COMMUNICATION SKILLS AND SOCIAL BEHAVIOR OF SENIOR HIGH SCHOOL

STUDENTS OF CABANTIANNATIONAL HIGH SCHOOL

_________________________________

A Research Presented to the

Senior High School Faculty
of Cabantian National High School
Km 10.5, Cabantian Davao City

____________________________

LEO CARLO C. FERNANDEZ

DARLYN L. CLAVERIA
HONEYBETH A. DEGUIA
CHARLENE MAE J. BACALSO
ANDRE JANE GENITA
JOHN KIRT M. MONTERNEL
KRIZALENE A. CADALZO
JUDY ANN M. MANDABON

March 2020
 ABSTRACT

Keywords: Communication Skills and Social Behavior of students

 Table of Contents

TITLE PAGE
ABSTRACT
TABLE OF CONTENTS
ACKNOWLEDGEMENT

LIST OF TABLES
LIST OF FIGURE

Chapter Page

1 INTRODUCTION 1
 Chapter 1

INTRODUCTION

Background of the study

On average, a middle school student spends approximately 1,078 hours in the

classroom over the course of 175 days of an academic year, truly making school a

second home during formative years (Kena et al., 2014). Within this second residence,

classrooms function as inherently social environments in which learning occurs in the

presence of peers and teachers, challenging individuals to meet expectations of both

social and academic growth (Brigman, Webb, & Campbell, 2007; Green, Forehand,

Beck, & Vosk, 1980; Wentzel, 1991, 1993). Although there is significant interest in early

predictors of developmental trajectories, the social component, or “soft skills,” of a

child’s school tenure is often deemed of secondary importance to curricula geared more

exclusively toward core academic outcomes, or “hard skills.” This is often due to
resource limitations, time constraints and the pressure of federal mandates (e.g., No

Child Left Behind)(Cohen, 2006; Elias, 2009).

These activities were competing for the attention of the students.

Strengthened the result of McCann-Erickson’s study (2006) which divulged that

students in Metro Manila are not studying as much as before. Further, the top

leisure activities for teens after school remain to be traditional media like watching TV

and listening to CDs/tapes/MP3s. It would also implicate that good study habit is at

stake. According to Losare (2007) study habits simply mean how a student manages his

or her time in such a way that he/she can review and study his/her lessons in school

regularly. He said further that nowadays, students are engaged mostly in computer

games, watching television and excessive playing. In the data, playing computer games

take a little backseat.

Similarly, in Davao City, there is a need to look into unimportant problem

that the majority of students face in learning and particularly speaking in class.

Students are aware and generally feel strongly that anxiety is a major hurdle to be

overcome when learning to speak. Balili (2001) and Barabas(2013), confirmed that

the manifestation of anxiety among Filipino students is a common scenario in any

classroom in the Philippines. They emphasized that some learners, if not many try

to avoid the situation that appears to be anxiety evoking. Students feel more

anxious in highly evaluative situations, particularly in the learning environment where

their performance is constantly monitored.

Based on the researchers readings and the addition of the past literature that the

researchers have encountered, aside from the fact that they are all in the international
setting, these studies are in qualitative in nature. In fact, the researchers have not

come across similar study in the local setting that looked into the factors preference

among public senior high school students. With this context, it encouraged the

researchers to investigate the prevailing factors that influence Track preference among

senior high school students.

Theoretical and Conceptual Framework

Presented in Figure 1 is the conceptual Framework showing the variables of this

study. This study anchors on Bandura’s Theory which posited that active socializations

and processing of information play a critical role in learning, behavior, and development

of individuals (Social Learning Theory by Bandura).

Bandura’s Theory is complimented by other theories. Vygotsky argued that social

interaction precedes development through connection with people. On the other hand,

Lave in his Situated Learning Theory conceived that in contrast to classroom learning

which involved abstract knowledge, learning is embedded within activity, context, and

culture that is unintentional rather than deliberate. He called this process as legitimate

peripheral participation where social interaction and collaborations are essential

components.

If experiences in activities involved outside the periphery of the school are

crucial to students ’learning, it is imperative that such engagement be identified

including the duration of these activities done after school. In the engagement of
such activities, sex and income were associated with activities spent. This is stimulated

by the belief in the socialization triggered by gender and economic status. Establishing

association with the time spent on activities that are face-to-face (social interaction) with

activities that use of media and technology (connectivity) could possibly direct students’

wise use of socialization in connection to learning done inside the classroom.

The study was undertaken then to determine how students spent their free time

during weekdays and weekends, what association existed between their sex and

economic status to the time spent in social interaction and connectivity activities, and

the association of time spent in between these activities. Result of the study would

serve as teachers’ input to make use of the, potential of social interaction and

connectivity for students’ meaningful learning.

Independent Variable Dependent Variable

Communication Skills Social Behavior

ᴼ written communication ᴼ Cooperation
ᴼ Oral communication ᴼ Assertiveness
ᴼ Social communication ᴼ Self Control

ᴼ Pro social with peers

Figure 1, The Conceptual Framework of Variables of the study

Statement of the Problem

This study was conducted to investigate the relationship between Communication Skills

and Social Behavior of Senior High School Students of Cabantian National High School.

Specially, this study sought to answer the following questions:

1. What is the level of Communication Skills of Senior High School in terms of:

1.1 Oral communication skills;

1.2 Written communication skills ;

1.3 Social communication skills ;

2. What is the level Social Behavior of Senior High School students terms of ;

2.1 Cooperation;

2.2 Assertiveness;

2.3 Self Control;

 2.4 Pro social with peers?

3. Is there a significant relationship between Communication Skills and Social Behavior

among Senior High School students?

