HSL-BRAILLE COLLEGE, INC.

26C Durian Extension, Pag-asa St., Barangay Katuparan, Taguig City

THE EFFECTS OF 2 YEARS ONLINE MODALITY TO THE COMMUNICATION

SKILLS OF THE SELECTED SENIOR HIGH SCHOOL STUDENTS OF
HSL-BRAILLE COLLEGE, INC
S.Y 2022-2023

RESEARCHERS:

Irene Alvarez Kyla Estrada Bucalon

Jennilyn Domantay Nash Martin Domingo
Monica Mae Lictawa Prince Earl Nirza
Angelica Menong Jeric Valencia

MS. PAULA GRACE S. LOSBAÑES, RPm

Practical Research Adviser

SIR ERROL G. SUMAGAYSAY, MaEd

Senior High School Supervisor

1
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter contains nine different parts, these are as follow: Introduction, Background of the

Study, Statement of the Problem, Theoretical Framework, Conceptual Framework, Hypothesis,

Scope and Delimitation, Significance of the Study, and Definition of Terms. This chapter also

thoroughly explains the theory that will be used in the study, this will ensure the reliability of the

results of the study.

Introduction

The first case of Covid 19 was confirmed on January 25, 2020. The World Health Organization

had announced that the disease had become pandemic. From March 18, 2020, all governments,

schools, and university were closed. These closures affect the daily lives of students, teachers and

any individual involved with educational organizations throughout the country. During the pandemic,

the face-to-face teaching that we practiced for a several times had to be suspended. Because of

unclear announcement when the pandemic will stop, educational institutions around the world started

online learning modality to ensure that pupil’s education will continue, even if they are at home.

There’s a lot of studies have been conducted about the effectiveness of online learning

modality to the learners during pandemic. In this study, the researchers will focus to the effects of

online modality to the communication skills of the students.

People used the method of delivering the education to those students and rear where they

interact when they are separated by distance during instruction it has three types: TV Radio-based

instruction, online distance learning, and modular distance learning. Teachers, students, and even

2
parents felt the effects of these changes as much as the schools itself. Schools were closed while

lockdowns were enforced everywhere. For the sake of student safety, educational institutions stopped

holding in-person classes, and on-campus activities were suspended.

Many students encounter various difficulties that interfere with the efficient delivery of

educational services. The online education is a typical of lesser quality for those students in areas

with poor internet and frequent power outages, it’s also quality of online learning can be influenced by

several significant aspects, including the role of the professors, the university’s support, the home

study environment, and motivational factors.

Background of the study

Online learning was created as a result of the development of reading and writing, teaching as

a profession, and advances in print and electronic technologies. It aims for professional,

entrepreneurial, and personal achievement in addition to educational goals. Additionally, online

learning programs were available to students long before the internet was developed to teach them

certain subjects or skills. Online learning is a type of education developed using technology that

allows students to attend classes in remote locations.

Online learning allows synchronous or asynchronous instruction. Synchronous instruction

means that the lessons are done live, with all students. available and connected at the same time. In

asynchronous, the instructor, students and other participants are not engaged in the learning process

at the same time. Online learning is fit for learners who have access to a laptop or tablet, with reliable

internet speed and connectivity, and have a comfortable place away from distractions and noise.

Based on our experience and research we’ve noticed that there are some students who are

having an issue with their internet connections. The situation might become more difficult for them to

study with because of lack of reliable internet. We’ve also noticed that communication skills and how

3
students interact with each other has changed, that can affect the performance tasks of the learners.

That is why our research aims to help those students that have some difficulties when it comes to

communicating. This will not only help them for better understanding of aspects to be considered to

improve the efficacy of students when it comes to enhancing their English communication skills, such

as difficulties regarding interaction or level of satisfaction in an online learning environment.

Statement of the problem

The main purpose of this study is to know the effects of 2 Year Online Learning Modality to the

Communication Skills of the Selected Senior High School Students in HSL- Braille College, Inc. S.Y

2022-2023.

This research study will answer the following questions:

1. What are the factors affecting the communication skills of the repondents?

2. What are the effects of 2 years online modality to the communication skills of the respondents?

3. What can be recommended ways to enhance the communication skills of the respondents through
online modality?

Theoretical Framework

The study is anchored on Siemens and Downes (2005) connectivism learning theory. This

theory is a learning theory that suggests students should combine thoughts, theories, and general

information in a meaningful way.

It says that technology is an important aspect of the learning process and that our constant

connectivity enables us to make decisions about our learning. It also promotes group collaboration

and conversation by allowing for many perspectives while making decisions and solving problems.

