FINAL PAPER - The Impact of HyFlex Modality On The Communication and Social Skills Among Humanities and Social Sciences Students

Escuela de Sophia of Caloocan, Inc.
SENIOR HIGH SCHOOL DEPARTMENT
THE IMPACT OF HYFLEX MODALITY ON THE COMMUNICATION AND SOCIAL
SKILLS AMONG HUMANITIES AND SOCIAL SCIENCES STUDENTS
HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND
A THESIS SUBMITTED TO:
THE FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT
IN CANDIDACY FOR THE SENIOR HIGH SCHOOL DIPLOMA
By:
ANDES, SHERRY ROSE DY.

ELSISURA, JOHN LLOYD B.
MASIBAG, JERVIE
RODRIGUEZ, RENZO ANGELO
TIMONERA, CHRISTINE DYNE B.
2023
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APPROVAL SHEET
This thesis entitled THE IMPACT OF HYFLEX MODALITY ON THE
COMMUNICATION AND SOCIAL SKILLS AMONG HUMANITIES AND SOCIAL
SCIENCES STUDENTS prepared and submitted by Sherry Rose Andes, John Lloyd Elsisura,
Jervie Masibag, Renzo Angelo Rodriguez, and Christine Dyne Timonera has been approved by
the committee on final defense with a grade of ____ on May ___, 2023.
Mrs. Armathia O. Sambrano Mrs. Evelyn V. Bernales
Panelist Panelist
Accepted in partial fulfillment of the requirements for senior high school diploma.
Mr. Jayson B. Dechavez
Research Adviser / Level Coordinator
Mrs. Ma. Louren C. Canlas
Directress Principal
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ACKNOWLEDGEMENT
We would like to express our sincerest gratitude to the following individuals who have
been instrumental in the success of this research.
First and foremost, we would like to express our appreciation to Mr. Efren Clamor,
President of Escuela de Sophia of Caloocan Inc., for allowing us to be part of a community that
has a welcoming atmosphere that has propelled us towards achieving our academic and personal
goals.
We give our warmest thanks to Mrs. Maria Louren Clamor-Canlas, our school principal,
for her unwavering support and invaluable guidance to all the Sophians. Her efforts and dedication
to the EDSCI community have created a nurturing environment that fosters academic excellence
and holistic development. We express our deepest appreciation for her genuine service to our
community, unwavering commitment, and enduring support, which have inspired us to pursue our
dreams and reach our fullest potential.
We are grateful for the exceptional expertise and guidance of Mr. Jayson Dechavez, our
esteemed Grade Level Coordinator and Research Adviser. His contributions have been
instrumental in influencing and shaping the direction and success of our study. We express our
deepest appreciation for his unwavering support, dedication, and mentorship, which have made a
lasting impact on our research journey.
We appreciate the support and contributions of our esteemed panelists, Mrs. Armathia O.
Sambrano and Mrs. Evelyn V. Bernales. Their invaluable time, expertise, and constructive
criticisms have played a pivotal role in elevating the quality of our research. We express our sincere
appreciation for their unwavering commitment and dedication, which have greatly impacted our
research journey.
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We extend our sincerest appreciation to our parents for their unrelenting love, unwavering
support, and constant encouragement. Their sacrifices and contributions have been our guiding
light and inspiration in pursuing our dreams in academics and life. We are forever grateful for their
selfless sacrifices, tireless efforts, and immeasurable contributions to our growth and success.
Their unconditional love and unwavering belief in us have propelled us to reach our fullest
potential and strive for excellence.
We thank the Grade 11 and Grade 12 students from the Humanities and Social
Sciences strand who participated in this study. Their contributions and provision of necessary
data have played a significant role in completing this research.
We are grateful to our Grade 12-Pintados Kasadyahan family for their encouragement
and support throughout this study. Their contributions and efforts have motivated us to strive for
excellence.
Finally, we express our gratitude to the Almighty God for His guidance, wisdom, and
strength that have sustained us throughout this research. His grace and mercy have been our
constant source of inspiration and hope. Our research journey would not have been possible
without His intervention, and we appreciate His blessings and providence.
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DEDICATION
This thesis is dedicated to our parents, beloved teachers, and to God. We dedicate this
research to our parents as they have been our unwavering source of support, motivation, and
inspiration. Their love, encouragement, and sacrifices have made it possible for us to pursue our
dreams and aspirations. We are forever grateful for their guidance, patience, and understanding.
We also dedicate this research to our beloved teachers who have nurtured our minds and hearts.
Their dedication, passion, and commitment to excellence have inspired us to strive for greatness
and to never stop learning. Their teachings have instilled in us the values of hard work,
perseverance, and resilience that we will carry with us for the rest of our lives. Finally, we offer
this research as a humble expression of our gratitude to God, who has blessed us with the gift of
life, wisdom, and opportunities. His divine guidance, grace, and mercy have sustained us through
the challenges and triumphs of this research journey. May this work serve as our small contribution
to the pursuit of knowledge in our society, and as a testament to the greatness of our parents,
teachers, and God.
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES viii
ABSTRACT ix
Chapter Page
1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Statement of the Problem 5
Hypothesis 6
Scope and Delimitations of the Study 6
Significance of the Study 7
Definition of Terms 9
2 REVIEW OF RELATED LITERATURE AND STUDIES

Communication Skills in HyFlex Modality 12
Social Skills in HyFlex Modality 19
The Validity of HyFlex Modality Between Communication and
Social Skills 24
Conceptual Framework 26
3 RESEARCH DESIGN AND METHODOLOGY

Research Design 28
Research Setting 29
Research Respondents 29
Sampling Technique 30
Research Instrument 31
Data Gathering Procedure 32
Statistical Treatment 33
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Level of Humanities and Social Sciences Students’ Assessment on the
Communication Skills in the HyFlex Modality in terms of Writing Skills 36
Level of Humanities and Social Sciences Students’ Assessment of the
Communication Skills in the HyFlex Modality in terms of Reading Skills 38
Communication Skills in the HyFlex Modality in terms of Speaking Skills 39
Communication Skills in the HyFlex Modality in terms of Listening Skills 40
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Level of Humanities and Social Sciences Students’ Assessment of the

Social Skills in the HyFlex Modality in terms of Basic Social Skills 41
Social Skills in the HyFlex Modality in terms of Advanced Social Skills 43
Social Skills in the HyFlex Modality in terms of
Skills Related to Emotions 44
Social Skills in the HyFlex Modality in terms of
Skills for Dealing with Stress 46
Social Skills in the HyFlex Modality in terms of Skills for Planning 48
Significant Relationship between Communication and Social Skills in
the HyFlex Modality 49
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings 51
Conclusions 56
Recommendations 57
BIBLIOGRAPHY 60
APPENDICES
A. Essentials of Business Communication Survey Questionnaire 66
B. Social Skills of Students from Educational Sciences Survey
Questionnaire 68
C. Approval Letter 71
D. Respondent Consent Letter 73
E. Sample Computation 75
CURRICULUM VITAE
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LIST OF TABLES
Table Title Page
1 Level of Humanities and Social Sciences Students’ Assessment on the 36

Communication Skills in the HyFlex Modality in terms of Writing Skills
2 Level of Humanities and Social Sciences Students’ Assessment of the 38

Communication Skills in the HyFlex Modality in terms of Reading Skills

Communication Skills in the HyFlex Modality in terms of Speaking Skills

Communication Skills in the HyFlex Modality in terms of Listening Skills
5 Level of Humanities and Social Sciences Students’ Assessment of the 41

Social Skills in the HyFlex Modality in terms of Basic Social Skills

Social Skills in the HyFlex Modality in terms of Advanced Social Skills

Social Skills in the HyFlex Modality in terms of Skills Related to
Emotions

Social Skills in the HyFlex Modality in terms of Skills for Dealing with
Stress

Social Skills in the HyFlex Modality in terms of Skills for Planning
10 Significant Relationship between Communication and Social Skills in the 49

HyFlex Modality
LIST OF FIGURES
Figure Title Page
1 Conceptual Framework 26
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ABSTRACT
Title: THE IMPACT OF HYFLEX MODALITY ON THE

COMMUNICATION AND SOCIAL SKILLS AMONG
HUMANITIES AND SOCIAL SCIENCES STUDENTS
Researchers: ANDES, SHERRY ROSE DY.

MASIBAG, JERVIE
RODRIGUEZ, RENZO ANGELO
Research Adviser: MR. JAYSON B. DECHAVEZ
Name and Address Escuela de Sophia of Caloocan, Inc.