Hypothesis:

The following null hypothesis were formulated and tested at 0.05 level of significance

that the there is no significant relationship between Communication Skills and Social

Behavior of Senior High School students of Cabantian National High School.

Significance of the Study

The result of the study will be great benefit to the following:

Students. The result will be providing the students with knowledge on

Communication Skills and Social Behaviors and how to use it properly. It will give the

students understanding what Communication help for and Social behaviors do with. At

the end of this study students would finally know why Communication Skills and Social

behaviors help to improve both personality and studies.

Teachers. The given data would guide the teachers on what to do with students

that had a problem of communication and their Social Behavior that affects personality.

The teachers would be able to understand on why some students had this kind of

problem later on it can help them learn and unlearned things.

Administration. Provide curricular and extracurricular activities that would enhance the

communication skills social behavior among the students.

Definition of terms

The following terms were defined to establish a common frame of reference of

the study

Communication skill, Refers to the ability of a person on how she/he will convey

information effectively.

Social behavior. Refers to a psychology of a person on how they will interpret the

information receive and how they will react on it in social world.

Delimitation and limitation of the Study

The study involved grade 11 and 12 public senior high school students of

Cabantian National High School for School Year 2019 - 2020. The data were gathered

from 60 randomly chosen students through a survey questionnaire. Since

administrative permission is necessary to gain access to the respondents, the School

Principal was informed of the study and its purpose. Limitation of the selection of

participants in this context was the examination of students who are not staying with

their parents are not included as respondents since they are only staying with their legal

guardian, which can also be studied through in further research .This study is

descriptive in its investigation.

Review of Related Studies

This segment of the study portrays the studies and literature carrying

Similarities and differences with the study being conducted. They were derived
From the readings made from books and other printed sources, from unpublished

Studies – thesis and dissertation, and from electronic sources. These review

Materials assisted much in providing insights and learning to tally complete the

Study in concentration.

Academic Performance

In his widely cited paper, Romer (1993) is one of the first few authors to explore

the relationship between student attendance and exam performance. A number of

factors have contributed to declining class attendances around the world in the last 15

years. The major reasons given by students for non-attendance include assessment

pressures, poor delivery of lectures, timing of lectures, and work commitments

(Newman-Ford, Lloyd & Thomas, 2009).

In recent times, student have found a need to seek employment while studying on

a part-time basis due to financial constraints. The numbers of part-time and mature

students has also risen sharply. The use of information technology also means that

information that used to be obtained from sitting through lectures can be obtained at the

click of a mouse. Indeed, web-based learning approaches have become the order of the

day. Given all these developments that either makes it impossible or unnecessary for

students to attend classes, the question that needs to be asked is whether absenteeism

affects students ‘academic performance

. Research on this subject seems to provide a consensus that students who miss

classes perform poorly compared to those who attend classes (Devadoss& Foltz, 1996;

Durden& Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt, 1983). Based on these
findings a number of stakeholders have called for mandatory class attendance.

Although the existing evidence points to a strong correlation between attendance.

Media/Technology

Education encounters, in modern times, challenges in all aspects of social,

economic &cultural life; the most important of which are over-population, over-

knowledge, education philosophy development & the change of teacher‘s role, the

spread of illiteracy, lack of the staff& the technological development & mass media

(Aloraini, 2005, p. 30,32). This drove the teaching staff to use the modern teaching

technologies to face some of the main problems, which education & its productivity

encounter, by increasing the learning level which may be achieved through providing

equivalent opportunities for all people whenever & wherever they are, while taking into

account the individual differences between learners (Wilkinson, 1986, p. 13 &Abd) El-

Halim Said, 1997, p. 19). To improve the educational productivity, some of the teaching

staff sought to mainstream technology within education, using new educational methods

Mainstreaming the technological media within what is called Multimedia‘‘ is the

pattern which led to infinite applications of computer technologies. The concept of this

technology came into being with the appearance of soundcards, then compact disks,

then came the use of digital camera, then the video which made computer an essential

educational tool. Nowadays, multimedia expanded to become a field on its own. The

concept of multimedia technology is broad & it has infinite usage fields; it is a profound

element as an educational technology in addition to its use in medical & statistical

domains & in establishing databases. Moreover, the entertainment sector is one of the

sectors that had the lion‘s share in using this technology.

 Behavior has been seen to be habitual, normative and preventive which is

influenced by the environment (Adoub & Singla 2012). The previous approaches of

behavior change focused more to the individuals who have autonomy to make their own

decision and act on their own choices ignoring their social context (Ragnarsson etal.

2011).However, social determinants lead to an unhealthy personal behavior(Newson et

al. 2013). Environmental prompts are affecting behavior, because individual is

influenced by the people he liked and those who have authority (Newson etal. 2013).

Therefore, when the individual is behaving in line with the expectation from the

community there is a positive or negative impact on behavior change (CommGAPn.d;

Newson et al. 2012). Before any behavior change campaign, and due to strong effect of

the community, it is necessary to clarify the meaning of community, its’ needs, strengths

and barriers in that particular context as well as readiness for change (Green & Tones

2008). Behavior change has become a central objective of public health and health

promotion interventions, as the influence of prevention within the health services has

Increased. According to Newson et al. (2013) “behavior change is often positioned as a

Required individual adaption for avoiding or reducing the risk of ill-health.”However

health transition is influenced by upstream determinants, thus behavior change for

better health is needed at all levels: individual, family, community, country and the world

(Newson et al. 2013).