4
Connectivism promotes learning that takes place outside of the body, such as through social media,

internet networks or blogs. The significance of technology in the learning process, as well as how the

digital age has facilitated students’ access to information. This theory consists of two terms; nodes

and links, to describe how we gain in a network. In connectivism students are seen as “nodes” in a

network. A node refers to any object that can be connected to another object, like a book, webpage,

person, etc. Connectivism theory explained that we learn when we make connections or “links”,

between various “nodes” of information, and we continue to make maintain connections to form

knowledge.

According to Siemens and Downes, understanding connectivism is one thing; putting it into

practice in teaching and learning activities is quite another. Keep in mind that with a connectivism

perspective, the students assume more responsibility for their own learning.

Unlike traditional learning and other theories, the teacher’s role is to support students in

becoming successful by their own learning and growth. In other words, it’s the student’s responsibility

to create their own learning experience, make decisions, and develop their learning networks.

But many students encounter various difficulties that interfere with the efficient delivery of

educational services. The situation might become more difficult for students to study with because of

distraction and lack of motivation. We’ve also noticed that communication skills and how students

interact with each other have changed, that can affect the performance tasks of the students.

5
Conceptual Framework

In this study, the Input-Output-Process (IPO) model was utilized which consisted of the following:
(1) What are the factors affecting the communication skills of the repondents. (2) What are the effects
of 2 years online modality to the communication skills of the respondents. And (3) What can be
recommended ways to enhance the communication skills of the respondents through online modality.
For the process the researchers gathered information, conducted a survey, and analyzed data from
the
selected respondent’s feedback. Finally, the output of this study will serve as a reference to help

students enhance their communication skills, (see below Figure 1).

INPUT PROCESS

Gathering information, conducting

The main purpose of this study
is to know the effects of 2 Year surveys, and analyzing data from
Online Learning Modality to the the selected respondent’s
Communication Skills of the
Selected Senior High School feedbacks.
Students in HSL-Braille College,
Inc. S.Y 2022-2023
OUTPUT
This research study will answer
the following questions:
1. What are the factors
affecting the
communication skills of
the repondents?
The researchers will have a survey that
2. What are the effects of 2
will be focused on the problem of
years online modality to
research study. The purpose of this
the communication skills
survey will become the output of this
of the respondents?
research and will use as a reference
3. What can be
for the future researchers. The result
recommended ways to
can also provide information to
enhance the
students on how they can enhance
communication skills of
their communication skills and make
the respondents through
them easy to communicate with other
online modality?
students and teachers.

6
Hypothesis

HA: 2 year online learning modality has a significant effect to the communication skills of SHS

students in the HSL- Braille College Inc., S.Y 202-2023

HO: 2 year online learning modality has no significant effect to the communication skills of

SHS students in HSL-Braille College, Inc. S.Y 2022-2023

Scope and delimitation

This study mainly concentrated on the effects of 2 year online modality to help in the

improvement of students’ communication skills. These studies respondents of this study are the

Selected Senior High School students from HSL Braille College, Inc. As a result, the only data

conducted are the answers provided by the students on the questionnaire. This study will not use any

of the student’s personal information.

Significance of the study

This study determined the effects of 2 Year Online Learning Modality to the Communication

Skills of the Selected Senior High School Students of HSL-Braille College, Inc.

The data results of this study would benefit the following sectors:

Students

The study will benefit the students who have struggled with communicating as they will inform
them on what approaches to take. Addition to this, students can be aware of the impact of online
learning modality on their communication skills. This will encourage them to not be hesitant to
approach their classmates not only for academics but also to increase their self-confidence and social
skills.
7
Teachers

The research information will help the teachers by guiding these students to become more
productive during their events competition, class recitation and etc. that is connected to how they will
communicate with othes. They can be aware that there are students who are hesitant to approach
them or participate in class. This study can be informed that the teacher will encourage the students
to improve their communication skills.

Parents
The result will help parents know whether their children attitude during their classes, it is also
to know their children’s activeness during their class hours. Parents will be aware of which method to
use to encourage their children in improving their communication skills. Parents should play a greater
role in their childrens path of education. This research will provide more informations on how their
children have confidence.

Future Researchers

The findings and result of this study can help those who will conduct similar studies related to
online learning modality. The contents of the study may aid them in their studies as they can use it to
cite information. Future researchers can use the study as a source of information or a reference for
their works if their topic is related to the study.

Definition of terms

To facilitate the understanding of this study, different terms are defined herein.

Online learning – learning through digital resources.

Communication skills – abilities you use when giving and receiving different kinds of information.

Synchronous – existing or occurring at the same time.

Asynchronous – objects or events that are not coordinated in time.

Pandemic – a disease outbreak that spans several countries and affects many people.

Lockdown – people are temporarily prevented from entering or leaving a restricted area or building
during a threat of danger.

