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MONKAYO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

HANZ MICHAEL ESPERANCILLA PLAZA

LAIZA LYN DE GUZMAN APILADO

GILMER CORONIA ANONUEVO

NOVITSKY LEE AGA SOLAR

CHRISTIAN JAY HERMOSO

GRACE SIMLAD ABLEC

JECO JONIEGA ALILAY

LOUIE JAY BALAGOSA

The Effect of English Language Communication Skills to the


Academic Performance of Grade 12 Students in Monkayo
National High School

Practical Research Adviser:

Mariecriz Balaba – Banaez

JANUARY 2023
INTRODUCTION

Background of the Study

Students play a vital role in the educational institute. The


progress of a country is interlinked with academic performance of the
students. The academic performance of the students has gained
significant attention in past research. There are many aspects that
affected students’ academic performance such as gender, nationality
of student, co – curricular activities and an interest in pursuing
higher degrees (Jayanthi, 2019). According to Annuar (2019), there
are many factors influencing a student’s academic performance to
ensure they are graduated on time: the teaching and learning process,
the infrastructure of the university, family and peer influence, and the
student’s financial situation. Briones (2021), states that one of the
most significant parts of human resource development is education
and academic performance is measurement of student achievement
across various academic subjects, teachers and education officials
typically measure achievement using classroom performance,
graduation rates, and results from standardized tests. Academic
performance achievement obtained by students was considered to the
success of a learner and the learning system at the constitution and
also, the academic quality was inseparable from the background of
the student itself (Hadi & Chiao, 2022). Meanwhile, numerous factors
influence the academic performance of students and have been
researched, but many problems persist (Brew and Koranteng, 2021).
The curriculum offers sufficient opportunity for students to
have effective and efficient communication because English is the
second language in the Philippines, yet despite all these students still
need to develop their abilities. According to Arcala (2021), the main
factor that affects student’s speaking skills is the affective factor such
as the shyness to speak the English language and the fear of
committing mistakes. For instance, they found misalignments
between established learning pedagogies with the expected outcomes
of the curriculum guidelines of the Philippines (Rivera, 2017; Barrot,
2018). English communication will always be the most useful skill of
every educated Filipino because it is already embedded in our culture
and history and is also important to a student’s academic
performance and includes the factors affecting English
communication skills and how they affect their daily conversational
skills, written tasks and public speaking (Salera, 2020).
According to McLaren (2019), oral and written communication
are concerns of students that they need to enhance and improve. The
proponents observed that some of the students are having a hard time
in communicating specially in expressing their thoughts, feelings or
opinions and have a poor written or oral communication. Some
students are struggling to excel in terms of academic. By this, the
researchers seek to find the effect of English language communication
skills to the academic performance of students. This study will be
solely conducted in the premises of Monkayo National High School to
the selected HUMSS students from Grade 12 Senior High School.
Hence, this leads the researchers to conduct this study. The
main purpose of this study is to serve as an aid that would assist the
potential readers to clearly envision the effect of language
communication skills in English to the academic performance of the
students. The researchers have only come across with a very few
studies regarding the relationship between English communication
and the students’ academic performance. Thus, the findings of this
study will provide the information which will fill the gap that future
researchers should study the needs of the students in terms of
learning English. The findings in this research will help to create and
mold students to become globally competent and be able to excel
academically.
Research Objectives

The purpose of this study is to determine which domain in the


English Language Communication Skills that significantly influences
the Academic Performance of Grade 12 HUMSS Students in Monkayo
National High School. Specifically, it intends to attain the following
objectives:

1. To identify the level of English Language Communication Skills


in terms of:

1.1 Written; and,

1.2 Oral.

2. To assess the level of Academic Performance in terms of:

2.1 Good Grades;

2.2 Poor Grades; and,

2.3 Passivity in the Class.

3. To determine the significant relationship between English


Language Communication Skills and Academic Performance.

4. To determine which domain in the English Language


Communication Skills that significantly influences the Academic
Performance.
Research Hypothesis

The following hypothesis will be tested at 0.05 level of

significance:
1. There is no significant relationship between English
Language Communication Skills and Academic Performance.

2. There is no domain in the English Language


Communication Skills that significantly influences the Academic
Performance.