At individual level, beliefs, behaviors and biology affect the balance between

health and disease. Social and economic priorities, culture, access to health-promoting

environments as well as health services are key determinants of health at the level of

families and communities. National and global level has a downstream impact on the
health of families and individuals when the speed of development and the distribution of

developmental benefits and supplies across social groups act as drivers of health

transition. (Newson et al. 2013.)

Furthermore Culture can have strong impact on the behavior of the individual

And therefore health programs should make attempts to develop culturally appropriate

strategies. Culture reflects in a group’s meaning of life, practices and norms. Language

And the way of communication are part of the culture as well as ethnicity.

(Corcoran2013) Culture shapes how personal understanding of health and illness are

constructed ( Airhihenbuwa, Ford & Iwelunmor 2014). Cultural differences can present

major barriers to effective interventions and therefore awareness and sensitivity to

cultural diversity has to be taken into account in planning, designing and implementation

of health promotion program previous approaches to behavior change focused on

individual. However, individual’s behavior is linked to social determinants, environment

and norms in society. These factors have been seen to have stronger effect on behavior

change than the individual’s own personal capacity and hence health promotion,

education and behavior change should focus on the social and environmental

determinants of health rather than individual's behavior. (Ragnarsson et al. 2011; Green

& Tones 2011.)

However Gender and age are affecting behavior and behavior change as it has

seen in the study from Nigeria. According to Garley, Ivanovich, Eckert, Negroustoueva

and Yazoume (2013) small children had higher odd to sleep under insecticide-treated

nets compared with older individuals. This can be due to women who were more likely
to adhere to health interventions and take less risks when it comes to health compared

with men.

Peer support has the important role in behavior change (Leerloojier et al. 2013;

Hardre 2012; Atkinson et al. 2011; Denison, McCauley, Dunnett-Dagg, Lungu &

Sweat2009). According to Hardre et al. (2012) motivation for safer sexual behavior can

be improved if peer support exist. In the teenage mother groups, peer support helped

teenage mothers coping capacity. They felt that someone was listening. Their self

-confidence improved when they were able to share their feelings and experiences that

they mattered to others.(Leerloojier et al. 2013.)

Moreover, the adult mentors assist in problem solving and as role model has

motivated youths to avoid risky sexual behavior (Hardre et al. 2012).Parents have the

important role in the behavior change of children and adolescent .support from the

parents has been the essential motivator for safer sexual behavior (Hardre et al. 2012)

and according to Leerloojier et al. (2013) for future orientated behavior.

Therefore parental monitoring reduced the odds of adolescents' sexual activity.

In other words, adolescents whose parents who knew where their children went during

the night, knew their friends and knew how their children spent their free time were

more likely to reduce sexual activity. (Biddlecom, Awusabo-Asare & Bankole 2009.

Technology may have had an effect on social behavior due to the online

environment, and it might be unrelated to the lack of face-to-face communication

(Diamanduros, Downs & Jenkins, 2008). People seem to be less politically correct when

they are online and are not dealing directly with people (Diamanduros et al., 2008; Draa
& Sydney, 2009; Sabella, 2007). This is likely due to the anonymity fostered by the

Internet (Draa & Sydney, 2009).

However, even when the user is not anonymous, Internet users still seem to be

more likely to express themselves in the public domain of the Internet. They may

provide much more information about themselves than they would in a public real life

setting. This could simply be because Internet users do not feel like people can see

what they are doing - that it does not have the same real life consequences (Draa &

Sydney) - but it could also be that they might not know what is appropriate to share,

since others share openly as well.

There are social side effects when making online comments, and adolescent

Internet users may be unaware of the consequences of their actions. Educating

students on this subject may become necessary as more people grow up with more

technology. Some people include video games as a detrimental use of technology, but

video games can have positive, pro-social themes (Greitemeyer & Osswald, 2011; Jin,

2011).

In addition Meerkerk, Schoenmakers, Griffiths & Van De Mheen, 2010), but the

problem lies with the player’s misuse of technology, not in the game. In the case of

people who choose to play video games excessively, depression may be the issue

instead of addiction. Depressed individuals who wanted to avoid their life responsibilities

might try to distract themselves with fantasy worlds. This is not to say that people who

enjoy fantasy or video games are depressed, but that the excessive use of video games

is correlated with depression (Pezzeca, 2009).

 The potential tendency for depressed people to find something to distract them

from life would not be specific to video games. If a person chose to read books instead

of going to work, it would have the same detrimental effect that is found when people

play video games too often. In some cases, the Internet community deals with bullies in

a very productive way, (Kimberly, 2012).

However, anonymous Internet bullies cannot physically assault their victims, so

the environment is inherently different. Unlike anonymous Internet bullies, social media

websites can contain bullies who are identifiable in real life. Adolescents seem to forget,

be unaware, or indifferent that they are not anonymous when they use social media

websites. Many comments are posted online that these students would not say if they

were talking to people in person. Being able to communicate online to people certainly

has its advantages, but some adolescents are not using the technology appropriately,

The major problems facing the world today can be solved only if we improve our

understanding of human behavior” (Schlinger, 2005, pg. 48). Educational leaders,

teachers, school counselors, social workers and school psychologist have long argued

that some students were under-performing academically because they lack proper skills

Proper social skills (inattentiveness and unprepared during instructional periods

aggressive behavior toward classmates and educational staff, inability to engage

cooperative learning and disruptive behavior in classroom) which affected their

academic skills (studying skills, problem-solving skills, critical and decision-making

skills, mastery and performance skills, task management skills). Further, the process of

learning occurs because our learning is associated with a condition and that condition is

the environment (Terry Crow, Lian-Ming Tian2006). As such, we learn from our
interactions with our environment or surrounding. Lacking in either or both social and

academic study skills, the high school student failed to achieve and enjoy a successful

educational experience. We have learned because we followed certain accepted

universal laws of behavior and discipline.