8
 CHAPTER II

Review of Related Literature

This chapter contains five different themes; these are as follow: Difference of Traditional and

Online Teaching, the effects of Online Learning on Communication Skills of Students, The Challenges

Encountered by Students in Terms of Communication Skills, Communication Problems that Affect the

Life of Students, and The Effect of Student Engagement on Online learning Environment. This

chapter also thoroughly explains the studies that will be used in the study, this will ensure that the

reliability of the result of the study.

Difference of Traditional and Online Teaching

Digital media improved teaching and learning experiences and become a common practice for

students and teachers. Traditional teaching or face-to-face is conducted synchronously, means that

the students are in the same place. Traditional teaching during pandemic must have proper risk

assessment and must adhere to the health protocols in place. (Llego, 2022).

Department of Health (2022), says that it is healthier for students to return to school after more

than two years in online learning. Face-to-face attendance in school will allow children to develop

their cognitive and social skills experientially. DOH explained.

That face-to-face classes will boost student's academic performance, improve on mental health and

well-being, and help develop social engagement skills.

In online learning, non-verbal asynchronous correspondence, usually in the form of email,

instant chats, video and audio communications, discussion forums, and reflections, makes up the

vast bulk of communication between students and instructors as well as between students.

9
 However, different from a face-to-face which also involves more in-person dialogue and

conversations, an advantage of an online course is that you can generally communicate with more

ideas as well as clear, global messaging given that students may view, reread, and review again and

again. Without synchronized meeting times and places for the whole-class like in face-to-face

courses, student engagement in learning in an online course may feel, or even actually be, more

personal and individualized than in a face-to-face setting. In general, teachers engage with students

more frequently on an individual and intimate level, which supports each student’s learning

throughout the course. Additionally, there are typically greater interactions between students ( Brown,

2019).

As researched by Llego (2022) in his study he defined that the role of facilitator, encouraging

active engagement from learners when they are physically separated from one another during

teaching by using a variety of technologies accessed through the internet. Peer-to-peer and learner-

teacher interaction are made easier by the internet. Live, synchronous instruction is possible with

online education. Participants must have a strong and reliable internet connection. In comparison to

other forms of distant learning, it is more engaging. Real-time responses are given. The students can

access online , complete and turn in assignments, participate in webinars, and take virtual classes.

The Effects of Online Learning on Communication Skills of Students

fects of Online Learning on Communication Skills of Students

According to Wahab (2020), explains how COVID-19 is affecting higher education, focusing on

the move to online learning, the challenges students confront, and the tough teaching conditions. Ali

makes the case that virtual learning is more efficient than traditional learning. He discusses the

challenges that students faced, which created many problems in the teaching environments because

10
of the quick technological advancement after the financial crisis that caused people to turn to

technology for effective study and communication.

The knowledge of sending emails and communicating online is already ingrained in them.

However, some universities closed because they could not create a good environment for their

students to learn. The oral mode refers to spoken language during face-to-face classes. In his paper,

he makes the argument that certain universities, like New York University, were prepared for a swift

shift and gave their students all the tools and technology they needed for online classes; however, he

also points out that successful modifications require advance planning and an understanding of all

changing circumstances. This study aims to explore whether online learning influences

communication to the instructors and students in a possible negative way. However, online learning

affects students’ productivity levels and to evaluate and suggest ways to make improvements on the

effectiveness of. Online communication between instructors and students. Results showed that most

people agree with the study’s questions. Due to numerous issues that arise when taking online

classes, including a lack of motivation, a lack of comprehension of the material, a decline in

communication between the students and their instructors, and a sense of isolation brought on by

taking online classes, students continue to prefer classroom instruction over it. According to, teachers

and students should converse informally (through audio conversations, private video calls, online chat

groups, and instant messages) as well as formally (using email and online platforms), (Alawamleh, Al-

Twait, & Al-Saht, 2022).

Additionally, some universities provide students with tools to aid in their learning and provide

them with the chance to study and converse. So, online learning prevents teachers from

understanding their students’ understanding of the material which allows them to know the

effectiveness of their materials and method they use. Also, it minimizes their ability to individually

11
contact their students to evaluate their levels. Furthermore, teachers had difficulty adapting to an

online format while still teaching effectively. He relates to Gee’s secondary discourse when he claims

that in this period, all people, especially students will easily adapt to online learning due to their big

knowledge, skills and familiarity with technology, so he states that the new technology affects us.

Communications in our daily lifestyle, and how our education under this pandemic allow us to learn a

new way to communicate.

This unexpected shift has an impact on their performances, grades, and attendance, which reduces

their capacity to actively participate in class. Online instruction also hinders students from physically

interacting in their labs or conducting research, which decreases their knowledge of lectures.

(Deepika, 2020).