of the Institution: Caloocan City
Year: 2023
This study examines the impact and effectiveness of HyFlex in enhancing students' social
and communication skills as a new learning delivery modality in the education sector, which may
have been impacted by changes in learning modalities. This study utilized a correlational research
design and quantitative methods to collect significant data from 100 randomly selected students
from grade 11 and 12 Humanities and Social Sciences strand students at Escuela de Sophia of
Caloocan, Inc., about the level of their communication and social skills under the HyFlex modality.
The findings reveal that the students show proficient social skills and communication skills, with
a majority possessing a high level of competence in the HyFlex learning setup. The study
highlights the positive impact of the HyFlex modality, including improvements in students' social
and communication skills, and their ability to adapt to the changing educational landscape during
the pandemic. However, there is no significant relationship between communication and social
skills in the HyFlex modality, as a negligible correlation has been found between variables,
accepting the null hypothesis. The computed r-value of -0.145 supports the negligible correlation,
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and the computed p-value of 0.542, which is greater than the level of significance of 0.05, supports
the acceptance of the null hypothesis. It implies that, even though the students have high levels of
communication and social skills in the HyFlex modality, there is no significant relationship found
between the variables of the study as evaluated by Humanities and Social Sciences students at
Escuela de Sophia of Caloocan, Inc. Thus, further research and implementation of the HyFlex
modality in other educational settings may provide additional insights into its effectiveness in
enhancing students' learning outcomes.
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CHAPTER 1
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INTRODUCTION
Background of the Study
The COVID-19 pandemic has made a huge impact on everyone's lives ever since it began,
especially in the educational sector and on the learning modalities that were being employed to the
students. In fact, during the first years of the pandemic, the educational institutions in the
Philippines have shifted away from face-to-face learning modality and are moving towards using
pure online learning modality to ensure that education continues even during a pandemic. There
are various online educational platforms that students and teachers are utilizing, and the school
environment completely drifts from a traditional face-to-face setting. In the year 2020, the
Department of Education issues DepEd Order Number 12, Series of 2020, which is the adoption
of the basic education learning continuity plan in the time of COVID-19. They presented various
learning delivery modalities that schools can use depending on the COVID-19 constraints and the
learners' specific situation in the school or community. It encompasses the learning delivery modes
of face-to-face, distance learning, blended learning, and homeschooling.
Now, after two years of implementing full online distance learning, academic institutions
are adapting the HyFlex modality also known as blended learning modality to begin transitioning
from the pure online learning modality to a hybrid face-to-face and online learning modality.
According to DepEd Order Number 12, Series of 2020, blended learning modality refers to a
method of learning delivery modality that combines face-to-face education with any or all of the
following: online distance learning, modular distance learning, and TV/Radio-based instruction.
Blended learning enables schools to minimize face-to-face learning while maintaining social
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distance and reducing the number of people outside the home at any given time. Although both
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public and private academic institutions are currently implementing HyFlex modality, this study
will only focus on the implementation of HyFlex modality to a private academic institution,
specifically Escuela de Sophia of Caloocan, Inc., which combines face-to-face instruction with
online distance learning.
Since the start of the pandemic, there have been numerous adjustments made by the
students and teachers to deal with the current set-up of education. Students' communication and
social skills are tested in adjusting to the new learning environment. While certain students prefer
to interact and communicate in front of a big number of people in an online setting, particularly in
class discussions or forums, others do not and prefer face-to-face interaction and the traditional
feeling of a school environment. This is supported by a recent study that addresses learners'
teaching format preferences during the COVID-19 pandemic, revealing students' manifest
preference for online formats due to the ease of access to video streaming platforms (Burca-Voicu
et al., 2022). With the shift in modality, many students had to make significant adjustments once
more, particularly in communicating and socializing with others. While it is one of the various
impacts of the new type of learning, it also brings an opportunity for students to strive and improve
their communication and social skills in the HyFlex modality.
Communication and social skills are the two vital skills of the students that are affected by
the new education system in the Philippines. Perhaps, the students' communication and social level
have decreased because of the transition to the new learning modality. Furthermore, due to a lack
of self-confidence or not being able to communicate properly, the students have become more
difficult to communicate and socialize with others. It is said that good communication skills that
started in school are highly effective to have good friends and can achieve social and academic
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success. A lack of communication skills, on the other hand, is regarded as a negative way of
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communicating with others. In the HyFlex modality, teachers instruct students simultaneously in
a physical classroom and synchronously online using video-conferencing tools (Kohnke &
Moorhouse, 2021). In addition, the HyFlex learning modality is essential despite challenges in
communication with the students who will be affected by the modality. Students will be able to
appreciate the flexibility because it allows them to use their communication in a variety of ways.
Coming from normal face-to-face classes to online learning modality and to HyFlex
modality takes a lot of adjustment for students. The adjustment period takes time for them to fully
keep up with the current set-up, not just for students but also for the educators who experience a
new learning modality for the first time after long years of traditional face-to-face set-up. In fact,
it was a disaster for the whole education sector because accessing online classes requires a lot of
technology equipment that may cause a lot of money too such as smartphones, and Wi-Fi or data
connection. Evidence from the current study shows that students from lower socioeconomic
backgrounds experience more mental discomfort due to a lack of financial resources to purchase
the essential gadgets and internet connectivity (Cleofas and Rocha, 2021). Students experienced
mental exhaustion, which resulted in a lack of confidence, low self-esteem, stress, social anxiety,
and so on. It also causes many lapses in communication and social interaction amongst students,
which may jeopardize the students' skills. According to recent studies, the COVID-19 pandemic
has severely impacted the mental health and well-being of Filipino children, resulting in increased
anxiety and absenteeism (Malolos et al., 2021).
HyFlex learning is an innovative approach to learning that is increasingly being adopted
by students and educational institutions in the Philippines. This approach combines the benefits of
both face-to-face and online learning, giving students the flexibility to choose how they want to
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learn. With the onset of the pandemic, HyFlex learning has become even more essential in ensuring
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that students can continue their education in a safe and effective manner. Researchers have taken
a keen interest in this new learning modality, with the primary objective of discovering how
students' skills and behavior are improving with the new approach. The study seeks to determine
the impact of HyFlex learning on students' communication and social skills, given the challenges
posed by the pandemic. The researchers aim to create an overview of how students are able to
improve their skills through new learning modalities, with a focus on the Humanities and Social
Sciences strand. By placing different types of learning and teaching strategies, schools that use
HyFlex learning help students develop their communication and social skills, which are essential
for effective communication. The study is relevant to the current state of the Philippine education
sector, as it seeks to provide a deeper understanding of the new learning set-up and its impact on
students. This research topic is significant for students and researchers alike, as it can help future
studies on learning modalities and determine the possible impact of HyFlex learning on the
development of communication and social skills during this challenging period.
The central focus of this paper is to investigate the impact of HyFlex learning on students'
social and communication skills as a new learning delivery modality in the education sector. The
study also evaluates the effectiveness of the HyFlex modality in enhancing students' social and
communication skills, which may have been impacted by changes in learning modalities. The
researchers aim to assess the flexibility of the new learning modality and its potential to create a
positive impact on students' overall skills. By examining the current state of the HyFlex modality,
the study seeks to provide insights that can support the education sector in determining the
relationship between the modality and students' communication and social skills. Additionally, the
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study aims to identify areas for improvement in the learning modalities to enhance students' skills
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development.
Statement of the Problem
The general problem of the study is: how the HyFlex modality is correlated to the
communication and social skills among Humanities and Social Sciences students of Escuela de
Sophia of Caloocan Inc. for the Academic Year 2022-2023.
The study seeks to specifically answer the following research questions:
1. How may communication skills in the HyFlex modality be described in terms of:
1.1. Writing Skills;
1.2. Reading Skills;
1.3. Speaking Skills; and,
1.4. Listening Skills?
2. How may social skills in the HyFlex modality be described in terms of:
2.1. Basic Social Skills;
2.2. Advanced Social Skills;
2.3. Skills Related to Emotions;
2.4. Skills for Dealing with Stress; and,
2.5. Skills for Planning?
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3. What is the significant relationship between communication and social skills in the
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HyFlex modality as evaluated by Humanities and Social Sciences students in Escuela de Sophia
of Caloocan, Inc.?
Hypothesis
There is no significant relationship between communication and social skills in the HyFlex
modality of Humanities and Social Sciences students in Escuela de Sophia of Caloocan, Inc.
Scope and Delimitations
This study focuses on the Impact of HyFlex modality on the communication and social
skills of Humanities and Social Sciences (HUMSS) Students in Escuela de Sophia of Caloocan,
Inc. The data collection will be conducted on a total of 100 students, 50 from the Grade 11
department Humanities and Social Sciences students and 50 from Grade 12 department
Humanities and Social Sciences students of Academic Year 2022 - 2023. A validated Likert scale
will be used by the researchers which contains information that is in accordance with the research
variables. Thus, researchers will be able to accurately examine responses appropriately to know
the impact of HyFlex modality on the communication and social skills among Humanities and
Social Sciences students. This study will only be conducted within the Escuela de Sophia of
Caloocan, Inc.
This study will not cover other problems that have not been considered as an impact of
HyFlex modality on the communication and social skills among Humanities and Social Sciences
students. Kindergarten, Elementary, Junior High School, and Senior High School learners such as
Accountancy, Business, and Management, Information and Communications Technology, Home
Economics, Science, Technology, Engineering, and Mathematics, and General Academics Strand
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are not within the scope of this study. Other types of an instrument will not be used and will only
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require a Likert scale in gathering the results.
Significance of the Study
The purpose of this research is to show how social and communication skills can help and
affect students, especially in a HyFlex setting. The result of the study will benefit the following:
Students. As this study is primarily aimed at students, it may provide them with guidance on how
to improve their social and communication skills, especially now that the HyFlex modality has
been implemented, which means they will get the chance to interact with their classmates in a face-
to-face set-up. By participating in the class with their social and communication skills, students
will learn more and achieve their academic goals, which will help them excel more in school as a
result.
Teachers. This research will benefit the teachers to discover that there are lesser distractions to
their course planning and that learners keep current in their studies by establishing a flexible
environment and incorporating technology that allows education to take place in numerous
locations at once.
School Administrators. It is also essential for school administrators to provide seminars, training,
and programs to improve the communication and social skills of the people inside the school.
Additionally, this may help the students and teachers to voice their concerns properly, which will
result in a healthier and better environment inside the school.
Parents. Parents will also benefit from the study as it improves their children's communication
and social skills to interact with them and every person that they will encounter in their everyday
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lives, especially at school. This will affect their child's behavior, academic performance, and
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personal growth inside and outside of school. Additionally, this study will encourage parents to
instill in their children effective communication and social skills as they engage in HyFlex
modality education.
Student Leaders. This study will help the students' leaders to determine how HyFlex education
affects public speaking and leadership skills. It will help the other students that want to become
leaders in the future. Despite having a hybrid or hybrid-flexible education, it will not affect the
communication skills and leadership skills of a student. Moreover, Student Leaders will guide the
students to persuade, inspire, and lead others in the direction of a purpose.
Guidance Counselors. The research will be beneficial to the guidance counselor to have enduring
connections with the students and an awareness of the state of education in the classroom.
Conducting a good connection and having mental stability with the students with the help of a
Guidance Counselor may result in a good outcome for the communication and social skills of the
students.
Future Researchers. The research is essential to future researchers who will use it as a foundation
for the research topic that will be conducted. This study will add to the body of knowledge and
even offer a questionnaire survey for subsequent research. Consequently, students might use this
research as a source for their work or as a review of the relevant literature. Additionally, references
that are pertinent to the subject being covered will be easy for future researchers to find.
Researchers. This research will help to determine and can provide the effectiveness of blended
learning in terms of communication and social skills. The researchers will be knowledgeable on
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how HyFlex education manages to have a fair education both online and in-person to avoid losing
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control of both communication and social skills.
Definition of Terms
This section discusses the clarifications of the research variables and key terms with the
support of credible citations and rigorous information.
The following terms are:
Asynchronous - in this context, asynchronous distance learning refers to an English learning
process provided through online videos and course materials; the learners and the instructor are
separate both in terms of place and time (Günes & Alagözlü, 2021).
Blended Learning - an educational system that is a combination of face-to-face set up with the
use of computer technology and instructions. (Hockly, 2018)
Communication Skills - it is a cumulative patch of reading, listening, and writing which is very
essential in our academics, especially in the university days (Yuldashev & Yuldasheva, 2019).
Humanities and Social Sciences - is one of the major academic disciplines. The field of study
teaches students how history, art, music, religion, and culture have shaped the modern world.
While on one hand, the Humanities centers on art, music, and literature, on the other hand, Social
Sciences focuses on anthropology, archaeology, and politics. That is why even though the two
streams are different they are often studied together as both complements each other (Singh, 2022).
HyFlex Modality - it refers to courses that simultaneously offer face-to-face, online synchronous,
and online asynchronous instruction modalities. Students can choose to attend each session that
works best for their current circumstances. (Bakach, 2021)
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Likert Scale - it pertains rating scale that is used to measure opinions, attitudes, or behaviors that
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consist of a statement or a question, followed by a series of five or seven answer statements by
respondents that choose the option that best corresponds with how they feel about the statement or
question (Bhandari & Nikolopoulo, 2022).
Modality - it shows the various learning methods through which students' skills and capabilities
are enhanced and developed. Each modality has distinct functions, a distinct method of learning,
and advantages and disadvantages. (Barto, 2020)
Remote Learning - as emergency remote learning is considered a sudden shift of the instructional
delivery to an online mode due to unforeseen catastrophes, the main focus for educators is to
convert the curriculum to an e-learning space rather than emphasizing the online pedagogy
(Mohammed et al., 2020).
Social Skills - it is essential in building both personal and professional relationships.
Demonstrating strong interpersonal skills can help you accomplish career goals, contribute to
company achievements, perform well during the hiring process and expand your professional
network. Understanding and improving your social skills can benefit you in every area of life.
(Herrity, 2022)
Synchronous - it allows students to engage with class materials at the same time as their peers if
they can connect to the internet. This delivery type provides learners with a structured and
immersive learning environment without the worry and stress of travel. Synchronous classrooms
use the web and videoconferencing technologies — like Google Meet, Google Hangouts, or Zoom
— to create learning spaces. Teachers may choose synchronous delivery over asynchronous
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formats because the format allows a more conversational approach, especially if the material
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requires instant feedback and discussion. (Wintemute, 2022)
Video-conferencing Tools - is an online technology that allows users in different locations to hold
face-to-face meetings without having to move to a single location together. This technology is
particularly convenient for business users in different cities or even different countries because it
saves time, expenses, and hassles associated with business travel. Uses for video conferencing
include holding routine meetings, negotiating business deals, and interviewing job candidates
(Kagan, 2022).
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CHAPTER 2
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REVIEW OF RELATED LITERATURE AND STUDIES
This chapter will explore a variety of concepts, ideas, and generalizations gleaned from
various foreign and local related studies and literature. This also includes the synthesis and
conceptual framework required for a thorough review of the research to be undertaken. This will
serve as evidence to support the researchers in this study.
Communication Skills in HyFlex Modality
Effective communication is one of the key things a student must have in an academic
setting to acquire a variety of skills. Since communication is not just about speaking skills, it also
helps people to develop and improve reading, writing, and listening skills to communicate with
one another. However, because of the pandemic, in-person engagements and communication of
students are limited. While virtual platforms are used over the years of the pandemic, it is different
from traditional face-to-face classes. Hence, it is important to determine whether the new HyFlex
learning modality improves students' communication skills.
Improving one's communication skills will be very beneficial to themselves, especially in
the field of academics. According to Villaber & Gonzaga (2018), an oral examination is an
effective tool for determining their ability to communicate ideas and verbal sentences. Villaber &
Gonzaga also said that implementing oral communication enhances the communication skills of
the students, which is one of the purposes of the research. Additionally, according to Chentez et
al., (2019), the student’s main communication problems were oral communication and
communication apprehension. It is also said that oral communication is the most important aspect
of communication skills.
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It states the main problem of the student's communication skills and the tool to be used to
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improve their communication skills. In relation to the researchers’ current study, this study also
aims to find answers on how to improve the student's communication skills. It is also stated as an
effective solution that may help the students enhance their communication skills and other
conversational skills. On the other hand, it is focused on determining the main problems of why
the students lack communication skills which can affect their performances inside the school. This
can help the researchers determine what might help the students improve their communication
skills and how will the students enhance them.
Practicing each student's communication skills is vital especially since the HyFlex
modality is implemented in most of the schools in the Philippines. According to AlKhamaiseha
(2022), communication skills are important for students to have because they allow them to grow
in terms of academic performance. It is also said that the pandemic has affected the communication
skills of the student and having good communication skills gives good feedback in terms of
academic performance inside the school facilities. Additionally, Hasanah & Malik (2020) also
stated that oral communication is the most vital component of communication skills, as it serves
as a training tool for all students in terms of communication and understanding phenomena and
oneself. From the study, it is also noted that implementing blended learning, or HyFlex, is an
effective move to enhance the critical thinking and communication skills of the students.
It emphasizes what factors affect the communication skills of the students and explains
why having good communication skills is very important to a student and what are the effects of
having good communication skills on a student's academic performance. It is also stated that
implementing blended learning is effective in terms of enhancing students' critical thinking and
communication skills. Similar to the aims of the researchers, investigating the current state of
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communication skills in schools will help to determine the impact of HyFlex modality and what
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are the things to improve in the communication skills of the students who study through the HyFlex
Modality. It also supports the idea that HyFlex modality may improve students’ communication
skills.
At all educational levels, students must be able to communicate effectively, making it one
of the most important life skills to learn. Students who lack effective communication skills face
the risk of slipping behind their peers, experiencing emotional exhaustion, or even withdrawing
from the classroom. Moreover, students may not experience a good environment at school if they
will not be able to communicate efficiently. According to Gomez (2022), understanding roles and
responsibilities, planning, and carrying out learning activities, coordinating approaches with
students, providing teachers with information on student progress and behavior, and fostering
positive relationships with students, teachers, and other staff members all depend on effective
communication. Additionally, Ilyashenko et al. (2019), stated that the development of students'
communication skills within the framework of HyFlex modality is explored in their study. The
need for fresh circumstances for the development of students' communication competencies is
what makes the work relevant.
It is essential to recognize that good communication is what the student needs in their
academic life to have all the components that they need and should acquire throughout their
educational journey. The HyFlex modality framework highlights several improvements in
communication skills that students need through learning competences that educators should give.
Being in a good environment is essential to learning because it fosters growth, especially when
guided by efficient and positive communication. Diversely, the student's communication skills
within the framework of the HyFlex modality should always be considered. Furthermore, this
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information will be a significant and relevant factor in addressing the problem of how HyFlex
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learning affects the communication skills of the students.
Writing skills is an essential component of communication. In comparison to speaking to
a single person, someone with good writing skills may easily and clearly convey their message to
a much bigger audience. According to Hassan et al. (2021), English as a Second Language (ESL)
is important, especially in the student’s environment. It is also stated how well-rounded learning
helps students strengthen their English writing skills. But it is also important to recognize that there
are many other levels of writing skills, including grammar, content, and more, that need to be
developed. According to Hikmah et al (2019), writing skill competency in terms of grammar,
including organization, content, mechanics, and style; identifying common grammatical and
mechanical problems in essay writing are the ones that students should acquire as part of their
communication skills. Furthermore, clarity, readability, credibility, and communication all depend
on good grammar that leads to a more effective way of communication.
Writing skills play an important role in the communication skills of the students and it is
significant because it develops the student’s use of texts, words, phrases, sentences, and paragraphs
in the HyFlex modality. Skills in writing is one of the skills that a student should have to become
an active communicator. It is stated that blended learning affects the English writing skills of the
students. However, different competencies in writing skills should also be considered and
developed. In essence, it highlights the aspects influencing the students' communication skills,
which will significantly support the current study. Furthermore, it demonstrates how well the
HyFlex modality works for communication through writing.
15
Reading skills are an integral part of a student's education and personal development.
16
Students can boost their academic performance, increase their knowledge and vocabulary, and
build critical thinking and problem-solving skills that will benefit them throughout their life by
developing their reading skills. In connection to reading skills, recent studies have shown that
blended learning can improve students' reading skills. Ghazizadeh and Fatemipour (2017)
investigated the impacts of blended learning on the reading skills of English language learners and
discovered that it had a beneficial impact on their reading skills. Similarly, Albiladi and Alshareef
(2019) discovered that blended learning can improve learners' reading, writing, speaking, and
listening abilities. The researchers discovered that blended learning is a promising option for
educators and learners because of its flexibility and accessibility. These findings imply that
blended learning may be an effective way to improve students' reading skills.
The researchers further support the premise that blended learning may improve students'
reading skills, as the previous studies discovered that using a HyFlex modality improved students'
communication and social skills. The researchers believed that HyFlex modality's flexibility and
accessibility may also contribute to its effectiveness by allowing students to learn at their own pace
and from any location. These studies are significant in supporting the use of blended learning in
boosting student learning by aligning with the potential benefits of blended learning identified in
earlier study, such as improved access to education and cost-effectiveness.
Good speaking skills are an important skill for students to develop because they can have
a significant impact on their academic and personal success. It can help them improve their
communication skills, gain confidence, develop leadership skills, increase their professional
preparation, and form stronger personal relationships. According to Mula et al. (2018), having
good speaking skills, especially in the English language, is vital for students as these students are
16
often exposed to speaking publicly and are expected to communicate well in front of people.
17
Additionally, Syaifudin (2018) stated that implementing a HyFlex learning modality can help them
improve their speaking and listening skills, as HyFlex learning requires both an online setting with
the use of educational sites and a site setting with a face-to-face activity that will improve one's
speaking and listening skills.
Practicing and improving students' speaking skills is essential for the current set-up, it
allows students to communicate better with other people. Students may encounter problems in
speaking, but they are aware of the solutions that may be taken to enhance and solve the problem
of students' speaking skills. Implementing HyFlex learning is an effective strategy in improving
the students' speaking and listening skills. It helps the students to interact with and communicate
with other people making their skills in communication be used. This information plays a vital role
in supporting the effectiveness of HyFlex Modality in the students' communication skills.
Good listening skills allow you to communicate well with others. According to Garcia and
Caoile (2021), when the COVID-19 pandemic started and online learning was implemented for
the students during the school year 2020-2021, it deteriorated the students' speaking and listening
skills because of the lack of social interaction with other students. It is also stated that when
blended learning was implemented, it resulted in good speaking and listening skills. Additionally,
according to Caruso et al. (2017), it’s important to work on their listening comprehension,
especially in the early phase of second language acquisition. It is also stated that implementing
blended learning is beneficial to students as the materials used are posted online which can be
accessed by the students and watched as many times as they want. This leads to better listening
skills as having effective listening skills requires a lot of practice.
17
Blended learning really contributes a positive effect to a lot of students in terms of