Tach and Farkas (2005) declared that interdisciplinary research literature has

long focused on the effects of family poverty, and correlated risk factors and its impact

on academic achievement in later years of school age children. The behavioral

Or social problems they exhibited were over activity, impulsivity, attention problems,

Noncompliance, disruptiveness, and aggression. Tach and Farkas (2005) alluded to the

Changing values of the U.S. society and the dynamics of family structure – female

Headed households and two working parent households and asserted that the lack of

Social skills training that occurred during early childhood years (Viaderio (2007)

Social Interaction

From Wikipedia (2009), the term psychosocial refers to one in psychological

development in and interaction with a social environment. The individual is not

necessarily fully aware of this relationship with his or her environment. In 2004, Barker

and Garvin Doxas stress that a learning environment includes physical surroundings,

psychosocial or emotional components, social and cultural influence that exist in a

learning situation. Ozay, et.al (2004) also pointed out that classroom environment

factors have been found to be particularly influential on student results.

Learning Theories.com (2012, April 12), exemplifies on Vygotsky‘s Social

Development Theory that social interaction plays a fundamental role in the process of

cognitive development. Such occurs first between the child and other people (inter
psychological) and then inside the child (intra-psychological). Other people can be

conceptualized as the ―The More Knowledgeable Other (MKO)‖. The MKO refers to

anyone who has a better understanding or a higher ability level than the learner, with

respect to a particular task, process, or concept. The MKO is normally thought of as

being a teacher, and could also be peers.

English philosophers Thomas Hobbes and John Locke disagreed. They argued

that all human experiences including sensations, images, thoughts, and feelings are

physical processes occurring within the brain and nervous system. Therefore, these

experiences are valid subjects of study. In this view, which later became known as

monism, the mind and body are one and the same. Today, in light of years of research

indicating that the physical and mental aspects of the human experience are

intertwined, most psychologists reject a rigid dualist position.(Microsoft ® Encarta ®

2009. © 1993-2008 Microsoft Corporation)

Thorndike, like many of the early behavioral learning theorists, linked behavior to

physical reflexes. In his early work he also viewed most behavior as a response to

stimuli in the environment. This view that stimuli can prompt responses was the fore-

runner of what became known as stimulus-response (S-R) theory (Elliot et al, 19)B. F.

Skinner proposed that reflexive behavior accounts for only a small proportion of

faction’s. He proposed another class of behavior, which he labeled operant behaviors

because they operate on the environment in the apparent absence of any unconditioned

stimuli, such as food Like Thorndike‘s, Skinner‘s work focused on the relation between

behavior and its consequences. For example, if an individual‘s behavior is immediately

followed by pleasurable consequences, the individual will engage in that behavior more
frequently. The use of pleasant and unpleasant consequences to change behavior is

often referred to as operant conditioning (Microsoft Encarta Reference Library, 2004)

Bandura‘s social learning theory is a major outgrowth of the behavioral learning

theory tradition. Developed by Albert Bandura, the social learning theory accepts most

of the principles of behavioral theories but focuses to a much greater degree on the

effects of cues on behavior and on internal mental processes, emphasizing the effects

of thought on action and action on thought. Bandura noted that Skinnerian emphasis on

the effects of consequences of behavior largely ignored the phenomena of modeling the

imitation of others‘successes or failures. He felt that much of human learning is not

shaped by its consequences but more efficiently learned directly from a model.

Bandura‘s analysis of observational learning involves four phases: attention, retention,

motor reproduction, and motivational processes (Slavin et. al., 1995).

Parental Involvement

Parental involvement in a child‘s education along with environmental and

economic factors may affect child development in areas such as cognition, language,

and social skills. Numerous studies in this area have demonstrated the importance of

family interaction and involvement in the years prior to entering school (Bergsten, 1998;

Hill, 2001; Wynn, 2002).Research findings have also shown that a continued effort of

parental involvement throughout the child‘s education can improve academic

achievement (Driessen, Smit & Sleegers, 2005; Fan, 2001; Hong & Ho, 2005).

Academic failure has been linked with risk behaviors and negative outcomes

such as; substance abuse, delinquency, and emotional and behavioral problems

(Annunziata, Houge, Faw, & Liddle, 2006).Weiss et al. (2006) also provide an
integrative model of family involvement that is evidence-based or clearly linked to

positive child outcomes. Their model encompasses three important categories:

Parenting, Home-School Relationships, and Responsibility for Learning Outcomes

Parenting includes the attitudes, values, and practices that parents use in raising young

children. This category would include nurturing parent-child relationships and child-

centered practices Home-School Relationships pertain to both formal and informal

connections include regular communication with teachers and efforts by the early

childhood education programs to discussion groups..

Media

Dowling (2003) believed that human teachers characteristically perform a wide

range of activities that we subsume under the general heading of ‗teaching‘. Those

include planning and designing, demonstrating, guiding, telling, questioning, testing,

recording, motivating, and criticizing even learning. Many of these aspects of a

teacher‘s role require significant expert is and the making of finely tuned and sensitive

judgments based on both breadth and depth of experience.