Significance of the Study

The stakeholders who will benefit from this study are the
following:
School Heads. The results of this study will assist school heads in
meeting the students’ needs for oral and written language
communication.
Teachers. This study is a guide for the teachers to develop teaching
strategies that could enhance the communication skills of the
students and to be more effective.
Students. This study will help them identify strategies to improve
their written and oral communication.
Future Researchers. This research will be a useful reference for the
researchers who would plan to make any related study precisely
about the Effect of English Language Communication Skills to
the Students’ Academic Performance.
Scope and Delimitation of the Study

The coverage of the study will be the students in Monkayo


National High School but is delimited only to Grade 12 HUMSS
students who were enrolled in the School Year 2022 – 2023. English
Language Communication Skills has been described by many authors,
but this study uses only the indicators identified by Crystal (2019),
which are the Written and Oral. Moreover, Academic Performance may
be understood in different ways, but in this study, it is delimited to
the three indicators according to Daller & Phelan (2019) namely the
Good Grades, Poor Grades, and the Passivity in the Class.

Time and Place of the Study

This study will be conducted in Monkayo National High School –


Senior High, located at Monkayo, Davao De Oro. It has an old and
new building that occupies the space. More than 25 classrooms, a
computer laboratory, audiovisual room, T.V.L. room, and many
others. It has 2 Grade levels compose of Grade 11 and 12. The
students are coming from different tribes such as Mandaya, Bisaya,
Ilonggo, Manobo, and Mangyan. Among these tribes, Bisaya is the
most dominant. The students are coming from different Barangays in
Monkayo, Davao De Oro.

Operational Definition of Terms

To facilitate a better understanding of this study, the following


terms at this moment defined operationally.
English Language Communication Skills. Refers to students’
reading, writing, listening, and speaking skills in English.
Academic Performance. Refers to students’ achievement across
various academic subjects.
Conceptual Framework

Independent Variable Dependent Variable


English Language Communication Academic Performance
Skills in English
 Good Grades
Written
 Poor Grades
 Proper sentence construction  Passivity in the Class
 Correct spelling of words

Oral
 Proper diction and
pronunciation

Figure 1. Conceptual Framework of the Study

Figure 1 shows the research paradigm of the study. It consists


of two variables, the independent and dependent variables. The
independent variable of this study is the English Language
Communication Skills that is patterned after the work of Crystal
(2019), this variable has 2 indicators, namely Written and Oral.
Written means any written message that two or more people
exchange. Oral means transmitting ideas from the brain to either one
person or a group of people through verbal skill.
On the other hand, dependent variable of this study is the
Academic Performance, based on the work of Daller & Phelan (2019).
This variable has the following indicators; First, Good Grades refers to
excellent performance. Second, Poor Grades refers to a failing grade.
Lastly, Passivity in the Class means receiving information from the
instructor and internalize it.
REVIEW OF RELATED LITERATURES

English Language Communication Skills

Some skills are learned on the job, others in hospital classwork,


and others from a general educational background and there are five
English language communication skills: reading comprehension, good
listening skills, public speaking, writing, and the ability to
communicate in more than one language (Will, 2022). Szeder (2022)
stated that English is the language of our international
communication in all areas, such as politics, science, media or arts
and it is often the language of entertainment as well as socializing and
having a good command of English helps us to have more
opportunities in life, first, our career. Effective communication skills
can help make better impressions on others, and enable individuals to
engage in clear conversation, in both oral and written form (McMillan,
2021).

Written

Business Jargons (2018) defined Written as a process of


conveying a message through the written symbols or in other words,
any message exchanged between two or more persons that make use
of written words is called as written communication. This is a process
of communicating through written symbols and is a controlled
communication and can be used as a reference point (Usman, 2022).
Written communication skills are considerable to be highly desirable
in computing graduates and many computing students do not have a
background in which these skills have been developed, and the skills
are often not well addressed within a computing curriculum (Charlton
& Hirst, 2020). The purpose of written communication is to capture
the reader’s attention and get the point across clearly and when
communicating through writing, it is helping the reader understand
more the perspective on a topic (Wilson, 2021). It is a formal method
of communication and is less flexible (Sharma, 2019). Organizations
are reporting lower levels than “meet expectations” related to
employees’ written communication skills at the time an employee is
hired (Suvedi & Millenbach, 2016). College Marker (2019) stated that
written communication skills are important, firstly, because it is
documented proof and once a letter has been submitted it is evidence
of its existence, therefore, having good written communication skills is
important so that the right intention is put forth.