18
improving their listening skills. Improving one’s student listening skills can be beneficial to the
students academically, as studying requires good listening skills to understand each lesson taught
to them, especially in the HyFlex set-up. Having effective listening skills helps you communicate
well inside and outside the school. This will benefit the current study and students on why they
should develop and acquire good listening skills and how blended learning contributes to having
effective listening skills as part of their communication skills.
Speaking and listening abilities are thus significant in the educational field. In order to
interpret texts, students must listen to both their educators and their peers. Palma et al. (2020)
identifies the listening and speaking skills level of the chosen students based on their test results
which were analyzed as a whole and classified in accordance with certain speaking and listening
in small groups. Students who were good at communicating were tested on how to communicate
with the use of the English language in a small group that was part of the study. Moreover,
according to Hadijah & Shalawati (2016), having the capacity to understand information while
listening is a sign of good listening skills. Even when English language learners have been studying
the language for a while, listening is still regarded as one of the hardest abilities to master.
Listening and speaking skills are both significant factors in communication. It is true that
speaking and listening skills are complicated in the educational framework, but these will be very
beneficial skills if the students will be able to acquire them in their education. Else way, speaking
and listening skills are effective in understanding the English language. Because effective
communication is not just about speaking and listening but more of understanding what message
that the speaker is trying to convey. Communication skills will only be effective if students will
truly understand the essence of good listening and speaking skills. Furthermore, the information is
18
significant in supporting the claims that HyFlex modality improves students’ communication
19
skills.
Social Skills in HyFlex Modality
Schools are known to be every student's second home; it is the foundation of the students'
skills, particularly in socializing with one another. Social skills are important for every student
because they will encounter diverse students in the classroom and on campus. That is why social
skills should be fostered in academic institutions, yet because of the COVID-19 pandemic,
students' interaction is hampered and limited to virtual platforms. Therefore, it is vital to evaluate
whether the students' social skills have improved since the learning modality has shifted to HyFlex.
As a new learning modality has emerged, one of the current hot topics is the comparison
of traditional face-to-face learning setup to current HyFlex learning. Jo (2015) found that their
research has not revealed any noteworthy academic distinctions between traditional and online
schools, however, there is little study on social competence in various circumstances. Furthermore,
according to Montero et al. (2022), virtual scenarios mediate effective relationships in a significant
way. They also said that virtual spaces serve as emotional support for all their members, and as
they all connect with the active cameras, scenarios very similar to those are generated.
Clearly, there are developments in the speaking skills of the students, which are mostly
used in executing an activity. In addition to the social skills, the improvements to the skills of the
students are seen while utilizing the HyFlex modality. Due to the current state of the country which
is still under the COVID-19 pandemic, students under HyFlex modality can attend school limitedly
to study physically, but they can still learn and study online. With the power of technology, online
classes are one of the modalities that are used by academic institutions during the start of the
19
pandemic. But because of the HyFlex learning modality, which gives importance to social skills
20
development, students have the time to develop their social skills physically and virtually. The
similarity in objectives of the statements and findings about social skills is seen and it differs in
how they approach education in new learning environments which are significant information that
can support claims in the current study.
The pandemic's prolonged duration and undetermined end have interfered with every
aspect of human life, including the student’s learning. When the policy of physical separation is
implemented, home-based learning activities are completed by students. That causes a decrease in
the effective skills of the students. According to Mareta et al., (2021) that due to the COVID-19
outbreak and the physical distance policy, students' direct social interaction has decreased in the
classroom and has been replaced with online learning and engagement in peer interaction. Social
interactions may still be made through social media programs; therefore, the development of social
skills can continue. Students have no reason not to learn and develop their social skills to function
in society.
Basic social skills can help students to build positive relationships with peers, especially in
HyFlex modality. Most students with learning and behavior problems are included in the general
education curriculum. However, their social skills receive little to no attention. According to
Gigantiello (2015), the development of cognitive and intellectual faculties is closely associated
with social skills. As a result, they are abilities that are essential for academic achievement and
should be demonstrated, developed, expanded, and improved throughout lessons and activities in
the classroom. Learning how to socialize, ask questions, listen to thoughts and ideas, respect other
people's beliefs, and look at things from many angles are essential to a student's growth in
academics.
20
The comprehensive development of students' personalities is the main objective of

21
education. According to Kavita (2018), one of the key components of students' social development
is their social skills. Effective social skills are a key factor in the formation of a student's
personality. The ability to communicate, learn, seek assistance, get along with people, make
friends, and generally function with society requires the development of social skills. That helps
to build necessary character traits like respect, accountability, trustworthiness, justice, compassion,
and citizenship are mostly accomplished with the use of social skills. However, students with poor
social skills may experience isolation from their peers. People interact with one another using
social skills, which are a type of interpersonal communication.
In addition to the social skills that are enhanced while using the HyFlex Modality, it places
a strong emphasis on the development of social skills, which are mostly employed in carrying out
an activity. On the other hand, it discusses the development of social skills and the new set-up
learning to determine the impact and see the result on how things would come out, whereas the
development and the new learning set that is stated in the research paper is that the child can no
longer come to school to learn but can learn using online. Simply examining the objectives of each
and the differences in learning will reveal how both studies are connected to one another and will
be a significant component of this study.
Advanced social skills in the HyFlex modality are one of the most important components
of social skills that students must develop and acquire to excel academically and improve their
intrapersonal skills. According to Muega et al. (2016) that most of the students agree that their
teachers, in general, have significantly contributed to the advancement of their social,
communication, and critical thinking skills owing to the low-level power-distance relationship that
exists between them and their teachers. In addition, according to Comedies (2014), it is possible
21
that social skills have a particularly high relationship with academic performance in their critical
22
years of transition from high school to college.
Currently, there is still a power distance between Filipino students and their teachers while
enhancing social skills through the implementation of new learning strategies. However, it is not
just about the social skills but also the ability of the students to communicate through the new and
improved HyFlex learning modality. While there are lapses in the new modality, social skills might
be improved by utilizing the stated attributes such as cooperation, assertiveness, empathy, and self-
control. Given that the topic is one of the variables in the article, this provides enough knowledge
and information to show results that are substantially applicable. Furthermore, it will be very
helpful in evaluating the effects of implementing HyFlex modality to the social skills of the
students in a new normal.
Advanced social skills and skills related to emotions are important, especially for students’
educational life. It is because they permit the formation of strong interpersonal connections,
intellectual abilities, and emotional well-being which will be a beneficial aspect as a student.
According to Tidmore (2018), in teaching practice sessions with kids in their senior year of high
school, it is predicted that senior high school students will have better-developed social skills in
physical education classes when the educational experiment is over. It is also shown that
communication, collaboration, assertiveness, social self-control, responsibility, engagement, and
empathy are seven basic and functional response classes of social skills.
Akelaitis and Malinauskas (2016) found that education in social and emotional skills had
a significant effect on a student's mental health, self-esteem, social skills, communication skills,
and relationships. The effect of the social skills education program for senior high school-age
students in physical education classes on their social skills: measures of educational impact had a
22
statistically significant effect on the components of the experimental group of senior high school-
23
age students' communication, cooperation, assertiveness, and social adaptation skills.
Social skills related to emotion and for dealing with stress are important for the academic
and social achievements of students. Students may experience a variety of academic challenges
and stressors; however, if they know how to manage their emotions and stress effectively, they
will be able to do more and excel academically. Mohd Mohzan et al., (2013) said that the emotional
intelligence of students is important because it's the one to control and handle the situation and
new knowledge of students. Furthermore, it emphasizes the significance that emotional
intelligence is valued in teacher preparation programs because it is claimed that teachers with
emotional intelligence skills are better able to maintain classroom management performance and
remain in the teaching profession, particularly among novice teachers.
Being able to manage and improve social skills in all of these aspects helps also to develop
the students’ skills for planning with the guidance of society's educators is one of the most
important aspects of being a student. Through the guidance of educators, students will have a
deeper understanding of the value of social skills through the practice and knowledge that they are
receiving. The impact of the social skills program on students enables them to improve their
academic performance and their lives. Being capable of controlling emotional intelligence will
lead to greater knowledge, improvement, academic success, and understanding of the sorts of set-
ups that are being applied in the modern learning environment for students. Therefore, social skills
are an important part of the success of students, most importantly in today’s new learning
environment which creates opportunities for students to enhance their social skills through face-
to-face and virtual interactions.
23
The Validity of HyFlex Modality Between Communication and Social Skills