According to the Ministerial Round Table Meeting (2003), the image of the

teacher as specialist in a specific subject who stands alone in front of the class is still a

reality today in many contexts, particularly at the elementary level. However, this

perception of the role of teachers no longer matches the demands of teaching and the

expectations that are made with regard to the education of young people. Even if the

teaching profession has preserved an element have changed and are continually

changing knowledge and ways to access it, the influence of the media, societal

demands, the social environment, the students themselves, etc.

 Communication is a concept closely related to Soft skills and emotional

intelligence. After all, effective communication is identified in some studies as the most

important managerial skill (Gentry et al. 2008). Many competency models include

aspects of communication. Hargie, in 1960 (2006a) suggested that the notion of

communication is a form of skilled activity which is first suggested In the intervening

years, the fairly obvious observation that some individuals can interact better than

others led to carefully formulated and systematic investigations into the nature and

function of interpersonal interaction. Dutt (2008:28) has expressed that the effective

communication is the outcome of correct use of voice and body language;

understanding the situation and the people involved in it.

However speaking skill has been recognized as an interactive, social and

contextualized communicative event by Alicia Martinez-Flor et al. (2006). Nunan states

that speaking / oral communication is more complex as compared to that of listening

and is an act of creativity. Along with the knowledge of language the speaker needs to

get an idea to express in the form of monologue or conversation or response

As reported by Flad (2010), social media networking do not only allow students

to keep profile and host of friends as well as followers but the sending of emails,

messages, sharing of videos and pictures at their fingertips. There has also been a

concerns on the possible effect of daytime and sometimes all night browsing on the

internet by students on their psychosocial behavior’s. Oji (2007) stated that the rate at

which students are using internet for anti-social means rather than academic grow is

very alarming. Students used these sites for fraud, pornography, blackmailing, and

racketeering.
 Moreover, many students currently lay more emphasis on the availability of

information on the social networking sites in order to get answers easily, which causes

low focus on learning as well as knowledge retention. Similarly, their writing, and

communication skills (personal and academic) have both been affected, as students are

attempting multi-tasking that is chatting while studying. Furthermore Bateman, Bonn,

Curtis, Shaw, & Simons (2016) reported fo major advantages of social media site usage

to include enhancing relationships, motivating learning, availability of personalized

course materials and development of collaborative skills. It also decreases face-to-face

interaction among these students, lack emotional connection, facilitates laziness, and

conveys inauthentic expression of feelings, which may have led Bateman, Bonn, Curtis,

Shaw, & Simons (2016) to suggest that human behaviors are enhanced through basic

social norms.

The use of social media among students has reached high levels and has

affected their study time, poor grammar and wrong spellings when socializing on social

media as well as diverting their attention from their studies (Ndaku, 2013). Students

spend much of their study time on social networks than in their academic undertakings

and it has affected their Grade Point Average (GPA).

Social media has become pervasive, impacting the social fabric of our society

and changing the nature of social relationships. It has revolutionized the way we

communicate, interact and socialize. New technologies help facilitate and provide

flexibility in communicating and sharing of resources. This new approach to consuming

and creating information is in particular attractive to youths as a platform and space for

activities not possible in the face-to-face context (Leea, Chena, Lia & Lin, 2015).
 However, excessive use of social media tools by college students has led to

debate over whether or not it has changed the very shape and structure of students

‘social behavior and academic practices, and has thus caused leading educators to

redefine their understanding of interpersonal communication and study dynamics

(Junco, Merson & Salter, 2010).Students use social media tools for many purposes

such as access to information, group discussion, resource sharing and entertainment

(Wang, Chen & Liang, 2011). This has generated speculation on their use and related

positive and negative implications, in both the short and long terms. As several studies

demonstrate, social media interaction could have positive and negative effects on

students.

In contrary with, Henson, Bennett, Sienty, & Chambers (2002) examined the

personality types of emergency certification teachers as predictors of classroom

management and selfefficacy beliefs. Data analysis indicated that there was a limited

relationship between personality and classroom management and efficacy beliefs.

Regarding gender, Martin, Yin, Baldwin (1997) reported that no significant

differences were found between male and female teachers regarding their attitudes and

beliefs on classroom control. The teaching setting (rural or urban) was evidently more of

a factor than gender in determining beliefs regarding classroom management style at

the high school level researched, yielding more of a difference (Martin, Yin, Baldwin,

1997).

When researching age, Martin and Sohoho (2000) hypothesized that age could

account for differences in beliefs concerning classroom management style. They found
that traditionally certified teachers and additional certification program participants

scored more interventionist than student teachers on both subscales used. Martin and

Sohoho found that as teacher’s age, their beliefs and attitudes toward classroom

management become more controlling; they assume that most of the older subjects

were also likely to be parents. They speculate whether or not it is teaching experience

or life experience that causes this difference in the teachers’ attitude. Martin and

Sohoho also wonder if teachers who are parents approach their classrooms differently

from those who are not parents.

They conclude that over the past several years a change in people has

occurred who enter teacher preparation programs; they may be older and more diverse.

Because the nontraditional student teacher is likely to have the benefit of richer

experiences, teacher preparation program should respond accordingly by tailoring their

approach to their student body and abandoning a one-size-fits-all approach (Martin

&Sohoho, 2000). They found that practical classroom experiences make a difference in

teachers’ perceptions and beliefs.

 Chapter 2

METHOD

Research Design

This study used the non - experimental quantitative research design applying the

correlational technique. This design is most commonly used when seeking to find out

statistical relationships between two variables without manipulating the data

themselves. (Creswell, 2014).