Overall Research limitations/implications This research studied the impact from students’

perspective only as the sample was selected only from students. Students still prefer classroom

classes over online classes due to many problems they face when taking online classes, such as lack

of motivation, understanding of the material, decrease in communication levels between the students

and their instructors, and their feeling of isolation caused by online classes. (Alawamleh, 2020; Al-

Twait & Al-Saht, 2020).

The Challenges Encountered by Students in Terms of Communication Skills

According to Pekrun et al. (2017) one communication problem that can significantly affect the

life of a student is the lack of effective communication with teachers or instructors. Research shows

that poor communication between students and teachers can lead to lower academic performance,

decreased motivation and engagement, and negative attitudes towards learning. They believe that

cooperation has three subscales: usefulness of cooperation, individual orientation and inequity.

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 Another communication problem that can impact a student’s life is communication barriers that

arise due to cultural differences. Students who come from different cultural backgrounds may struggle

to understand and communicate with their peers and instructors, leading to social isolation, poor

academic performance, and frustration (Nussbaum-Beach & Hall, 2014; Grosseck & Holotescu,

2014).

Additionally, the use of technology in communication can also pose a problem for some

students. With the increasing dependence on digital communication, some students may struggle to

communicate effectively through virtual mediums, leading to misunderstandings and

misinterpretations (Gumperz, 2003; Hargie & Tourish, 2017).

One communication problem that can affect the life of a student is language barriers. Students

who are non-native speakers of the language of instruction may struggle to understand lectures,

communicate effectively with their peers and instructors, and express themselves in written

assignments (Kaya & Bektas, 2015; Leki & Carson, 1997). This can lead to feelings of isolation,

frustration, and low self-esteem, which can in turn affect academic achievement and future

opportunities (Cumming & Cheng, 2016; Shen, Wang, Yang, & Chen, 2017).

Another communication problem that can affect students is poor interpersonal communication

skills. Students who struggle to communicate effectively with their peers or instructors may find it

difficult to form meaningful relationships, collaborate on group projects, ask for help, or express their

needs and preferences (Garcia & Cognetta, 2014; Horowitz, Horowitz, & Cope, 1986). This can also

contribute to a lack of confidence, motivation, and a negative learning environment.

Overall, effective communication is crucial for academic success and personal growth.

Addressing communication problems within educational settings, such as with teachers or cultural

differences, can improve students’ experiences and outcome.

13
The effect of student engagement on online learning environment

According to Jackson and Fearon (2013) those academics who attended online training

complained that training was not as they expected. It did not give them enough confidence, it was not

inspiring enough for them to carry on learning. Online sessions were badly planned with errors, and

they were not fully functional.

In contrast, Awal et al. (2020) discovered that online learning is both efficient and effective.

However, learning outcomes cannot be met because it is expensive to purchase suitable internet

packages, despite their understanding that online learning is effective as a response to the

pandemic’s urgency. Using the studies on No Significant as an indicator of the effectiveness of

distance and online learning, it can be seen that approximately 92% of all distance and online

education studies find that distance and online education is at least as effective.

Additionally, the industry of ELearning (2021) says that online learning is growing at the same

rate as before COVID-19. In online teaching, there is minimal physical interaction between students

and teachers. Many students skip tasks and classroom sessions, an action that has implications for

online education. While this can be supported by learning technologies, it also affects students’ ability

to interact with teachers and ask questions for immediate help.

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 CHAPTER III

This chapter contains seven different procedures, these are as follows: Method of Research,

Research Locale, Sampling Method, Respondents of the Study, Research Instrument, Data

Gathering Procedure, and Statistical Treatment. This chapter also thoroughly explains the

instruments and procedures that will be used to the study, this will ensure the reliability of the results

of the study.

Method of Research

The researchers made use of descriptive method where the study directs on the effect of 2

years online modalities to the communication abilities of the respondents. Descriptive research is a

type of research method that concerns the description of a certain situation or phenomenon. It aims

to identify, describe, and distinguish the characteristics and features of the variables being

investigated. In this case, the study aims to describe the effects of online learning modality on the

communication skills of selected Senior High School students of HSL-Braille College, Inc.

Research Locale

This study was conducted at HSL-Braille College, Inc. Located at 26C Durian Extension Pag-
Asa Avenue Barangay katuparan, Signal Village, Taguig City. This study helps the students to
improve their both social and academic skills which helps them to become more globally competitive.

Sampling Method

In this study, the researchers used a stratified random sampling that determined the difference
not only in size but also in diversity, and thought it was more appropriate to take longer samples for
many variables. Strata and smaller samples from less variable strata to account for both stratum size
and stratum variability. Stratified sampling devices divide the universe into several subpopulations
that are individually more homogeneous than representative of the total population (differences

15
between subpopulations are called strata) and select items from each stratum to form the sample.
Because each stratum is more homogeneous in population, more accurate estimates are generated.