24
The only thing that is constant in this world, so the saying goes, is change. The changes
and developments in academic institutions have become prevalent in society over time. The
pandemic has led to modifications in learning methods. From complete face-to-face classes to fully
online classes, and now, the new HyFlex learning modality, or blended learning. However,
communication and social skills are also affected by the shift in modality. Therefore, it is important
to comprehend the validity and effectiveness of the HyFlex modality in enhancing students' social
and communication skills.
HyFlex modality, also referred to as blended learning, has always had an impact on
students' communication proficiency, whereas the level of students' communication skills was
found to be adequate. Centeno (2021) studied the students’ level of communication skills in the
context of distance learning amidst the pandemic and was found satisfactory. Comparing previous
learning modalities to blended learning, Centeno noted that students are challenged during distance
learning in improving communication skills in terms of understanding of modules, limited student-
teacher interactions, limited learning resources and materials being used at home, limited learning
space and environment, poor internet connectivity and low technology gadgets. Tyas et al., (2020)
also studied the effectiveness of blended learning on the communication skills of the students. The
conclusion reveals that the implementation of blended learning conducted can help to improve
students’ business communication skills in English.
HyFlex modality shows that it is effective in improving students' communication skills.
While there are problems and challenges encountered in the previous learning modalities, the
difference and effectiveness of current blended learning in improving students' communication
24
skills were also given an emphasis. It provides an overall picture of how blended learning can help
25
students improve their communication skills and contribute greatly to students' positive judgment
in maintaining a positive learning environment. Therefore, it is significant in supporting the claims
that there is a relationship between the communication and social skills in the HyFlex modality.
HyFlex learning modality is also an effective strategy for developing social skills among
higher secondary students. Anilkumar (2020) concluded that students with a blended learning
environment are more effective in enhancing social skills than students with a constructivist
teaching strategy. He also stated that the students with a blended learning environment are actively
engaged in the learning process with the help of computers in a synchronized and asynchronous
mode through discussion, sharing, and interpretation of ideas between peers and teachers.
Paroginog et al. (2018) found that their local study gave an overall picture that the respondents had
a moderate level of all the dimensions of social skills. They also stated that there is also a need to
focus on more intensive programs for developing social skills for the students to develop and hone
a well-balanced personality.
Studies on secondary high school students have revealed consistent and similar findings:
HyFlex learning, a new and engaging learning modality, enables students to improve their social
skills. While local students obtain a moderate level of social skills and emphasize the need for
more comprehensive social skill development programs, it is still a positive indication that blended
modality is an effective strategy for improving students' social skills. Compared to constructivist
teaching strategies, blended learning is a learner-centered strategy, it allows students to socialize
and learn with other learners. In terms of the results revealed from their individual studies, both
can be very beneficial in the students and the current study which shows that HyFlex modality has
a positive impact on the social skills of the students. The findings have similarities with each other,
25
which can be used to support the idea that the HyFlex modality improves the student’s
26
communication and social skills.
CONCEPTUAL FRAMEWORK
Figure 1: Conceptual Framework of The Impact of HyFlex Modality on the Communication and
Social Skills Among Humanities and Social Sciences Students
The conceptual framework depicted in Figure 1 outlines the impact of the independent
variable on the two primary dependent research variables. The HyFlex modality, which is linked
to the participants who are a part of the senior high school of Humanities and Social Sciences, is
the independent variable in the conceptual framework. This variable, which determines how the
HyFlex modality affects students in grades 11 and 12, has two subpoints. Additionally, one type
of subtheme, communication skills, represents the dependent variable's student participation.
Writing, reading, listening, and speaking skills are at least four different sub-indicators of
communication skills that relate to the dependent variable. Social skills are the second variable,
and it has five sub-indicators: basic social skills, advanced basic social skills, skills related to
emotions, skills for dealing with stress, and skills for planning. As a final point, HyFlex modality,
26
which is the independent variable, is intimately linked and has something to do with the dependent
27
variables, communication skills, and social skills along with their subpoints.
The illustration of the conceptual framework depicts how the independent and dependent
variables are conceptualized: The effects of the HyFlex modality on grade 11 and 12 Humanities
and Social Sciences students. Particularly, the dependent variables: Social skills including the five
sub-indicators of basic social skills, advanced social skills, skills related to emotions, skills for
dealing with stress, and skills for planning. Also, the four sub-indicators of Communication skills
such as writing skills, reading skills, speaking skills, and listening skills are presented in the
conceptual framework. These factors are relevant to the researcher's current research since it is
about the effects of the HyFlex modality on social and communication skills.
The HyFlex Modality, which is the independent variable of the research, provides an
interactive learning experience that combines the face-to-face and online learning set-up. The
HyFlex modality is a way to facilitate a safe educational environment for students and teachers by
utilizing the use of computers and other technology for study purposes, whether in a face-to-face
setting or an online format. A HyFlex modality is a revolutionary approach to ensuring that all
students who are currently dealing with a pandemic can continue their education; it gives them
direction and safety.
The visual representation demonstrates the connections between the variables, particularly
those between the study's dependent variables. This will act as a guide for the study so that it is
evident what is covered and how to obtain it. This conceptual framework plays an important role
in comprehending the impact of the HyFlex modality on social and communication skills and its
many sub-points to identify and clarify the main themes of the investigation.
27
CHAPTER 3
28
METHODOLOGY
This chapter covers the research methodology including the research design, the research
setting, the instruments used, and the research method that assisted the researchers who carried out
this study.
Research Design
The researcher used a correlational study to know the connection between the two variables
without controlling or manipulating any of these variables. Correlational research design does not
study the effects of extraneous variables on the variables under study. A correlational study seeks
to ascertain relationships between two or more variables (Tan, 2014). The correlational research
design aims to know the relationship between communication skills and social skills among the
Humanities and Social Sciences students in Escuela de Sophia of Caloocan in the HyFlex learning
delivery modality. Correlational research is a type of nonexperimental research where the
researcher employs data derived from preexisting variables. There is no manipulation of the
variables in that type of research. Besides, correlational research is useful in a wide variety of
studies (Isira, 2014).
This study falls under the category of non-experimental quantitative research as it uses
numerical data without manipulating any variables and seeks to establish the relationship between
two variables, namely communication skills and social skills.
28
Research Setting
29
The researchers will conduct this study at Escuela de Sophia of Caloocan, Inc. located at
Block 3 Lots 1 & 2 Narra St. Rainbow Village 5 Phase 2, Bagumbong, Caloocan City. The
researchers saw the holistic approach of the school in conducting the HyFlex modality, therefore
the Grade 11 and 12 students from the Humanities and Social Sciences strand are selected in the
said research setting to know if the implementation of HyFlex is effective. The safety of all the
students is a top priority for the researchers, that’s why Google Forms is the top option that will
be utilized as a questionnaire tool instead of in-person surveys since it is more efficient, safe, and
accessible to all respondents. The school can provide the desired population of respondents for this
study, and the results are feasible, which is one hundred (100) students from the said strand. The
content of the Google form is a standardized questionnaire adapted from previous studies that are
relevant to the current study.
Research Respondents
The Humanities and Social Sciences strand students of Escuela de Sophia of Caloocan Inc.
in the academic year 2022-2023 are the respondents of this research study, which is limited to one
hundred (100) students from Grades 11 and 12, and it will evaluate exactly fifty (50) students in
each department. The researchers believed that students from the Humanities and Social Sciences
strand are active communicators who are also viewed as effective communicators by students from
other strands. That is why the researchers selected the focus group, which consists of relevant
respondents among other students, to determine if the HyFlex modality is an effective learning
modality in improving the skills of the students in the new learning environment. The researchers
29
also believed that the students would allow the study to evaluate whether the HyFlex modality has
30
an impact on the student's communication and social skills.
Sampling Technique
The researchers used a simple random sampling for sampling technique in order to
randomly select a subset of participants from the students. The researchers relied on simple random
sampling to ensure that the survey is unbiased and fair to select the participants among the
Humanities and Social Sciences students from grades 11 and 12 departments. Simple random
techniques help researchers to gather answers from a random group of respondents to gather the
same answers. In this study, the group that the researchers selected is the senior high school
students from the Humanities and Social Sciences strand. The researchers will communicate with
the advisers of the selected sections in grade 11 and 12 departments to obtain the official student
master list. The participants for this study will be chosen randomly by the researchers after
obtaining the master list of selected sections.
In a simple random sampling, each member of the community has an equal chance of being
selected as a subject. The entire process of sampling is done in a single step with each subject
selected independently of the other members of the population (Sharma, 2017). The said sampling
was applicable to the study for the reason that the researchers are looking for the impact of the
HyFlex modality on the communication and social skills of the students, in which the chosen
subjects for the research, through random sampling, will be able to draw valid conclusions and
collect data easily from the respondents.
30
Research Instrument
31
The researchers used two standardized Likert scales as the research instrument for this
study. They adopted the communication skills survey from the study of Guffey et al. entitled
“Essentials of Business Communication”. The Likert scale will be used to determine what needs
to be improved in the 4 specific subtopics of communication skills: writing, reading, speaking, and
listening. The survey consists of five (5) questions per sub-indicator with a total number of twenty
(20) questions for the communication skills survey. This survey will make a significant
contribution to the researchers in evaluating the effectiveness of the current learning modality on
the student’s communication skills.
The researchers also adopted a social skills questionnaire from the study of Rodriguez-
Macaya et al., entitled “Social Skills of Students from Educational Sciences: Validity, Reliability,
and Percentiles for evaluation”. This questionnaire consists of six (6) sub-indicators and a total of
forty-one (41) questions: 8 from basic social skills, 6 from advanced social skills, 7 from skills
related to emotions, 15 from skills for dealing with stress, and 5 for skills for planning. It will be
used to determine the levels of social skills of the students.
To respond to a question or statement, the respondents will select from a range of viable
options or responses. The response categories are coded numerically, and the items will be
measured on a 4-point Likert scale: 1-strongly disagree, 2- disagree, 3- agree, and 4-strongly agree.
The rating system is intended to assess a person's social and communication skills, which is
completely accurate for this study.
31
Data Gathering Procedure

32
As part of this study, the researchers created a letter of approval to conduct the study which
seeks permission from the authorities. The letter was submitted to the coordinators of grades 11
and 12, which are also noted by the research adviser. In this way, researchers could gather data
from their targeted participants, who are the HUMSS strand students from grades 11 and 12 at
Escuela de Sophia of Caloocan. The researchers will use Google Forms as their survey tool
because of its accessibility and ease of use. The content of the Google form is a standardized
questionnaire adapted from previous studies that are relevant to the current study. The studies are
focused on the communication skills and social skills of the students. The safety of all the students
is a top priority for the researchers, so Google Forms will be utilized as a questionnaire tool instead
of in-person surveys since it is more efficient, safe, and accessible to all respondents.
In addition, the researchers provided a scale for the respondents to select. Respondents
were provided with a scale from 1 to 4 (1-strongly disagree, 2- disagree, 3- agree, and 4-strongly
agree) and they have one week to complete the survey. Furthermore, respondents are assured that
all information supplied by them will remain anonymous, confidential, and for research purposes
only. As respondents proceed through the questions, it is vital that they understand each question
to the best of their abilities. To ensure that the respondents understood the survey, the researchers
divided the questions into categories which are the questionnaire’s indicators.
After the final data is collected, a statistician will help and guide the researchers with
tallying the result of the survey to determine the outcome. As a result of the study, the researchers
will be able to examine the impact of the HyFlex modality on the communication skills and social
skills of Humanities and Social Sciences students at the end of their current project.
32
Statistical Treatment
33
To accurately interpret the data, statistical treatment was used. The application of a
statistical procedure in data collection that permits meaningful output to be retrieved from
nonsensical numbers is known as a statistical treatment.
The following statistical treatments were used to evaluate and interpret the collected data:
Mean. The mean will be used in SOP 1 and 2 as part of the statistical treatment for this study
which is simply the average of a set of values. It can help to contextualize each data point by
providing the average of a set of numbers. It is a useful statistical measurement that indicates the
predicted outcome when all data points are compared together (Hayes, 2022). Furthermore, in
statistics, the mean is one of three approaches to measure central tendency (Knouff, 2017).
Legend:
x̄ = sample mean
Σx = sum of all data values
xi = mean of the x-values
n = the number of items in the sample
Formula:
33
Standard Deviation. The standard deviation will be utilized as one of the important statistical
34
treatments to interpret the data and solve SOP 1 and 2. The standard deviation is a statistic that
calculates the square root of the variance and measures the dispersion of a dataset relative to its
mean. It is calculated as the square root of variance by calculating the deviation of each data point
relative to the mean (Hargrave, 2022). Furthermore, it is a statistical tool for interpreting data
reliability. It is denoted by the sign “σ”. (Vaidya, 2022).
Legend:
Σ = summation
xi = value of each data points
x̄ = population mean
n = number of members in a sample
Formula:
Pearson R. The Pearson r will be used as part of the statistical treatment of this research study
specifically in SOP 3 to find out if there is a significant relationship between communication and
social skills in the HyFlex modality. The Pearson correlation coefficient (r) is the most used metric
for determining a linear relationship. It is a number ranging from -1 to 1 that indicates the strength
and direction of a relationship between two variables. It is a descriptive statistic, which means that
34
it summarizes the characteristics of a dataset (Turney, 2022). Furthermore, this method can be
35
used to determine the direction of correlation, that is, whether the correlation between two
variables is negative or positive. It also establishes the precise degree to which those variables are
related (Srivastav, 2019).
Legend:
r = correlation coefficient
Yi = values of the y-variable in sample
Ȳ = mean of the values of the y-variable
xi = values of the x-variable in a sample
x̄ = mean of the values of the x-variable
Formula:
35
CHAPTER 4
36
PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter includes the participation, analysis, and interpretation of data. The results are
based on the research questions which guide the researchers in the study. Data were presented,
analyzed, and interpreted to identify the significant relationship between communication and
social skills in the HyFlex modality as evaluated by Humanities and Social Sciences students in
Table 1: Level of Humanities and Social Sciences Students’ Assessment on the
Communication Skills in the HyFlex Modality in terms of Writing Skills
n=100
Questions Verbal
Mean
Interpretation
1. Possess basic spelling, grammar, and punctuation skills. 3.33 Strongly Agree
2. Am familiar with proper email, memo, letter, and report