Respondents and the Selection Process

The study employed universal random sampling technique which include Senior

High school students of Cabantian National High School, KKm. 10.5, Cabantian Davao

City. As the most mature age group among senior high school students whose age

ranges from 16 - 19, these students are presumed to be good communicators and can

deal socially with peers.

Research Instrument

The study used two survey questionnaires as research instruments. The first

instrument measured the level of Communication Skills and the second was used to

measure the social behavior. To measure the level of Communication Skills, the survey

Communication Skills questionnaire by Usluel (2011) was used. It aimed to investigate

the levels of purposes of communications skills in the Eastern Mediterranean culture,

this instrument, consist of two indicators namely verbal and non verbal communication
 Which was made by the authors themselves and authenticated bythe experts of

the Eastern Mediterranean culture in Turkey. In terms of social behavior, the

researchers used the questionnaire, Social Behavior and Academic Performance

authored by Mallah 2014. However, sothat it can be fully understood in the context of

the local research participants it was adapted and was validated by four expert

Teachers of the school .The questionnaire was constructed to include only the items

related to the study. The first draft of questionnaire was submitted to the researcher’s

adviser for comments and suggestions after which members of the panel were

requested to validate the said questionnaire, namely by Dr. Cherry Ann D. Into, Dr.

Dahlia G. Maglasang, Cristie T. Morales, Robin C. Baja, Jenefe S. Albao and Rueter P.

Diel. The comments and suggestions of the cited experts were incorporated in the

revised questionnaire. The overall rating of the panel was 4.00 or very good.

In evaluating the level of communication skills and social behavior of Senior High

School students, a Five-point Liker Scale was used.

Range Descriptive Interpretation

4.50 – 5.00 Very High this means that communication

Skills and social behaviorism

Manifested all the time.

3.50 – 4.49 high this means that communication

Skills and social behavior is
manifested
Oftentimes.

2.50 – 3.49 moderate This means that communication

Skills and social behavior is
manifested sometimes.

1.50 – 2.49 Low This means that communication

 Skills and social behavior is
rarely manifested.

1.50 – 2.49 Very Low This means that communication

skills and social behavior is never
manifested.

Data Gathering Procedure

The following steps were observed in the gathering of data:

1. Seeking Permission to conduct Study. The researcher sent a letter to Dr.

Liberty L. Rasgo Arellano, Principal II of Cabantian National High School asking

permission to conduct study. After its approval, another letter was sent to the

Assistant to the Principal, Lorna A. Castanares to allow the researchers to start the

survey and conduct the study to the students.

2. Administration and Retrieval of Questionnaire. Upon approval to

Conduct study, the researchers asked the list senior high school students from the class

advisers. The researcher also requested assistance and made some appointments to

the subject teachers of the respondents for the distribution of the questionnaire. Prior to

the distribution of the questionnaire, the researchers explained first the rationale of such

study in order that the students will not take it for granted. The respondents were given

one hour to answer the questionnaire. Also, the researchers spent time with the

respondents during the administration. Questionnaire were retrieved after the allotted

time given to the respondents.

3. Collation and Tabulation of Data. After retrieval of the questionnaire, the

researcher gathered, checked, and tabulated the raw scores of the respondents with the
guidance of the statistician and upon approval of validators, and the adviser based on

the purpose of the study.

Statistical Treatment of the Data

The following statistical tools were used in the computation of data:

Mean. This was used to determine the level of Communication Skills of Senior

High School students answer to sub problem 1 and 2.

Pearson r. This statistical tool was employed to determine the significance on

the relationship Communication Skills and Social Behavior of senior high school

students of Cabantian National High School.

 Chapter 3

PRESENTATION AND ANALYSIS OF DATA

In this chapter, the researcher presents the data and the analysis of findings.

Discussions of the topics are arranged in the following subheadings: Profile of

Respondents; Level of Communication Skills and Social Behavior among Senior High

School Students; and Significance of The relationship between Communication Skills

and Social Behavior of Senior High School Students.

Profile of the Respondents

In Table 1, the researcher presents the profile of the respondents. There are fifty

respondents. Twenty eight male and thirty two females, a total of 60 student

respondents. Majority of the respondents are female.

Profile of the Respondents

Type Number of %
respondents
Gender: Male 28 46.66
Female 32 53.33
Total 60 100
 Table 1

Level of Communication Skills in terms of Oral Communication Skills

Items Mean Descriptive Equivalent

1. Presenting ideas verbally. 2.95 Moderate
2. Understand what was heard. 3.00 Moderate
3. Giving feedback presentation. 3.05 Moderate
Overall 3.00 Moderate

Table 1. Show the extent of Communication skills to the students of Cabantian National

High School-Senior High School Department in terms of process.

There are (3) Items analyzed in the level of communication skills as shown in Table 1.

With an overall mean of (3.00) with descriptive equivalent of average interpret as

manifested sometimes. It was found out that the item no.3 which is the Giving feedback

presentation, which has the highest Mean with descriptive equivalent of average

interpret as manifested sometimes. While the lowest mean is item no. (1) Which is the

Presenting ideas verbally with descriptive equivalent of average interpret as manifested

sometimes.
 Table 2

Level of Communication Skills in terms of Written Communication Skills

Items Mean Descriptive Equivalent

1. Presenting ideas in written form. 3.02 Moderate
2. Giving feedback in written form. 2.88 Moderate
Overall 2.95 Moderate

Table 2. Shows the level of communication skills in terms of written communication

skills of Cabantian senior high school students where as it shows the overall total of

2.95 or moderate. There are two items presented in table 2. The overall mean of 2.95

with descriptive equivalent of average which interprets that written equivalent is

manifested sometimes. It represents the presenting ideas in written for which its mean

3.02 with descriptive equivalent of moderate and giving feedback in written form which

its mean is 2.88 with descriptive equivalent of moderate.