Respondent of the Study

In total, the researchers had 119 respondents who all came from the Senior High School

students: 17 from Grade XI – St. Augustine; 9 from Grade XI – St.Dominic ; 19 from Grade XI – St.

Paul ; 14 from Grade XII – St. Anne ; 21 from Grade XII – St. Bridget; 14 from Grade XII – St.

Catherine: 17 from Grade XII – St. Helena and lastly, 8 from Grade XII – St. Therese.

In getting the sample size, the researchers used the Slovin’s formula where in ( n=N/1+Ne2 ).

Level and Section Frequency Total

Male Female

XI – St. Augustine 8 9 17

XI – St. Dominic 4 5 9

XI – St. Paul 13 6 19

XII – St. Anne 9 5 14

XII – St. Bridget 8 13 21

XII – St. Catherine 11 3 14

XII – St. Helena 8 9 17

XII – St. Therese 2 6 8

TOTAL: 63 56 119

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Research Instrument

The instrument used for data gathering was the self-made questionnaire. The draft for the
questionnaire was based on the findings of the researchers. It is consisting of a set of questions or
other types of prompts that aims the collect information from a respondent.
Data Gathering Procedure

The following processes were used to construct the study; The researchers made the title for

the consent of the study. The researchers will make sure that the data they collect is relevant,

accurate and valid. Additionally, the researchers will do a self-made questionnaire. When the

questionnaires have been approved, the researchers will ask formally for consent to start the survey.

They will inform the respondent with regard to instructions about the survey. Also, the researchers will

allot questionnaires to the selected respondents. In the end, the result of the study will be clarified

and interpreted.

Statistical Treatment

After collecting the data required, the researchers compiled, sorted, organized, and tabulated

the gathered data in the study. It came up with simple summaries about the sample and the

measures. Moreover, the study used Average Weighted Mean (AWM) which is type of mean that is

calculated by multiplying the probability related to a specific event. The percentage was used to

determine the frequency counts and percentage distribution.

Percentage

Formula: P= FX100/N

Where:

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P percentage

F frequency

N number of respondents

100 value

Average Weighted Mean

Formula: X=Fx/N

Where:

X Weighted Mean

F frequency

X weighted of each item

N number of cases

Standard Deviation

Formula: STDEV() and the range of values that contain the data. This calculated the sample

standard deviation (n-1)

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the presentation, analysis and interpretation of data gathered by the
researchers. This study aimed to know the effects of 2 Years Online Learning Modality to the
Communications Skills of the Selected Senior High School Students of HSL – Braille College Inc. The
findings are also discussed in the light of previous research findings and available literature, where
applicable, in order to identify similarities and differences between this study and previous literature
and studies.

Table 1

Factors Affecting the Communication Skills of the Respondents

Frequency AWM
SD
(Average
Factors Affecting the (STANDARD RANK
Weighted
Communication Skills DEVIATION)
SA A D SD Mean)
of the Respondents

1.1 My emotional state

1.71 0.22
affect my communication 44 66 9 0 10
(SA)
skills.
1.2 Limited vocabulary,
grammar knowledge, and
unfamiliarity with 1.77
42 62 13 32 0.22 9
idiomatic expressions (A)
make my communication
skills challenging.
1.3 Lack of in-person
communication and
socialization impact my 1.83
development in verbal 42 58 16 3 0.22 8
(A)
and non-verbal
communication.

19
1.4 I become overly
dependent on 2.18
19 65 29 6 0.22 4
technology-mediated (A)
communication.
1.5 Online learning
modality has brought
changes in
communication norms 3.13
and etiquette, such as 30 76 12 1 0.22 2
(A)
online meeting etiquette
and virtual social
interaction.

1.6 Due to lack of self

esteem I preferred 2.21
staying at home rather 27 48 36 8 0.22 3
(A)
than socializing.

1.7 I had opportunities for

small groups
collaboration and 3.26
discussion which are 37 77 4 1 0.24 1
(SA)
essential to have a
effective communication.

1.8 Lack of exposure to

books and reading 1.89
materials affects my 33 68 16 2 0.22 7
(A)
vocabulary.

1.9 I experience cultural

differences on hand since 2.12
I am not a native english 18 73 24 4 0.22 5
(A)
speaker.

1.10 The isolation being

brought by taking online
classes is making an 2.01
29 62 26 2 0.24 6
impact with my (A)
communication skills.

2.22
OVER ALL AVERAGE WEIGHTED MEAN: 0.16
(A)

20
 Table 1 represents the statistical scores of perceptions of the respondents on Factors Affecting

the Communication Skills of the students . As it is portrayed in the table, statement 1.7 got the highest

rank with an average weighted mean of 3.26 and that has the standard deviation of 0.24, which

verbally interpreted as Strongly Agree, wherein the students had opportunities for small groups

collaboration and discussion which are essential to have a effective communication. However,

statement 1.1 got the lowest rank with an average weighted mean of 1.71 and has the standard

deviation of 0.22 and verbally interpreted as agree wherein students think that the emotional state

affect their communication skills.