3.18 Agree
formats for business documents.
3. Can analyze a writing problem and quickly outline a plan for

3.02 Agree
solving the problem.
4. Am able to organize data coherently and logically. 3.05 Agree
5. Can evaluate a document to determine it's a probable success. 3.19 Agree
Weighted Mean 3.13 Agree
Standard Deviation 0.19
Table 1 shows the level of Humanities in Social Sciences students' assessment of the
Hyflex modality in terms of writing skills. The students strongly agree that they possess basic
spelling, grammar, and punctuation skills, with a mean of 3.33. Meanwhile, the students agree that
36
they are familiar with proper email, memo, letter, and report formats for business documents with
37
a mean of 3.18. Similarly, the students agree that they can analyze a writing problem and quickly
outline a plan for solving a problem with a mean of 3.02. Students also agree that they are able to
organize data coherently and logically with a mean of 3.05. Lastly, the students have also agreed
that they can evaluate a document to determine that it is a probable success, with a mean of 3.19.
Overall, the total computed mean for the Level of Humanities and Social Sciences students’
assessment on the communication skills in the HyFlex modality in terms of writing skills is 3.13
with a verbal interpretation of “agree” and a standard deviation of 0.19. The findings are similar
to the previous study conducted by Hassan et al., (2021) in which it stated that blended learning
affects the writing skills of the students which play an important role as part of communication.
This implies that the majority of senior high school students are capable of communicating
confidently. In terms of writing skills, there were no lapses and improvements that could be made.
37
Table 2: Level of Humanities and Social Sciences Students’ Assessment of the

38
Communication Skills in the HyFlex Modality in terms of Reading Skills
n=100
Verbal
Questions Mean
Interpretation
1. Am familiar with the specialized vocabulary in my field as

3.11 Agree
well as general vocabulary.
2. Can concentrate despite distractions. 2.75 Agree
3. Am willing to look up definitions whenever necessary. 3.43 Strongly Agree
4. Am able to move from recreational to serious reading. 3.18 Agree
5. Can read and comprehend college-level material. 2.94 Agree
Table 2 shows the level of Humanities and Social Sciences students’ assessment of the
communication skills in the HyFlex modality in terms of reading skills. The students agree that
they are familiar with the specialized vocabulary in their field as well as general vocabulary and
they can concentrate despite distractions with a computed mean of 3.11 and 2.75 respectively. On
the other hand, the students strongly agree that they are willing to look up definitions whenever
necessary with a computed mean of 3.43. Moreover, the students agree that they are able to move
from recreational to serious reading; and they can read and comprehend college-level material with
a computed mean of 3.18 and 2.94 correspondingly.
Overall, the total computed mean for the Level of Humanities and Social Sciences students
assessment on the communication skills in the HyFlex modality in terms of Reading Skills is 3.08
with a standard deviation of 0.26 that can be interpreted as “agree”. The results are similar to the
38
literature conducted by Chentez, K. R. et al., (2019) which states that oral communication is the
39
most important aspect of communication skills. This indicates that the majority of students using
the HyFlex modality are literate in terms of reading skills.
Communication Skills in the HyFlex Modality in terms of Speaking Skills
n=100
Questions Mean Verbal Interpretation
1. Feel at ease in speaking with friends. 3.43 Strongly Agree
2. Feel at ease in speaking before a group of people. 2.93 Agree
3. Can adapt my presentation to the audience. 2.95 Agree
4. Confident in pronouncing and using words correctly. 2.74 Agree
5. Sense that has credibility when making a presentation. 3.01 Agree
Table 3 shows the mean and verbal interpretation of the level of Humanities and Social
Sciences students’ assessment in the HyFlex modality in terms of speaking skills. The table
revealed that students strongly agree that they feel at ease in speaking with friends with a mean of
3.43. On the other hand, the students agree that they can concentrate despite distractions, with a
mean of 2.75. In addition, the students also agree that they can adapt their presentation to the
audience, with a mean of 2.95. Moreover, the students also agree that they are confident in
pronouncing and using words correctly, with a mean of 2.74. Lastly, the students agree that they
have a sense of credibility when making a presentation, with a mean of 3.01.
39
As a final point, the weighted mean is 3.01, with a verbal interpretation of “Agree” and has
40
a standard deviation of 0.25. The findings are similar to the literature reviewed in the previous
chapter, by which Mula et al., (2018) stated that humanities and social science (HUMSS) students
are the students often exposed to speaking publicly and are expected to communicate well in front
of people. This implies that most of the students can communicate in terms of their speaking skills.
Communication Skills in the HyFlex Modality in terms of Listening Skills
n=100
Questions Mean Verbal

Interpretation
1. Spend at least half the time listening during conversations. 3.24 Agree
2. Am able to concentrate on a speaker's words despite 2.90 Agree

distractions.
3. Can summarize a speaker's ideas and anticipate what's coming 3.06 Agree
during pauses.
4. Provide proper feedback such as nodding paraphrasing and 3.23 Agree

asking questions.
5. Listen with the expectation of gaining new ideas and 3.38 Strongly Agree
information.
Table 4 indicates the level of Humanities and Social Sciences students’ assessment of the
communication skills in the HyFlex modality in terms of listening skills. The students agree that
they spend at least half the time listening during conversations, with a mean of 3.24. Similarly, the
students agree that they were able to concentrate on a speaker's words despite the distractions, with
a mean of 2.90. In addition, the students agree that they can summarize the speaker’s ideas and
40
anticipate what’s coming during pauses, with a mean of 3.06. Likewise, the students also agree
41
that they provide proper feedback such as nodding, paraphrasing, and asking questions with a mean
of 3.38. Lastly, the students answer “Strongly Agree” on listening with the expectation of gaining
new ideas and information from the speaker with a computed mean of 3.38.
The weighted mean for the level of the listening skills of Humanities and Social science
students was 3.16 with a verbal interpretation of “agree” and a standard deviation of 0.19. The
findings are similar to the previous study conducted by Palma et al., (2020) where it was proved
that blended learning really contributes a lot to students in terms of improving their listening skills.
This stated that most of the Humanities and Social Sciences students have effective listening skills
that also help the students to communicate and socialize.
Table 5: Level of Humanities and Social Sciences Students’ Assessment of the Social Skills
in the HyFlex Modality in terms of Basic Social Skills
n=100
1. Listening 3.61 Strongly Agree
2. Initiate a conversation 3.12 Agree
3. Maintain a conversation 3.11 Agree
4. Formulate a question 3.19 Agree
5. Give thanks 3.63 Strongly Agree
6. Introduce oneself 3.40 Strongly Agree
7. Introduce other people 3.20 Agree
8. Give a compliment 3.51 Strongly Agree
Weighted Mean 3.35 Strongly Agree
41
42
Table 5 shows the level of Humanities and Social Sciences students’ assessment on the
social skills in the HyFlex modality in terms of listening skills. The table revealed that the students
strongly agree that they possess basic listening skills, with a mean of 3.61. Meanwhile, the students
agree that they can initiate a conversation; they can maintain a conversation; and can formulate a
question with a computed mean of 3.12, 3.11, and 3.19 respectively. Furthermore, the students
strongly agree that they give thanks with a mean of 3.63 and they introduce themselves with a
mean of 3.40. In addition, the students agree that they introduce other people with a mean of 3.20.
Lastly, the students strongly agree that they give a compliment with a computed mean of 3.51.
Overall, the weighted mean of basic social skills is 3.35, with a verbal interpretation of
"strongly agree" and a standard deviation of 0.22. The results support the findings of Kavita (2018),
which states that social skills assist in fostering traits such as respect, responsibility,
trustworthiness, fairness, caring, and citizenship. This indicates that the majority of students
possess basic social skills.
42
Table 6: Level of Humanities and Social Sciences Students’ Assessment on the Social Skills
43
in the HyFlex Modality in terms of Advanced Social Skills
n=100
1. Ask for help 3.06 Agree
2. Participate 3.41 Strongly Agree
3. Give instructions 3.30 Strongly Agree
4. Follow Instructions 3.53 Strongly Agree
5. Apologize 3.57 Strongly Agree
6. Persuade 3.22 Agree
Table 6 shows the level of Humanities and Social Sciences students’ assessment of the
social skills in the HyFlex modality in terms of advanced social skills. The students agree that they
know how to ask for help with a computed mean of 3.06. Meanwhile, students strongly agree that
they participate; give instructions; follow instructions; they apologize with a computed mean of
3.41, 3.30, 3.53, and 3.57 correspondingly. Lastly, the students agree that they can persuade as
part of their advanced social skills with a mean of 3.22.
Overall, the total computed mean of the level of Humanities and Social Sciences students’
assessment on the social skills in the HyFlex modality in terms of advanced social skills is 3.35
with a standard deviation of 0.20 that can be interpreted as “strongly agree”. Similar findings are
found in the study conducted by Muega, M. A. et al., (2016) which concludes that teachers have
significantly contributed to the advancement of the social skills of students. This suggests that
most students who utilize the HyFlex modality have highly developed social skills.
43
44
in the HyFlex Modality in terms of Skills Related to Emotions
n=100
1. Recognize one’s own emotions 3.32 Strongly Agree
2. Express emotion 2.87 Agree
3. Understand the emotion of others 3.39 Strongly Agree
4. Face the anger of another 2.92 Agree
5. Express affection 2.96 Agree
6. Overcome fear 2.86 Agree
7. Self-reward 3.19 Agree
Table 7 shows the level of Humanities and Social Science students’ assessment of the
social skills in the HyFlex modality in terms of skills related to emotions. The table shows that the
students strongly agree that they can recognize their emotions, having a mean of 3.32. Supported
by the mean of 2.87 and a verbal interpretation of "agree", the students are confident to express
their emotions. On the other hand, students strongly agree that they can understand the emotions
of others, with a mean of 3.39.
Moreover, students agree that they can face the anger of another; they can express
affection; can overcome their fear; they have gained self-reward with a computed mean of 2.92,
2.96, 2.86, and 3.19 correspondingly. With this interpretation, the researchers saw that everyone
has an exploration of their emotions in social situations.
44
A verbal interpretation of "agree" is accepted generally, and the computer-weighted mean

45
for skill related to emotion is 3.07 with a standard deviation of 0.22. The result is similar to the
literature conducted by Pèrez, F. E. L.et al., (2022) which states that trust is earned through
reciprocity, and virtual spaces serve as emotional support for participants as they understand their
colleagues' needs. This shows that students are more likely to socialize with others in the HyFlex
modality.
45
46
in the HyFlex Modality in terms of Skills for Dealing with Stress
n=100
1. Formulate a complaint. 2.87 Agree
2. Respond to a complaint. 3.06 Agree
3. Show sportsmanship after a game. 3.48 Strongly Agree
4. Overcame embarrassment. 2.85 Agree
5. Compose oneself when one is left out. 3.12 Agree
6. Defend a friend. 3.44 Strongly Agree
7. Respond to a persuasion. 3.23 Agree
8. Deal with Failure. 3.02 Agree
9. Deal with contradictory messages 3.03 Agree
10. Respond to accusations. 3.19 Agree
11. Prepare for a difficult conversation. 3.04 Agree
12. Deal with group pressure. 2.97 Agree
13. Take initiative. 3.19 Agree
14. Find out the cause of the problem. 3.31 Strongly Agree
15. Establish a goal. 3.45 Strongly Agree
Table 8 shows the mean and verbal interpretation of the level of Humanities and Social
Sciences students’ assessment of the social skills in the HyFlex modality in terms of skills for
dealing with stress. The students agree that they can formulate a complaint with a mean of 2.87,
they also agree that they can respond to a complaint with a mean of 3.06. Meanwhile, the students
46
strongly agree that they show sportsmanship after a game with a mean of 3.48. In addition, the
47
students also agree that they can overcome embarrassment with a mean of 2.85 and compose
themselves when one is left out with a mean of 3.12. On the other hand, the students strongly agree
that they can defend a friend with a mean of 3.44. Furthermore, the students also agree that they
can respond to persuasion with a mean of 3.23, deal with failure with a mean of 3.02, deal with
contradictory messages with a mean of 3.03, respond to accusations with a mean of 3.19, prepare
for a difficult conversation with a mean of 3.04, deal with group pressure with a mean of 2.97, and
take initiative with a mean of 3.19. Lastly, the students strongly agree that they can find the cause
of the problem with a mean of 3.31, and the students also strongly agree that they can establish a
goal with a mean of 3.45.
As a final point, the weighted mean of 3.15, has a final verbal interpretation of “Agree”
and a standard deviation of 0.20. This implies that the students are able to deal with stress as part
of their social skills in the HyFlex modality. The finding is way similar to the cited literature in
accordance with the conducted research of Akelaitis and Malinauskas (2016), which states that
social and emotional skills had a significant effect on a student's mental health, self-esteem, social
skills, communication skills, and relationships. This conveys that the student's stress is impacted
by the transition from a traditional class to an online class and vice versa.
47
48
in the HyFlex Modality in terms of Skills for Planning
n=100
Verbal
Questions Mean
Interpretation
1. Discover one’s own skills. 3.35 Strongly Agree
2. Collect information. 3.39 Strongly Agree
3. Resolve problems according to their importance. 3.38 Strongly Agree
4. Make a Decision. 3.34 Strongly Agree
5. Concentrate on a task. 3.25 Strongly Agree
Table 9 indicates the level of Humanities and Social Science students’ assessment of the
social skills in the HyFlex modality in terms of skills for planning. The table revealed that the
students strongly agree that they discover their own skills; they know how to collect information;
they resolve problems according to their importance; they make decisions; and they concentrate
on their own tasks with a computed mean of 3.35, 3.39, 3.38, 3.34, and 3.25 respectively.
The verbal interpretation of skills for planning strongly agrees with the weighted mean of
3.34 and a standard deviation of 0.06. This revealed that the students are well organized and have
the skills to develop effective plans as part of their social skills. The result is similar to the cited
literature formed by Tidmore (2018) which stated that senior high students have well-developed
social skills, especially in physical classes, and students' communication, responsibility, and
engagements are functions in response to one's social skills and the students strongly agree to it.
48
Table 10: Significant Relationship between Communication and Social Skills in the HyFlex
49
Modality
n=100
Verbal Standard r- Verbal p-