 Table 3

Level of Communication Skills in terms of Social Communication Skills

Items Mean Descriptive

Equivalent
1. Negotiating to get agreement. 3.13 Moderate
2. Communicating to others students of different grade 3.40 Moderate
level.
3. Communicating with others using vernacular. 3.18 Moderate
4. Communicating humbly. 3.32 Moderate
Overall 3.26 Moderate

Social Communication skills. There are (4) items analyzed in the level of
Communication skills in terms of social communications skills in terms of Conflict
Resolution as shown in table 4. The overall mean is (3.26) or moderate which means
that communication skills in terms of social communication skills is observed manifested
sometimes. Item negotiating to get agreement obtained the mean of (3.13) with a
descriptive equivalent of moderate, which means that communication skills in terms of
social communication skills is observed manifested sometimes. Item 2, Communicating
to others students of different grade level obtained the mean of (3.40) with a descriptive
equivalent of moderate, which means that communication skills in terms of social
communicating skill is observed manifested sometimes. Item (3), Communicating with
others using vernacular obtained the mean of (3.16) with a descriptive equivalent of
moderate, which means that communication skills in terms of social communication
skills observed manifested sometimes. Item 4, communicating humbly obtained the
mean of (3.22) with a descriptive equivalent of moderate, which means the
communication skills in terms of social communication skills observed manifested
sometimes.
 Table 4

Summary of the Level of Communication Skills

Items Mean Descriptiv

e
Equivalent
Oral Communication Skills 3.00 Moderate
Written communication Skills 2.95 Moderate
Social Communication Skills 3.26 Moderate
Overall 3.07 Moderate

Table 4 presents the summary of communications skills of senior high school students
of Cabantian has an overall mean of 3.07 with a descriptive equivalent of moderate was
revealed after collecting the mean of (3) indicators namely, Oral Communication Skills,
Written Communication Skills and Social Communication skills which interpret as
manifested sometimes.

Among the (3) Indicators Social Communication Skills has the highest mean of 3.26
Followed by Oral Communication skills with a mean of (3.00) and lastly the written
communication skills has the lowest mean of (2.95) With the descriptive equivalent of
Consistently moderate which means communication skills in terms of the (3) indicators
are interpreted as manifested sometimes.
 Table 5

Level of Social Behavior in terms of Cooperation

Items Mean Descriptive

Equivalent
2.00 Moderate
1. I attend classes and listens to instructions
2.53 Moderate
2. I invite others to join activities
3.13 Moderate
3. I uses time appropriately while waiting for
help
3.30 Moderate
4. I shares material with classmates and
friends
Overall 2.74 Moderate

Cooperation. As Shown in the table 4, the Overall mean is (2.74) or moderate which
means that the social behavior is manifested sometimes. Item 4 shares material with
classmates and friends obtained the mean (3.30) with the descriptive equivalent of
moderate which means that the social behavior is manifest.g
 Table 6

Level of Social Behavior in terms of Assertiveness

Items Mean Descriptive

Equivalent
2.95 Moderate
1. I initiates conversations with peers.
2.88 Moderate
2. I appropriately questions rules that may be
unfair.
3.13 Moderate
3. join ongoing activity/group without being told
3.17 Moderate
.makes friends easily

2.87 Moderate
4. I give compliments/ wishes to peers
2.95 Moderate
5. I volunteers to help peers with classroom
tasks.
Overall 2.99 Moderate

Assertiveness. Table .6 Shows the Social Behavior in terms of Assertiveness of Senior

High School Students of Cabantian had overall mean of 2.99 with a descriptive
equivalent of moderate. There are (5) items where item one(4) has the highest mean of
3.17,followed by item three(3) a mean of 3.13,items (1 and 5)has the same mean of
2.95 and lastly item (2)has the lowest mean of 2.88.This means that Social Behavior in
terms of Assertiveness are consistently moderate and interpreted as manifested
sometimes.

Table 7
Level of Social Behavior in terms of Self Control

Items Mean Descriptive

Equivalent
1. I respond appropriately to peer pressure 3.13 Moderate

2. I control temper in conflict situations with 3.22 Moderate

peers

2.35 Moderate
3. I responds appropriately to teasing
3.05 Moderate
4 I accepts peers ideas in group

Activities.
Overall 2.94 Moderate

Self-Control. There are (4) items analyzed in the level of social behavior of senior high
school students in terms of control as shown in table 7. It has an overall mean of (2.94)
or moderate which means that the social behavior of senior high students of Cabantian
high school is observed sometimes. Responded appropriately to peer pressure. Control
temper in conflict situations with peers obtained the mean (3.22) or Moderate which
means that Social behavior of Senior high school students observed sometimes. The
responds appropriately to teasing; Obtained the mean is 2.35 with the descriptive
equivalent is moderate which means that the social behavior of senior high school
students observed sometimes.
 Table 8

Level of Social Behavior in terms of Pro- social with Peers

Items Mean Descriptive

Equivalent
3.28 Moderate
1. I seems concerned when other children
are distressed
2. I am kind toward peers 2.98 Moderate

3. I am friendly toward other children 2.80 Moderate

4. I show concern for moral issues such as 2.82 Moderate

fairness and welfare of others.
Overall 2.97 Moderate

Table 8. Shows the Social behavior in terms of Pro- Social with Peers of Cabantian
Senior high school, it Collected (4) items, which has an overall mean of (2.97). With a
descriptive equivalent of Moderate which interpret as manifested sometimes.
As shown in the table, the highest mean is item no. (1) Which is “I seems concerned
when children are distressed”. With the mean of (3.28) and the lowest mean is item no.
(3) and a mean of (2.80). With a descriptive equivalent of moderate manifested
sometimes.