As seen on the table, students observed that they can communicate which one another though

the helps of these activity that the teacher has given; develop communication skills and abilities as

they collaborate with their classmates. Some researchers suggest that online communication can be

as effective or more effective than face-to-face collaboration This phase of development involves the

ability to recognise emotions, comprehend the cause and effects of those emotions, and use that

understanding to make proactive decisions meant to curtail undesirable behavior. (Rezaei, 2017).

However, Smith, et al. (2011) noted that students signed up for an online course frequently believe

that work in the course will be done individually; therefore, these students may resist team-based

approaches to distance learning. These authors report that students in online courses were more

negative about groupwork than students in face-to-face sections. In a different study, Friedman,

Karniel, and Dinur (2009) did not find a significant difference in the social dynamics between online

and fa

ce-to-face groups. Overall, research on the relative superiority of online versus face-to-face

communication, and their roles in facilitating groupwork, is not quite conclusive (Smith, Sorensen,

Gump, Heindel, & Martinez, 2011). It could be concluded that the majority earlier studies are in favor

21
of face-to-face groupwork in comparison with online collaboration; however, more recent studies

indicate that online groupwork has its own advantages and can be quite effective (Rezaei, 2017).

Effective emotion control is the last and greatest degree in the hierarchy of Emotional intelligence.

At this stage, a person can identify emotions, comprehend the reasons andimplications of those

emotions, and utilize that understanding to make proactive choices meant to curtail undesirable

behavior. (Brackett et al., 2019). In order for students to master their emotions when communicating,

they must begin working through the emotional intelligence hierarchy (Brackett et al., 2019). This

begins on the lowest level by realizing how one feels during the communication process. Despite the

apparent simplicity of such a task, in reality it can be a challenging undertaking (Whitbourne, 2014).

Emotions can be complex and overwhelming at times, and some people have great difficulty

expressing their feelings in words. In some situations, the amygdala – the emotional center of the

brain – can “hijack” rational thoughts and behaviors and cause us to emotionally overrespond

(Goleman, 1995, p. 14). This is a common occurrence for many when communicating, especially if

the communication occurs in a public setting (DeVries, 2019). This causes a speaker to demonstrate

emotional cues that signal fear or detract from the speaker’s performance overall (Sapolsky, 2004;

Whalen, 2006).

Table 2

Effects of 2 Years Online Learning Modality to the

Communication Skills of the Respondents

Effects of 2 Years Frequency

Online Learning AWM
Modality to the (Average SD
RANK
Weighted (STANDARD
Communication Skills SA A D SD
Mean) DEVIATION)
of the Respondents
(NEGATIVE)
2.1 I experience having 29 68 18 4 1.97 0.23 14
22
difficulty in organizing my
(A)
thoughts verbally.
2.2 I find it difficult to re-
establish a connection
with my classmate in the 2.30 9
16 56 42 5 0.21
(A)
face-to-face learning
grouping.
2.3 I have difficulty
presenting my ideas due
to my lack of experience
in speaking, which cause 2.16 12
24 57 33 5 0.22
(A)
difficulty in showing my
ideas when in comes to
speaking in class.

2.4 I'm still having a hard

time to deal with my 2.41 8
15 53 38 13 0.21
(A)
social anxiety when I am
talking to my classmates.
2.5 It has been difficult to
adjust to going back to
face-to-face classes after
2.21 11
21 62 26 10 0.21
studying through online (A)
learning modality for the
past two years.
2.6 I've experienced
having a hard time to
2.07 13
30 59 22 8 0.22
speak English due to a (A)
lack of vocabulary.
2.7 I'm having a hard time 30 37 39 13 2.29 0.21 10
(A)
to communicate in group
activities because I'm
afraid to say suggestions

23
suggestions that they
won't like that's why I
prefer to be quiet.
2.8 I experienced
stuttering while reciting
my literally work in front 39 59 17 4 1.88 15
0.23
(A)
of my teachers and
classmates.