Indicators Mean Decision
Interpretation Deviation value Interpretation value
Communication
3.1 Agree 0.203
Skills
Negligible Accept the Null
-0.145 0.542
Correlation Hypothesis
Social Skills 3.23 Agree 0.219
Two-tailed Level of Significance = 0.05
Table 10 shows the significant relationship between Communication and Social Skills in
the HyFlex modality. It shows that communication skills have a computed mean of 3.1 and a
standard deviation of 0.203. Social skills, on the other hand, have a mean of 3.23 and a standard
deviation of 0.219. The computed r-value is -0.145, which indicates that there is a negligible
correlation between variables. Moreover, the computed p-value is 0.542 which is greater than the
level of significance of 0.05 which means that the null hypothesis is accepted. Therefore, there is
no significant relationship between communication and social skills in the HyFlex modality of
Humanities and Social Sciences students in Escuela de Sophia of Caloocan, Inc.
The results are comparable to previous studies on the HyFlex learning delivery modality,
indicating that it may have a positive impact on students' communication and social skills, as stated
by Centeno (2021), who conducted a study that examined students' communication and social
abilities in the context of blended learning during the pandemic and discovered that it was
sufficient. Traditional learning methods, on the other hand, have been proven to make it difficult
for students to improve their communication and social skills due to limited student-teacher
interactions. Similarly, Tyas et al. (2020) showed that blended learning can improve students'
49
communication and social skills. The study also emphasized the effectiveness of blended learning
50
in increasing student involvement and interaction, hence contributing to a better learning
environment.
Although previous studies have found that the HyFlex learning delivery modality can
improve students' social and communication skills, the current data imply that this may not be the
case in all circumstances. While the HyFlex modality allows students to choose how they want to
participate in class, the table in the study demonstrates that there is no significant relationship
between communication and social skills in this modality. This study contradicts previous research
that has shown the effectiveness of blended learning in boosting students' social and
communication skills. Yet, the current study's findings have important implications for
instructional design and strategies, emphasizing the importance of educators carefully considering
the benefits and downsides of various learning modalities and how they affect students' social and
communication skills.
50
CHAPTER 5
51
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter includes the summary of findings, conclusions, and recommendations. In
essence, this chapter is designed to highlight the result of the study. The findings of the study are
presented in a more concise way.
The main purpose of the study is to find the relationship between communication and social
skills in the HyFlex modality of Humanities and Social Sciences students in Escuela de Sophia of
Caloocan, Inc. The method of research used is a correlational research design. The researchers
selected 100 students in Grade 11 and 12 who responded under the research instrument used in the
data collection of survey questionnaires. The sampling technique used is random sampling. The
research was conducted during the school year 2022-2023.
Summary of Findings
Q1. How may communication skills in the HyFlex modality be described in terms of:
1.1 Writing Skills
The level of Humanities in Social Sciences students' assessment of the communication skills
in the HyFlex modality in terms of writing skills has an overall mean of 3.13, a standard deviation
of 0.19, and a verbal interpretation of “agree”. The respondents strongly agree that they possess basic
spelling, grammar, and punctuation skills. Meanwhile, the students agree that they are familiar with
proper email, memo, letter, and report formats for business documents. They also agree that they
can also analyze a writing problem and quickly outline a plan for solving a problem, they are able
to organize data coherently and logically, and they can evaluate a document to determine that it is a
probable success. This shows that student-respondents possess good writing skills in HyFlex
51
modality and believe that it is important and can be used in their everyday lives. Therefore, the
52
writing skills of the students are positively developed in the HyFlex modality.
1.2. Reading Skills
The level of Humanities and Social Sciences students’ assessment of the communication
skills in the HyFlex modality in terms of reading skills shows a weighted mean of 3.08 with a verbal
interpretation of “agree” and a standard deviation of 0.26. The students agree that they are familiar
with the specialized vocabulary in their field as well as general vocabulary and they can concentrate
despite distractions. Meanwhile, the students strongly agree that they are willing to look up
definitions whenever necessary. Moreover, the students agree that they are able to move from
recreational to serious reading and they can read and comprehend college-level material. This proves
that the students are aware that possessing great reading skills can benefit them academically and in
life in general. Hence, the students who are in the HyFlex mode of learning have developed strong
literacy skills in reading, demonstrating both knowledge and competence in this area.
1.3. Speaking Skills
The students-respondents can communicate well using their speaking skills in the HyFlex
modality with a 3.01 weighted mean, a verbal interpretation of “agree”, and a standard deviation of
0.25. The students strongly agree that they feel at ease in speaking with friends. On the other hand,
the students agree that they can concentrate despite distractions, can adapt their presentation to the
audience, they are confident in pronouncing and using words correctly, and they have a sense of
credibility when making a presentation. This indicates that the students can speak effectively as they
are able to feel at ease while talking to their friends and a large group of people, can adapt to their
presentation to the audience, and be confident in pronouncing words correctly. Thus, students are
52
proficient in terms of their speaking skills as one of the components of communication skills has no
53
flaws and is positively developed by the students in the HyFlex modality.
1.4. Listening Skill
The evaluation of the students in terms of listening skills in HyFlex modality has an overall
weighted mean of 3.16 interpreted as agree and a standard deviation of 0.1. The students agree that
they spend at least half the time listening during conversations. Similarly, the students agree that
they were able to concentrate on a speaker's words despite the distractions, they can summarize the
speaker’s ideas and anticipate what’s coming during pauses, and they provide proper feedback such
as nodding, paraphrasing, and asking questions. Furthermore, the students strongly agree that they
listen with the expectation of gaining new ideas and information. This implies that the student has
good listening abilities, which also fosters communication interaction. Therefore, listening skills
have been positively developed by the respondents in the HyFlex modality setup.
Q2. How may social skills in the HyFlex modality be described in terms of:
2.1. Basic Social Skills
The weighted mean for the assessment of social skills in the HyFlex modality, specifically
in basic social skills, among students in Humanities and Social Sciences, is 3.35, indicating a strong
agreement. The corresponding standard deviation is 0.22. The students strongly agree that they
possess basic listening skills, they know how to give thanks, introduce oneself, and give a
compliment. Meanwhile, the students agree that they can initiate a conversation, they can maintain
a conversation, can formulate a question, and introduce other people. This indicates that the students
who participated in the survey concur that they have basic social skills and that are also applicable
to students' daily routines. Hence, the students in the HyFlex modality have demonstrated positive
53
development in basic social skills, indicating that there are no deficiencies in this particular aspect,
54
which is a fundamental component of social skills.
2.2. Advanced Social Skills
In terms of advanced social skills in the HyFlex modality, the students' evaluation resulted
in an overall weighted mean of 3.06, which indicates that most students strongly agreed, with a
corresponding standard deviation of 0.1. The students strongly agree that they know how to
participate, give instructions, follow instructions, and how to apologize. Meanwhile, the students
agree that they know how to ask for help and they know how to persuade. This indicates that students
in the Humanities and Social Sciences possess advanced social skills. Additionally, the students
showed positive development in the HyFlex modality setup.
2.3. Skills Related to Emotions
The level of Humanities and Social Science students’ assessment of the social skills in the
HyFlex modality in terms of skills related to emotions has a mean of 3.07, with a standard deviation
of 0.22, and verbal interpretation of “agree”. The students strongly agree that they can recognize
their emotions and that they can understand the emotions of others. On the other hand, the students
agree that they know how to express their emotions, face the anger of another, express affection,
overcome fear, and have a self-reward. This indicates that the student-respondents agree that they
understand and show emotional support to their peers when it comes to HyFlex modality. In
conclusion, skills related to emotions show that students are more likely to socialize with others in
the Hyflex modality.
2.4. Skills for Dealing with Stress
The level of Humanities and Social Sciences students’ assessment of the social skills in the
HyFlex modality in terms of skills for dealing with stress have a weighted mean of 3.15, a standard
54
deviation of 0.20, and a verbal interpretation of "agree". The students strongly agree that they show
55
sportsmanship after a game, they can defend a friend, they can find the cause of the problem, and
they can establish a goal. Meanwhile, the students agree that they can formulate a complaint, they
can respond to a complaint, the students strongly agree that they show sportsmanship after a game,
they can overcome embarrassment, and compose themselves when one is left out. Additionally, the
students agree that they can respond to persuasion, deal with failure, deal with contradictory
messages, respond to accusations, prepare for a difficult conversation, deal with group pressure, and
take initiative. This indicates that the students are capable of dealing with stress and positively
preparing for various scenarios. Therefore, this conveys that students’ stress has been positively
managed through their academic performance in HyFlex modality.
2.5. Skills for Planning
The weighted mean of the level of Humanities and Social Science students’ assessment of
the social skills in the HyFlex modality in terms of skills for planning was 3.34 with a standard
deviation of 0.06 and a verbal interpretation of "strongly agree." The ability to organize and build
effective communication in social skills related to blended learning is thus positively possessed by
the students. The students strongly agree that they discover their own skills, they know how to collect
information, they resolve problems according to their importance, they make decisions, and they
concentrate on their own tasks. This implies that the HyFlex modality has provided the students with
an environment in which they can improve their ability to communicate effectively, build stronger
interpersonal relationships, and take greater responsibility for their learning and personal growth.
55
Q3. What is the significant relationship between communication and social skills in the HyFlex
56
modality as evaluated by Humanities and Social Sciences students in Escuela de Sophia of
Caloocan, Inc.?
There is no significant relationship between communication and social skills in the HyFlex
modality of Humanities and Social Sciences students in Escuela de Sophia of Caloocan, Inc. as
negligible correlation has been found between variables accepting the null hypothesis. The computed
r-value of -0.145 supports the negligible correlation and the computed p-value of 0.542 which is
greater than the level of significance of 0.05 supports the acceptance of the null hypothesis. It implies
that even though the students have high levels of communication and social skills in the HyFlex
modality, there is no significant relationship found between the variables of the study as evaluated
by Humanities and Social Sciences students in Escuela de Sophia of Caloocan, Inc.
Conclusion
1. Most of the Senior High School students from the Humanities and Social Sciences of Escuela de
Sophia of Caloocan, Inc. have a high level of communication skills in the HyFlex modality. The
respondents have shown that they are capable of communicating effectively through writing,
reading, speaking, and listening skills. This implies that the students are generally good
communicators, and the HyFlex modality has a positive impact on developing their communication
skills. Overall, these findings highlight the effectiveness of the HyFlex modality in enhancing
communication skills among senior high school students.
2. Most of the Senior High School students from the Humanities and Social Sciences of Escuela de
Sophia of Caloocan, Inc. exhibit proficient social skills, with a majority possessing a high level of
competence in the HyFlex learning setup. Their proficiency in using a HyFlex learning environment
suggests that they possess basic social skills as well as advanced social skills, skills related to
56
emotions, skills for dealing with stress, and skills for planning. Overall, these findings highlight the
57
positive impact of the HyFlex modality on the development of social skills among senior high
school students.
3. There was a negligible correlation between the communication skills and social skills of the
students. While both communication and social skills are essential for success in academic and
personal settings, the findings suggest that these two skills do not necessarily develop equally.
Despite high levels of proficiency in both areas, the lack of a significant relationship between
communication and social skills highlights the need for targeted interventions that focus on
developing these skills separately. Therefore, researchers have determined that there is no
significant relationship between communication and social skills in the HyFlex modality, accepting
the null hypothesis of the study.
Recommendation
1. School administrators should prioritize strengthening and unleashing the student’s full potential
in communication and social skills; they can create and organize activities that will strengthen and
help the students bring out their best abilities in terms of social and communication skills. Activities
and events such as debates, social events that require the collaboration of one student with another,
essay writing contests, editorial writing, and quiz bees are what they can implement as it is focused
on developing the student’ reading, writing, speaking, and listening skills. The school
administrators may also collaborate with teachers and faculty to identify areas where students need
the most improvement. They can also ask feedback from students to ensure that these activities are
engaging, relevant, and effective. These activities hone the student's communication and social
skills, it can help them be confident with their communication and social skills that will benefit
their personal and professional lives.
57
2. Teachers can implement class activities that require the engagement of the students such as peer
58
tutoring, reading assessment, recitations, think and sharing, one-on-one consultations between the
teacher and students, lessons evaluations, groupings, and buddy systems. Teachers can also
consider incorporating more collaborative and interactive elements into their lesson plans. This can
help students build teamwork skills and learn how to effectively communicate and collaborate with
their peers. Furthermore, teachers can encourage students to participate in extracurricular activities
such as clubs or organizations related to their interests. These activities can provide opportunities
for students to socialize and interact with their peers outside of the classroom and can also help
them develop leadership and communication skills. Overall, by providing a variety of opportunities
for students to engage with their peers and practice their communication and social skills, teachers
can help students thrive in a hybrid flexible learning modality.
3. Students should focus on actively participating in school activities in order to develop their
communication and social skills. This could involve joining school organizations, participating in
class discussions and open forums, engaging in one-on-one peer tutoring, and utilizing their buddy
system. To further enhance their communication skills, students should practice different forms of
communication such as verbal, nonverbal, oral, and written communication. This can be
accomplished by participating in recitations, presentations, and other activities that require the use
of these different communication modes. In addition, seeking out opportunities to engage with
diverse perspectives and viewpoints can help students develop empathy and understanding towards
others, while improving their ability to communicate effectively in different contexts. By actively
participating in these activities, students can not only enhance their communication and social skills
but also foster a sense of community and connection with their peers and teachers in the classroom
under the HyFlex learning environment.
58
4. Future researchers could explore the development of communication and social skills in HyFlex
59
and other learning modalities by investigating various factors and strategic solutions. This can
provide a more comprehensive understanding of the current situation of the students'
communication and social skills in HyFlex modality. In addition, researchers could investigate the
underlying factors that may influence students' behaviors and skills in HyFlex modality, leading to
a much broader perspective on the study. Ultimately, this research could pave the way for solutions
that benefit students by identifying the impact of HyFlex modality on their communication and
social skills.
59
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60
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APPENDIX A
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ESSENTIALS OF BUSINESS COMMUNICATION SURVEY QUESTIONNAIRE
Directions: Each sub-indicator will include a number of items/statements designed to determine
your stance on the following topics. Choose the most appropriate response by clicking the
corresponding Likert-scale option that indicates your preference.
4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree
1.1 Writing Skills: Items measured on a 4 Likert-type scale