Table 9

Summary of the Level of Social Behavior

Items Mean Descriptive Equivalent

Cooperation 2.74 Moderate
Assertiveness 2.99 Moderate
Self Control 2.94 Moderate
Pro-social with peers 2.97 Moderate
Overall 2.91 Moderate

The Social Behavior of Senior high school student is shown in table 9. It bared an
overall mean score of 2.91 or moderate was revealed after collating the mean of each
indicator. The results were collected from the mean of each indicator which ranked from
highest to lowest scores This Indicates that the four indicators of students social
behavior namely Cooperation, Assertiveness, Self-Control, Pro- Social With peers Are
Observed off times in School.
 Table 10

Significance of the Level of Communication Skills and Social Behavior of Senior

High School Students

Overa
Social Behavior ll
Communication Skills
Self Pro-social
Cooperatio Assertiveness Control with
n Peers

Written
Communication Skills r-value 0.192 0.140 0.140 0.292 0.191
p-value 0.021 0.055 0.055 0.037 0.042
Verbal
communication Skills r-value 0.324 0.232 0.106 0.111 0.193
p-value 0.041 0.034 0.034 0.045 0.039
Social
communication Skills r-value 0.425 0.142 0.219 0.529 0.329
p-value 0.055 0.041 0.001 0.044 0.035
Overall r-value 0.267 0.182 0.216 0.324 0.406
p-value 0.035 0.040 0.033 0.044 0.038

Revealed in the table 10 is the significance of the relationship between the

communication skills and social behavior of Senior high school students of Cabantian
national high school. The Computed r value of the hypothesis. It is therefore, showed
that there is a significant relationship between the Communication Skills and Social
Behavior of Senior High school students of Cabantian National High School, students
particularly cooperates, assertively improve Self-control in dealing Pro-social with peers.
It implies that the higher level of Communication skills the higher the Social behavior.
This further implies that the Social Behavior of the students is dependent on the
environment of the school.

As presented in Table 10 School Communication Skills was related to the behavior of

students as revealed in the computer value of 0.406 which was greater than the tabular
value of 155. The result is significant and the null hypothesis is that there is no
significant relationship between the Communication skills and Social behavior of Senior
High school students is rejected.

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presents the summary, conclusions and

recommendations.

Summary

The study was conducted to determine the Level of Communication skills and
Social Behavior of Senior high school students of Cabantian National high school.

Specifically, it sought to answer the following questions:

1. What is the level of Communication Skills of Senior High School in terms of?

1.4 Oral communication skills;

1.5 Written communication skills ;

1.6 Social communication skills ;

2. What is the level Social Behavior of Senior High School students terms of;
 2.1 Cooperation;

2.2 Assertiveness;

2.3 Self Control;

2.4 Pro social with peers?

3. Is there a significant relationship between Communication Skills and Social Behavior

among Senior High School students?

The Hypothesis was formulated and stated that there is null hypothesis so there is no

significant relationship between Communication Skills and Social Behavior of Cabantian

National high school when analyze at the level of 0.05 level of significance.

The study made use of descriptive comparative method and the data was gathered

through a validated questionnaire. The questionnaire was research made instrument to

determine the Communication skills in terms of written communication, oral

communication, and social communication and the level of Social Behavior in terms of

Cooperation, Assertiveness, Self- Control , and Pro- social with peers. There were 60

students randomly selected as respondents of the study.

The findings of this study are summarized as follows:

1. The mean level of Communication skills are as follows; 3.00 for Oral

Communication; 2.95 for Written Communication and 3.26 for Social Communication

skills.

2. The mean level of Communication skills are as follows; 2.74 for Cooperation;

2.99 for Assertiveness; 2.94 for Self- Control and 2.97 for Pro-social with peers.

3. There is a significant relationship between Communication skills and Social

Behavior of Cabantian National high school particularly Cooperates, Assertively,

improve Self- Control in Dealing Pro- Social with peers implying that the higher the level

of Communication skills the higher the level of Social Behavior. The Communication

skills was related to the Social behavior of senior high school students as revealed in

the computed r value of 0.406 which has greater than the tabular value of .155. The

result is significant and null hypothesis is that there’s no significant between the

Communication skills and Social Behavior of Senior high school students is rejected.

Conclusions

The Findings of the study indicates that the Social Behavior of the students

dependent on the Communication skills, and that school culture has great effect on the

behavior of the students. This findings affirms Bandura’s Theory which posited that

active socializations and processing of information play a critical role in learning,

behavior, and development of Individuals. This new approach to Consuming and

creating information is in particular attractive to youths as a platform and space for

activities not possible in the face-to-face context (Leea, Chena, Lia & Lin. 2015).

Vygotsky also confirms that social interaction precedes development through

connection with people.

Recommendation

We researchers know that Communication Skills and Social Behavior of Senior high

School Students are descriptive equivalent to moderate and which means it manifested

sometimes.
 1. Senior high school should Balance their skills and behavior to build up their

confidence interacting with others.

2. Senior high school students must develop strong communication Skills that

would increase the chance for successful relationships.

3. Senior high school students creates good relationships with other people that

Can greatly reduce stress and anxiety in your life.

4. Teachers and Administration should practice the most common areas that need

improvements like Listening and understanding.

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