Www.ihasco.co.uk. https://www.ihasco.co.uk/blog/entry/3234/what-are-the-benefits-of-

effective-communication-skills

Keiling, H. (2019a). 4 Types of Communication (With Examples) | Indeed.com. Indeed.com.

https://www.indeed.com/career-advice/career-development/types-of-communication

Keiling, H. (2019b, March 8). 4 Types of Communication (With Examples) | Indeed.com.

Indeed.com. https://www.indeed.com/career-advice/career-development/types-of-

communication

Khan, A., Khan, S., Syed, Z.-U.-I., & Khan, M. (2017). Communication Skills of a Teacher and

Its Role in the Development of the Students’ Academic Success. Communication Skills of

a Teacher and Its Role in the Development of the Students’ Academic Success, 8(1).

https://files.eric.ed.gov/fulltext/EJ1131770.pdf

Leung, I. (2017, November 20). User Story: Visual Communication Is A Skill Every Student Should

Learn. Piktochart. https://piktochart.com/blog/visual-communication-student/

Llego, M. A. (2022). List of DepEd Senior High School (SHS) Tracks and Strands. TeacherPH.

https://www.teacherph.com/list-deped-senior-high-school-shs-tracks-and-strands/

mcmillan, A. (2021). Why Communication Skills are Essential in College. TeachHUB.

https://www.teachhub.com/teaching-strategies/2021/09/why-communication-skills-are-

essential-in-college/

Negros College. (n.d.). Oral Communication in Context. Negros College | an Institution of Higher

Learning in Ayungon, Negros Oriental. Retrieved February 28, 2023, from

https://nanci.edu.ph/course/oral-communication-in-context/
 37

Official Gazette. (2012). The K to 12 Basic Education Program | GOVPH. Official Gazette of the

Republic of the Philippines. https://www.officialgazette.gov.ph/k-12/

Rahamah. (2023, January 17). Written Communication Skills: 2023 Complete Guide. Written

Communication Skills: 2023 Complete Guide. https://worldscholarshub.com/written-

communication-skills/

Remind. (2022). 8 methods for effectively improving student communication skills | Remind.

Www.remind.com. https://www.remind.com/blog/8-methods-for-effectively-improving-

student-communication-skills

Sabbah, S. S., Hallabieh, F., & Hussein, O. (2020). Communication Skills among Undergraduate

Students at Al-Quds University. World Journal of Education, 10(6), 136.

https://doi.org/10.5430/wje.v10n6p136

SHARMA, V. K. (2020). Importance of communication skills for students - Successful Student.

KLIENT SOLUTECH. https://www.klientsolutech.com/importance-of-communication-

skills-for-students-successful-student/

singh, A. (2020). How To Improve Effective Communication Skills In Students.

https://www.theasianschool.net/blog/how-to-improve-effective-communication-skills-in-

students/

Sword, R. (2020). Communication in the Classroom | Skills for Teachers. The Hub | High Speed

Training. https://www.highspeedtraining.co.uk/hub/communication-skills-for-teachers/

Thompson, J. (2020). MEASURING STUDENT SUCCESS SKILLS: A REVIEW OF THE

LITERATURE ON COMPLEX COMMUNICATION.

https://files.eric.ed.gov/fulltext/ED607786.pdf
 38

Tolino, F., Jumadi, & Astuti, D. P. (2020). Students’ verbal communication skills using e-handout

aided Schoology with problem-based learning model on lup-optic topics. Journal of

Physics: Conference Series, 1440(1), 012033. https://doi.org/10.1088/1742-

6596/1440/1/012033

Types of Communication. (2020). University of the People. https://www.uopeople.edu/blog/types-

of-communication-back-to-basics/

ZIPPIA. (2020, October 1). Top 15 Communications Specialist Skills. Www.zippia.com.

https://www.zippia.com/communications-specialist-jobs/skills/
 39

APPENDIX A:

Permission Letter
 40

APPENDIX B:
Survey Questionnaire
 41

APPENDIX C:

Permission Letter
 42

APPENDIX D:

Approval of the author

 43

APPENDIX E:

ANOVA: Single Factor

 44

APPENDIX F:
Language Editor’s Certificate