(1- Strongly Disagree, 2- Disagree, 3- Agree, 4- Strongly Agree)
Indicators 4 3 2 1
Q#1. Possess basic spelling, grammar, and punctuation skills.
Q#2. Am familiar with proper email, memo, letter, and report formats for business
documents.
Q#3. Can analyze a writing problem and quickly outline a plan for solving the
problem.
Q#4. Am able to organize data coherently and logically.
Q#5. Can evaluate a document to determine it's a probable success.
1.2 Reading Skills: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Am familiar with the specialized vocabulary in my field as well as general

vocabulary.
Q#2. Can concentrate despite distractions.
Q#3. Am willing to look up definitions whenever necessary.
Q#4. Am able to move from recreational to serious reading.
Q#5. Can read and comprehend college-level material.
66
67
1.3 Speaking Skills: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Feel at ease in speaking with friends
Q#2. Feel at ease in speaking before a group of people
Q#3. Can adapt my presentation to the audience
Q#4. Confident in pronouncing and using words correctly
Q#5. Sense that has credibility when making a presentation
1.4 Listening Skills: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Spend at least hat the time listening during conversations
Q#2. Am able to concentrate on a speaker's words despite distractions
Q#3. Can summarize a speaker's ideas and anticipate what's coming during pauses
Q#4. Provide proper feedback such as nodding paraphrasing and asking questions
Q#5. Listen with the expectation of gaining new ideas and information
67
APPENDIX B
68
SOCIAL SKILLS OF STUDENTS FROM EDUCATIONAL SCIENCES SURVEY

QUESTIONNAIRE
Directions: Each sub-indicator will include a number of items/statements designed to determine
your stance on the following topics. Choose the most appropriate response by clicking the
corresponding Likert-scale option that indicates your preference.
4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree
2.1 Basic Social Skills: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Listening
Q#2. Initiate a conversation
Q#3. Maintain a conversation
Q#4. Formulate a question
Q#5. Give thanks
Q#6. Introduce oneself
Q#7. Introduce other people
Q#8. Give a compliment
68
2.2 Advanced Social Skills: Items measured on a 4 Likert-type scale 69

Indicators 4 3 2 1
Q#1. Ask for help
Q#2. Participate
Q#3. Give instructions
Q#4. Follow Instructions
Q#5. Apologize
Q#6. Persuade
2.3 Skills Related to Emotions: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Recognize one’s own emotions
Q#2. Express emotion
Q#3. Understand the emotion of others
Q#4. Face the anger of another
Q#5. Express affection
Q#6. Overcome fear
Q#7. Self-reward
69
70
2.4 Skills for Dealing with Stress: Items measured on a 4 Likert-type scale
Indicators 4 3 2 1
Q#1. Formulate a complaint.
Q#2. Respond to a complaint.
Q#3. Show sportsmanship after a game.
Q#4. Overcame embarrassment.
Q#5. Compose oneself when one is left out.
Q#6. Defend a friend.
Q#7. Respond to a persuasion.
Q#8. Deal with Failure.
Q#9. Deal with contradictory messages
Q#10. Respond to accusations.
Q#11. Prepare for a difficult conversation.
Q#12. Deal with group pressure.
Q#13. Take initiative.
Q#14. Find out the cause of the problem.
Q#15. Establish a goal.
2.5 Skills for Planning: Items measured on a 4 Likert-type scale

Indicators 4 3 2 1
Q#1. Discover one’s own skills.
Q#2. Collect information.
Q#3. Resolve problems according to their importance.
Q#4. Make a Decision.
Q#5. Concentrate on a task.
70
APPENDIX C
71
APPROVAL LETTER
71
72
72
APPENDIX D
73
RESPONDENT CONSENT LETTER
73
74
74
APPENDIX E
75
SAMPLE COMPUTATION
75
TALLY SHEET
76
COMMUNICATION SKILLS
Writing Skills
Questions 4 3 2 1 Total
1. Possess basic spelling, grammar, and punctuation 36 62 1 1 100

skills.
2. Am familiar with proper email, memo, letter, and 28 63 8 1 100

report formats for business documents.
3. Can analyze a writing problem and quickly outline a 16 72 10 2 100

plan for solving the problem.
4. Am able to organize data coherently and logically. 17 71 12 0 100
5. Can evaluate a document to determine it's a probable 19 71 10 0 100

success.
Reading Skills
1. Am familiar with the specialized vocabulary in my 23 66 10 1 100

field as well as general vocabulary.
2. Can concentrate despite distractions. 18 42 37 3 100
3. Am willing to look up definitions whenever 50 44 5 1 100

necessary.
4. Am able to move from recreational to serious reading. 32 54 14 0 100
5. Can read and comprehend college-level material. 15 65 19 1 100
Speaking Skills
1. Feel at ease in speaking with friends. 50 45 3 2 100
2. Feel at ease in speaking before a group of people. 23 52 20 5 100
3. Can adapt my presentation to the audience. 18 62 17 3 100
4. Confident in pronouncing and using words correctly. 14 53 26 7 100
5. Sense that has credibility when making a presentation. 17 70 10 3 100
76
77
Listening Skills
1. Spend at least half the time listening during 29 67 3 1 100

conversations.
2. Am able to concentrate on a speaker's words despite 20 52 26 2 100

distractions.
3. Can summarize a speaker's ideas and anticipate what's 27 55 15 3 100

coming during pauses.
4. Provide proper feedback such as nodding 33 58 8 1 100

paraphrasing and asking questions.
5. Listen with the expectation of gaining new ideas and 44 51 4 1 100

information.
SOCIAL SKILLS
Basic Social Skills
1. Listening 63 36 0 1 100
2. Initiate a conversation 29 58 9 4 100
3. Maintain a conversation 29 55 14 2 100
4. Formulate a question 34 53 11 2 100
5. Give thanks 66 32 1 1 100
6. Introduce oneself 45 51 3 1 100
7. Introduce other people 33 55 11 1 100
8. Give a compliment 57 38 4 1 100
77
78
Advanced Social Skills
1. Ask for help 25 58 15 2 100
2. Participate 47 48 4 1 100
3. Give instructions 40 51 8 1 100
4. Follow Instructions 57 40 2 1 100
5. Apologize 65 29 4 2 100
6. Persuade 35 53 10 2 100
Skills Related to Emotions
1. Recognize one’s own emotions 45 44 9 2 100
2. Express emotion 24 47 21 8 100
3. Understand the emotion of others 50 41 7 2 100
4. Face the anger of another 29 39 27 5 100
5. Express affection 28 47 18 7 100
6. Overcome fear 18 57 18 7 100
7. Self-reward 33 56 8 3 100
78
79
Skills for Dealing with Stress
1. Formulate a complaint. 16 58 23 3 100
2. Respond to a complaint. 18 71 10 1 100
3. Show sportsmanship after a game. 53 44 1 2 100
4. Overcame embarrassment. 20 52 21 7 100
5. Compose oneself when one is left out. 29 59 7 5 100
6. Defend a friend. 52 42 4 2 100
7. Respond to a persuasion. 35 56 6 3 100
8. Deal with Failure. 29 49 17 5 100
9. Deal with contradictory messages 21 64 12 3 100
10. Respond to accusations. 34 53 11 2 100
11. Prepare for a difficult conversation. 30 49 16 5 100
12. Deal with group pressure. 25 50 22 3 100
13. Take initiative. 35 52 10 3 100
14. Find out the cause of the problem. 42 50 5 3 100
15. Establish a goal. 54 39 5 2 100
Skills for Planning
1. Discover one’s own skills. 44 48 7 1 100
2. Collect information. 42 56 1 1 100
3. Resolve problems according to their importance. 43 53 3 1 100
4. Make a Decision. 44 48 6 2 100
5. Concentrate on a task. 43 43 10 4 100
79
CURRICULUM VITAE
80
ANDES, SHERRY ROSE DY.

Blk 8, Lot 20 Ruby St. Bahay Pare, Citation Homes
Meycauayan, Bulacan
09308945470
sherryroseandes@gmail.com
SKILLS SUMMARY
▪ Leadership Skills. Effectively have the skills of being a leader, taking risks to succeed in
any progress in different fields of learning, being A wise decision-maker, and being the
reliable, friendly, approachable person I am.
▪ Critical Thinking Skills. Like a problem solver, I am also a critical thinker and a person
with a strong will and determination to express and support everything that is a challenge
to me. I am able to overcome all the hurdles that may become a barrier to me using mga
critical thinking and experience.
▪ Communication Skills. Communicating effectively with people is one of my good sides,
using it to showcase my capabilities and engagement with others. With this, I can share
and voice out my opinion, thoughts, and suggestions to help and develop progress on a
particular issue.
EDUCATION
▪ Senior High School

2021-present
Humanities and Social Sciences (HUMSS)
▫ Bronze Seal Bearer (1st Semester, S.Y. 2021-2022)
▪ Junior High School
Bagumbong High School
2020-2021
▫ With High Honors (S.Y. 2020-2021)
Engr. Virgilio V. Dionisio Memorial High School
2017- 2020
▫ With Honors (S.Y. 2019-2020)
▫ Champion on EVVDMHS Mascot AP&TLE (2018-2019)
▫ 3rd Runner Up in English Reading (2016-2017)
▫ Champion on MOM'S Rescue Lympics (2019-2020)
80
▪ Elementary School
81
Pulilan Central School
2015-2016
Mary Chiles Academy of Pulilan
2013-2014
Rufino Cruz Memorial Elementary School
2011-2013
SEMINARS ATTENDED
▪ Political Literacy and Election
Escuela de Sophia of Caloocan Inc.
March 05, 2022
▪ Raising Awareness: Drug Abuse and Addiction and How to Prevent it
November 20, 2021
▪ Understanding Cyberbullying and Cyber Safety for Children
November 24, 2021
INTEREST
▪ Books: A lifelong reader with a deep appreciation for literature and a love for exploring
new ideas and perspectives through books.
▪ Music: An avid music lover with a passion for discovering and exploring various genres,
always seeking to expand my musical horizons.
▪ Cooking: A passionate home cook with a dedication to exploring various cuisines and
techniques to create unique and flavorful dishes for family and friends.
PERSONAL INFORMATION
▪ Civil Status: Single
▪ Nationality: Filipino
▪ Language: English/Filipino
▪ Date of Birth: May 17, 2004
SRDA
81
82

Block 4 Lot 18, Neo Vista Homes, BRGY. 171 Bagumbong,
Caloocan City, 1421
09666754102
johnelsisura.contact@gmail.com
SKILLS SUMMARY
▪ Communication Skills. Strong verbal and written communication skills, with the ability
to effectively convey information and ideas to diverse audiences.
▪ Flexibility. Proven track record of adapting to changing situations and effectively
managing multiple priorities with a flexible and resilient approach.
▪ Organization Skills. Demonstrated ability to efficiently manage and prioritize tasks,
coordinate schedules, and maintain accurate records with meticulous attention to detail.
▪ Problem Solving Skills. Skilled problem solver with a track record of analyzing complex
problems, identifying effective solutions, and implementing strategies to achieve
successful outcomes.
EDUCATION
2021-present
▫ Silver Seal Bearer (1st Semester, S.Y. 2022-2023)
▫ Champion (EDSCI Intramurals Darts Competition, S.Y. 2022-2023)
▫ 1st Runner Up (EDSCI Intramurals Men’s Volleyball, S.Y. 2022-2023)
▫ Top 2 in HUMSS (S.Y. 2021-2022)
▫ Gold Seal Bearer (S.Y. 2021-2022)
▫ Service Award (EDSCI Performing Arts & Choir, S.Y. 2021-2022)
▫ Most Outstanding Student (Statistics and Probability, S.Y. 2021-2022)
▫ 1st Runner Up (Mr. and Ms. EDSCI 2022, S.Y. 2021-2022)
▫ Sophian’s Choice (Mr. and Ms. EDSCI 2022, S.Y. 2021-2022)
Deparo High School
2017-2021
▫ With High Honors (S.Y. 2020-2021)
▫ Top 1 in Class (S.Y. 2020-2021)
▫ Best in English (S.Y. 2020-2021)
82
▫ Top 3 in Class (S.Y. 2019-2020)