OVER ALL AVERAGE WEIGHTED MEAN: 2.16

0.16
(A)

POSITIVE
2.9 I develop my
communication skills by
practicing articulation, 3.31 2
44 66 10 0 0.25
(A)
fluency, and organizing of
my thoughts.
2.10 Active participation
in class helps me to
3.35 1
52 57 10 0 0.26
engage in constructive (SA)
conversation.
2.11 I am exposed to
different communication
style, accents, and
professional speaking 3.04 4
33 59 26 1 0.22
(A)
skills because of
webinars and guest
lectures.
2.12 I have an ability to 45 44 23 7 1.84 0.24 16
(D)
adapt quickly to a new
situation, a valuable skills
in today's fast-changing

24
 world.
2.13 I learned unique
ways to convey my ideas
because of creative
3.02 5
approaches to 34 70 6 1 0.23
(A)
assignments,
presentations, and
discussion.
2.14 Due to online
learning modality my
communication skills are
2.98 6
34 51 32 2 0.22
getting better and better (A)
throughout my English
month literacy.
2.15 I'm confident sharing
my thoughts to everyone
2.79 7
30 44 35 10 0.21
without thinking what (A)
other people may think.
2.16 I learned to
participate actively,
contribute, and
experiment with different
3.07 3
39 53 23 4 0.22
communication methods (A)
without dear of
judgement or immediate
in person scrutiny.

2.93
OVER ALL AVERAGE WEIGHTED MEAN: 0.30
(A)

The table above represents the statistical scores of an assessment about the Effects of 2
Years Online Learning Modality to the Communication Skills of the students,statement 2.10 got the
highest rank with the weighted mean of 3.35 and that has the standard deviation of 0.26, which
verbally interpreted as Strongly Agree, wherein the students Active participation in class helps them
to
25
engage their constructive conversation. On the other hand, statement 2.12 got the lowest rank with
the average mean of 1.84 and has the standard deviation of 0.24 and verbally interpreted as
Disagree, wherein students didn’t believe that students have an ability to adapt quickly to a new
situation, a valuable skills in today's fast-changing world.

Table 3

Recommendation to Enhance the Communication Skills of the

Respondents Through Online Modality

Recommendation to Frequency
Enhance the AWM
Communication Skills SD
(Average
of the Respondents (STANDARD RANK
Weighted
Through Online SA A D SD Mean)
DEVIATION)
Modality
3.1 Debate competitions
can help students to put 3.47
57 61 1 0 0.17 4
across their points (SA)
convincingly and also
3.2 Teachers should have
a vocabulary test 3.37
58 55 4 2 0.26 6.5
everyday to improve their (SA)
communication skills.
3.3 Teachers should have
an interactive discussions
for students to speak, 3.45
59 55 5 0 0.27 5
listen patiently and share (SA)
opinions on different
topics.
3.4 Teachers should have
an open forum activity for
students to have an
3.34
informal conversation and 54 54 8 3 0.26 8
(SA)
feel comfortable to open
up and show their ideas
and thoughts.
3.5 Parents should have 44 63 9 3 3.24 0.25 9
time to read together with (A)
their child to expand the
26
 child's vocabulary,
comprehension, and
critical thinking abilities.
3.6 Students should
practice public speaking 3.55
69 47 2 1 0.28 1
to become confident and (SA)
effective communicator.
3.7 Students should read
and write regularly to
3.49
enhance the clarity of 61 55 3 0 0.27 2.5
(SA)
their thoughts when
expressing themselves.
3.8 Students should seek
feedbacks to identify
areas of improvement 3.49
60 57 2 0 0.27 2.5
and give suggestions on (SA)
how to enhance their
skills.
3.9 To enhance my
effective communication,
non-verbal
communication, and 3.37
conflict resolution, school 50 64 4 1 0.26 6.5
(SA)
should have
communication
workshops.

3.42
OVER ALL AVERAGE WEIGHTED MEAN: 0.27
(SD)

The last part of the table represents the statistical scores of an assessment about

Recommendation to Enhance the Communication Skills of the students Through Online Modality. As

it is portrayed in the table, statement 3.6 got the highest rank with an average weighted mean of 3.55

and that has the standard deviation of 0.28, which verbally interpreted as Strongly Agree, wherein the

student should practice public speaking to become more confident and effective communicator. On

the other hand, statement 3.5 got the lowest rank with an average weighted mean of 3.24 and has

the standard deviation of 0.25 and verbally interpreted as Agree, wherein the parents of students

should
27
have time to read together with their child to expand the child's vocabulary, comprehension, and

critical thinking abilities. Everyone needs to be able to communicate, but students especially need it.

It is evident from the spoken words and sentences that the person has a positive disposition. One of

the issues with building confidence in public speaking is stage anxiousness. Even someone who

speaks perfectly in casual settings could suddenly develop a fear of getting up in front of others and

giving a speech. The devotion aims to boost students' self-confidence (Rahmat, 2023).

28
 CHAPTER V

SUMMARY, CONLUSIONS AND RECOMMENDATIONS

This chapter summarize the study by focusing on the research entitled the effects of 2-year

online learning modality to the communication skills of the selected senior high school students in

HSL-Braille college,inc. The conclusions were based on the purpose, research questions and results

of the study. The implications of these findings and the resultant recommendations will also be

explained. Recommendations were based on the conclusions and purpose of the study.