83
▫ Top 1 in Class (S.Y. 2018-2019)
▫ Leadership Awardee (DHS Campus Integrity Crusaders, S.Y. 2020-2021)
▫ Leadership Awardee (DHS Supreme Student Government, S.Y. 2019-2020)
Deparo Elementary School
2011-2017
San Diego Elementary School
2009-2010
SEMINARS ATTENDED
▪ E-SKWELA, Multiply-Ed Forum Series on Addressing the Philippine Basic Education
Crisis
Tanghalang Rizal of Rizal High School
March 23, 2023
▪ PD Naman: Positibong Disiplina Para sa Bawat Bata
March 4, 2023
▪ One Caloocan Bayanihan Para sa Kalikasan
Caloocan City Division Federation of Supreme Student Government
February 18, 2023
▪ PUP Start UP WebCon23
Polytechnic University of the Philippines
February 4, 2023
▪ CYLI: SULONG 2022: Student Leaders at the Forefront of Change.
Caloocan Young Leaders Initiative
November 30, 2022
▪ Training Workshop on Save a Life, Learn CPR: Right to Basic Education of CPR and Basic
Life Support
NCR Regional Office
November 28-29, 2022
▪ DepEd 4th National Summit
Bulwagan ng Karunungan of Department of Education Central Office
November 19, 2022
▪ PETA Love Does Not Hurt
PETA Theater Center
November 9-10, 2022
▪ PETA Lakbay Kalinga
PETA Theater Center
October 23, 2022
▪ PUP: In-depth understanding of R.A. 11650 Webinar: Uplifting the rights and privileges
of learners with additional needs.
Polytechnic University of the Philippines
July 1, 2022
83
▪ Isantinig: Amplifying Voices Webinar.

84
Isantinig Union of Student Leaders
July 18, 2022
▪ Think, Get Inked: “Political Literacy and Election” Webinar.
March 5, 2022
▪ Athletes’ Council: Understanding Cyberbullying and Cyber Safety for Children.
November 24, 2021
▪ ADCAP: “Drug Abuse and Addiction Prevention” Webinar.
November 20, 2021
▪ Athletes’ Council: “Gender Sensitivity in Sports” Webinar.
October 27, 2021
▪ Guidance NGO Career Expedition 2021.
September 17, 2021
▪ Caloocan SDGCon 2021: Bata, Boto, Pick!
May 29, 2021
▪ Caloocan SDGCon 2021: SEXiFY: Love, Sex, Relationships and The Filipino Youth
June 26, 2021
▪ DHS CIC Spot and Stop Fake News Webinar
Deparo High School
May 15, 2021
▪ DHS GAD Break the Stigma Webinar
Deparo High School
April 30, 2021
▪ DHS CIC Campus HIT: A Webinar on Honesty, Integrity, and Transparency
Deparo High School
February 26, 2021
INTERESTS
▪ Music: A music enthusiast with a particular interest in OPM and International Pop,
consistently expanding my knowledge and appreciation for diverse musical genres.
▪ Sports: An active individual with a love for sports, regularly engaging in casual games of
darts, volleyball, and badminton to stay fit and have fun.
▪ Editing: Experienced video editor and graphic designer with a keen eye for detail and a
strong passion for editing, striving to create visually stunning and impactful designs.
▪ Traveling: An adventurous traveler with a deep passion for exploring new cultures,
cuisines, and landscapes, always seeking to broaden my perspective and create meaningful
experiences.
84
▪ Volunteer Work: A dedicated volunteer with a strong commitment to making a positive

85
impact on my community through various causes, motivated by the desire to give back and
make a difference.
▪ Language: Proficient in English and Filipino
▪ Date of Birth: October 31, 2005
JLBE
85
86
MASIBAG, JERVIE
Block 8a Lot 5, Kingstown 1 Subd Bagumbong
Caloocan City 1420
09665319402
jervie.masibag@edsci.edu.ph
SKILLS SUMMARY.
▪ Communication Skills. Capable of communicating with the help of confidence in
talking and leading to good performance.
▪ Open Minded. Listening skill is a priority in handling everything.
▪ Critical Thinking. Able to think and observe in a short period of time.
EDUCATION
2021-present
▫ Bronze Seal Bearer (1st Semester, S.Y 2022-2023)
▫ 1st Runner Up (EDSCI Intramurals Men's Volleyball, S.Y 2022-2023)
▫ Mythical Six (EDSCI Intramurals Men's Volleyball, S.Y 2022-2023)
▫ Bronze Seal Bearer (S.Y 2021-2022)
Bagumbong High School
2020-2021
▫ Best in Filipino (S.Y. 2018-2019)
▫ Best in Araling Panlipunan (S.Y. 2017-2018)
Bagumbong Elementary School
2015-2017
La Huerta Elementary School
2014-2015
▫ Top 1 in Class (S.Y. 2014-2015)
▫ Best in Heograpiya, Kasaysayan at Sibika (S.Y. 2014-2015)
86
▫ Best in Edukasyong Pantahanan at Pangkabuhayan (S.Y. 2014-2015)

87
▫ Best in Math (S.Y. 2014-2015)
San Gabriel Elementary School
2013-2014
▫ Top 10 in Class (S.Y. 2013-2014)
▫ Top 1 in Class (S.Y. 2012-2013)
Perez Elementary School
2011-2012
▫ Top 5 in Class (S.Y. 2011-2012)
SEMINARS ATTENDED
▪ Career Expedition
September 16, 2022
▪ iLEAD Convention Unleashing Leadership Potential: Embracing Future Leaders &
Mastering the Art of Leadership
March 23-24, 2023
INTERESTS
▪ Music: Listens and sings to a lot of music mainly Hollywood and K-pop.
▪ Sports: Plays volleyball, basketball, badminton, and chess as hobbies.
▪ Foods: Eat a variety of foods and cook too.
▪ Games: Both online and physical games are efficient.
▪ Date of Birth: January 10, 2005
JM
87
88
RODRIGUEZ, RENZO ANGELO, L.

Block 4a Lot 4, Magnolia Street, Alora Nova Romania
Camella, Deparo, Caloocan City 1420
09452263140
renzangelo.rodriguez@edsci.edu.ph
SKILLS SUMMARY
▪ Leadership. Ability to motivate a large number of people and bring their best out of them
through effective leadership.
▪ Communication Skills. Can be able to communicate well with peers and instructors which
builds good relationships and results in good performance.
▪ Time Management Skills. Ability to manage my time effectively despite the workload
and hectic schedules given.
▪ Critical Thinking. Capable of brainstorming information and solutions even in short
periods of time.
▪ Patience. Ability to handle complicated situations patiently which results in great decision-
making.
EDUCATION
2021-present
▫ Bronze Seal Bearer Bronze Seal Bearer (S.Y. 2021-2022)
▫ Silver Seal Bearer (1st Semester, S.Y. 2022-2023)
▫ 1st Runner Up (EDSCI Intramurals Men’s Volleyball, S.Y. 2022-2023)
2017-2021
Our Lord’s Angel School
2014-2017
Divine Grace School
2012-2014
Nyongani School, Inc.
2011-2012
88
SEMINARS ATTENDED
89
September 16, 2022
▪ Medical Society’s “Importance of Women’s Health” Webinar
April 23, 2022
▪ Empowering Student-Leaders During Remote Learning Set-up Leadership Webinar
January 23, 2021
INTERESTS
▪ Music: Listens and sings to a lot of music mainly OPM and K-pop.
▪ Sports: Plays volleyball as a hobby.
▪ Editing: Able to edit videos and do graphic designing.
▪ Date of Birth: April 11, 2005
RALR
89
90

Block 7 Lot 8 Lily Street Queensville Subdivision, Barangay
171, Caloocan City
09685522305
christinedyne.timonera@edsci.edu.ph
SKILLS SUMMARY
▪ Adaptability. Ability to adjust to a changing environment and is able to react swiftly to
changing ideas, responsibilities, expectations, and strategies.
▪ Cooperation. Communicates with the group and can suggest possible solutions and seek
tasks that will be done.
▪ Communication Skills. Can be able to communicate well with peers and instructors who
have different backgrounds through effective verbal and written communication.
▪ Time Management Skills. Ability to manage and prioritize responsibilities and
extracurricular activities.
▪ Multitasking. Ability to complete multiple tasks together efficiently.
EDUCATION
2021-present
▫ Bronze Seal Bearer (1st Semester, S.Y 2022-2023)
▫ 1st Runner Up (Mr. and Ms. EDSCI 2023, S.Y 2022-2023)
▫ 1st Runner Up (Book Character Parade Contest, S.Y 2022-2023)
Caloocan City Business High School
2017-2021
▫ Champion (Eco Modelo, S.Y 2018-2019)
▫ 2nd Runner Up (Painting Contest, S.Y 2018-2019)
▫ With Honors (2017-2018)
Congress Elementary School
2011-2017
▫ With Honors (S.Y 2016-2017)
90
SEMINARS ATTENDED
91
▪ Mental Health Webinar Series
October 12-13, 2021
▪ Raising Awareness: Drug Abuse, Addiction and How to Prevent it
November 20, 2021
▪ Understanding Cyberbullying and Cyber Safety for Children
November 24, 2021
▪ The Importance of Women's Health Webinar
April 23, 2022
September 16, 2022
▪ Mental Health Webinar
October 21, 2022
INTERESTS
▪ Music: Can play musical instruments.
▪ Literature: Reading eBooks and Novels.
▪ Sports: Chess and volleyball.
▪ Date of Birth: October 09, 2004
CDT
91

FINAL PAPER - The Impact of HyFlex Modality On The Communication and Social Skills Among Humanities and Social Sciences Students

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FINAL PAPER - The Impact of HyFlex Modality On The Communication and Social Skills Among Humanities and Social Sciences Students

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Escuela de Sophia of Caloocan, Inc.

SENIOR HIGH SCHOOL DEPARTMENT

THE IMPACT OF HYFLEX MODALITY ON THE COMMUNICATION AND SOCIAL

SKILLS AMONG HUMANITIES AND SOCIAL SCIENCES STUDENTS

HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND

A THESIS SUBMITTED TO:

THE FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT

IN CANDIDACY FOR THE SENIOR HIGH SCHOOL DIPLOMA

ANDES, SHERRY ROSE DY.

This thesis entitled THE IMPACT OF HYFLEX MODALITY ON THE

COMMUNICATION AND SOCIAL SKILLS AMONG HUMANITIES AND SOCIAL

Mrs. Armathia O. Sambrano Mrs. Evelyn V. Bernales

Mr. Jayson B. Dechavez

Research Adviser / Level Coordinator

Mrs. Ma. Louren C. Canlas

been instrumental in the success of this research.

dreams and reach our fullest potential.

lasting impact on our research journey.

potential and strive for excellence.

data have played a significant role in completing this research.

without His intervention, and we appreciate His blessings and providence.

teachers, and God.

1 THE PROBLEM AND ITS BACKGROUND

2 REVIEW OF RELATED LITERATURE AND STUDIES

3 RESEARCH DESIGN AND METHODOLOGY

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Level of Humanities and Social Sciences Students’ Assessment of the

Table Title Page

1 Level of Humanities and Social Sciences Students’ Assessment on the 36

2 Level of Humanities and Social Sciences Students’ Assessment of the 38

3 Level of Humanities and Social Sciences Students’ Assessment on the 39

4 Level of Humanities and Social Sciences Students’ Assessment on the 40

5 Level of Humanities and Social Sciences Students’ Assessment of the 41

6 Level of Humanities and Social Sciences Students’ Assessment on the 43

7 Level of Humanities and Social Sciences Students’ Assessment on the 44

8 Level of Humanities and Social Sciences Students’ Assessment on the 46

9 Level of Humanities and Social Sciences Students’ Assessment on the 48

10 Significant Relationship between Communication and Social Skills in the 49

Figure Title Page

Title: THE IMPACT OF HYFLEX MODALITY ON THE

Researchers: ANDES, SHERRY ROSE DY.

Research Adviser: MR. JAYSON B. DECHAVEZ

Name and Address Escuela de Sophia of Caloocan, Inc.

enhancing students' learning outcomes.

Background of the Study

of face-to-face, distance learning, blended learning, and homeschooling.

online distance learning.

their communication and social skills in the HyFlex modality.

anxiety and absenteeism (Malolos et al., 2021).

HyFlex learning is an innovative approach to learning that is increasingly being adopted

development of communication and social skills during this challenging period.

Statement of the Problem

Sophia of Caloocan Inc. for the Academic Year 2022-2023.

The study seeks to specifically answer the following research questions:

1.1. Writing Skills;

1.2. Reading Skills;

1.3. Speaking Skills; and,

1.4. Listening Skills?

2.1. Basic Social Skills;

2.2. Advanced Social Skills;

2.3. Skills Related to Emotions;

2.4. Skills for Dealing with Stress; and,

2.5. Skills for Planning?