Summary of Findings

The following statements are presented to answer the questions of the statement

of the problem below:

1. Factors Affecting the Communication Skills of the Respondents.

As shown in the result, statements 1.7 got the first rank with an average weighted mean of 3.26,

wherein the students emotional state affect their communication skills. The second in the ranking is

the statement 1.5 with the average weighted mean of 3.13, wherein the online learning modality has

brought changes in communication norms and etiquette, such as online meeting etiquette and virtual

social interaction. Moreover, the statement 1.6 got third in the ranking with the average weighted

mean of 2.21, wherein due to lack of self esteem I preferred staying at home rather than socializing.

The fourth in the ranking is the statement 1.4 with the average weighted mean of 2.18, wherein the

students become overly dependent on technology-meditated communication. The fifth in the ranking

is the statement 1.9 with the average weighted mean of 2.12, wherein the students experience

cultural differences on hand since I am not a native English speaker. The sixth in the

29
ranking is the statement 1.10 with the average weighted mean of 2.01, wherein the isolation being

brought by taking online classes is making an impact with my communication skills. the seventh in the

ranking is the statement 1.8 with the average weighted mean of 1.89, wherein the students has a lack

of exposure to books and reading materials affects my vocabulary. The eight in the ranking is the

statement 1.3 with the average weighted mean of 1.83, wherein the students has a lack of in-person

communication and socialization impact impact my development in verbal and non-verbal

communication. The ninth in the ranking is the statement 1.2 with the average weighted mean of

1.77, whither the students limited vocabulary, grammar knowledge, and unfamiliarity with idiomatic

expressions make my communication skills challenging. The last in ranking is the statement 1.1 with

the average weighted mean of 1.71, wherein the students emotional state affect my communication

skills.

2. Recommendation to Enhance the Communication Skills of the Respondents Through

Online Modality

As shown in the result, statements 2.10 got the first rank with an average weighted mean of 3.35,

wherein the students active participation in class helps me to engage in constructive conversation.

The second in the ranking is the statement 2.9 with the average weighted mean of 3.31, wherein the

students develop their communications skills by practicing articulation, fluency, and organizing of my

thoughts. Moreover, the statement 2.16 got third in the ranking with the average weighted mean of

3.07, wherein the student learned to participate actively, contribute, and experiment with different

communication methods without fear of judgement or immediate in person scrutiny. The fourth in the

ranking is the statement 2.11 with the average weighted mean of 3.04, wherein the students exposed

to different communication style, accents, and professional speaking skills because of webinars and

guest lectures. The fifth in the ranking is the statement 2.13 with the average weighted mean of 3.02,

30
wherein the students learned unique ways to convey their ideas because of creative approaches to

assignments, presentations, and discussion. The sixth in the ranking is the statement 2.14 with the

average weighted mean of 2.98, wherein due to online learning modality my communication skills are

getting better and better throughout my English month literacy. the seventh in the ranking is the

statement 2.15 with the average weighted mean of 2.79, wherein the students has a confident to

sharing their thoughts to everyone without thinking what other people may think. The eight in the

ranking is the statement 2.4 with the average weighted mean of 2.41, wherein the students are still

having a hard time to deal with my social anxiety when I am talking to my classmates. The ninth in the

ranking is the statement 2.2 with the average weighted mean of 2.30, whither the students I find it

difficult to re-establish a connection with their classmate in the face-to-face learning grouping. The

tenth in the ranking is the statement 2.7 with the average weighted mean of 2.29, wherein the

students having a hard time to communicate in group activities because I'm afraid to say suggestions

suggestions that they won't like that's why I prefer to be quiet. The eleventh in ranking is the

statement 2.5 with the average weighted mean of 2.21, wherein the students emotional state affect

my communication skills. has been difficult to adjust to going back to face-to-face classes after
studying through online learning modality for the past two years. The twelfth in ranking is the

statement 2.3 with the average weighted mean of 2.16, wherein the students have difficulty

presenting my ideas due to my lack of experience in speaking, which cause difficulty in showing there

ideas when in comes to speaking in class. The thirteenth in ranking is the statement 2.6 with the

average weighted mean of 2.07, wherein the students experienced having a hard time to speak

English due to a lack of vocabulary. The fourteenth in ranking is the statement 2.1 with the average

weighted mean of 1.97, wherein the students experience having difficulty in organizing my thoughts

verbally. The fifteenth in ranking is the statement 2.8 with the average weighted mean of 1.88,

wherein the students experienced stuttering while reciting their literally work in front of my teachers

31
and classmates. The lats in ranking is the statement 2.12 with the average weighted mean of 1.84,

wherein the students have an ability to adapt quickly to a new situation, a valuable skills in today's

fast-changing world.

3. Recommendation to Enhance the Communication Skills of the Respondents Through

Online Modality

32