Oral

Oral communication has been the primary way we communicate


on a day-to-day basis for millions of years according to PLOS ONE
(2019). In order for students’ effective transfer oral communication
skills from academic to professionals’ settings, they must have high
oral communication self-efficacy (Cavanagh, 2019). Oral
communication is the ability to transmit ideas from the brain to either
one person or a group of people and good use of verbal skills means
presenting an idea clearly while each thought is articulated in a
cohesive manner (Akpsi, 2021). Pronunciation dramatically affects the
ability of language learners to make themselves understood and to
understand the speech of others, but not all elements of
pronunciation are equally important (Levis, 2018). Oral
communication skills are fundamental to the development of literacy
and essential for thinking and learning (Carlton, 2018). As such oral
communication is the pivotal point of many managerial processes and
actions. Despite the increasing role of oral communication to effective
management and leadership, oral communication remains a mere
subject-based offering in many business institutions of higher
learning rather than an integrated process of the business curriculum
(Gomez & Yasin, 2016). Great oral communication skills are the ticket
to success in the academic and business world (Swarthout, 2021). It
is the glue that pulls all the components of a language together
(Evans, 2021).

Academic Performance

Education is socially organized and a regulated process of


continuous transference of socially significant experience from before
following generations (Naziev, 2017). God-gifted talents, best teachers
and best schooling augment the academic performance and students’
motivation is prerequisite for students’ accomplishment (Afzal, 2019).
Self-efficacy seems to have the strongest indirect effect on
performance and mastery goals play a key role increasing deep
processing, and in turn affecting academic performance (Fenollar,
2020). Time and sources in developing students’ social and emotional
skills are partly for personal development but to increase academic
performance (MacCann, 2020). Diet quality is a one factor that affects
the academic performance and students with decreased overall diet
quality were significantly more likely to perform poorly on the
assessment (Florence, 2021). Academic performance was significantly
associated with factors such as academic competence and test
competence (Sansgiry, 2019). Academic Performance has three
indicators (Daller & Phelan, 2019); Good Grades, Poor Grades, and
Passivity in the Class.

Good Grades

If something is graded, its quality is judged, and it is often given


a number or a name that indicates how good or bad it is (Collins,
2021). Spark (2019) defined Good Grades as reflection of both hard
work and comprehension of the material. Grades do matter and good
grades will lead us to first-class universities, first-class colleges, and
job applications which concludes the future success (Singh, 2021).
That steadiness in grades heartened academic leaders who had tried
to lessen the strains of living under a pandemic and the challenges of
online learning by investing in faculty-training and technology
(McMurtrie, 2021). Examine the extent to which sense of life purpose
of high school students was related to their grades directly and
indirectly via academic identity (Lescroart & Sharma, 2022). According
to Pattison (2020), grades give an indication, which is then used by
others as an indicator for employment or further studies.

Poor Grades

Elevations (2019) stated that poor grades are a substandard


performance in an activity, usually academic, in which an individual
is graded on and there are variety of reasons and circumstances an
individual receives a poor grade. Poor grades can be caused by several
things, such as mental disabilities, a lack of comprehension,
ineffective teachers, a lack of enthusiasm, or personal problems that
have an impact on an individual’s performance at work or in school
(Kernan, 2021). Nowadays, poor academic performance is among the
main concerns of teachers, syllabus designers, curriculum developers
and the whole educational body (Parkson, 2019). The issue becomes
worse in non-English speaking countries where the medium of
instructions at colleges/universities is English but students are
exposed to English for a limited number of hours before beginning
their study at college/universities (Alami, 2016). External factors that
affect the grades are somewhat out of control (Krutus, 2022).
Struggling teenagers are perfectly capable of achieving the requisite
academic marks, but they actively decide not to make the effort
required to do so (Olivas, 2019).
Passivity in the Class

Passive learning is defined as “a method of learning or


instruction where students receive information from the instructor
and internalize it.” (Evan, 2019). In basic terms, this means that a
student will listen and read the material and reflect internally without
further reflection back or reviewing (Unangst, 2021). Passive learning
promotes defining, describing, listening, and writing skills and this
process initiates convergent thinking, where a given question typically
has one right answer (Rodriguez, 2018). Passive learning is where
students find comfort, not because it requires less work, but because
it is how learning is internalized (Rusell, 2021). ASU Prep Digital
(2018) stated that passive learning in the classroom has its benefits
observed by some include exposure to a new material, greater control
by the instructor which can lead to a more structured classroom
which beneficial to some slower students and learners, an opportunity
for a structured and engaging format.
METHODOLOGY

Research Design

This study will use a predictive correlation research design.


Predictive correlation is use to determine the degree to which two
variables are related and to test whether there is a linear relationship
between the variables in the population as a whole (Bewick, Cheek, &
Ball, 2011). This technique is useful in this study to test the domain
of English Language Communication Skills of Grade 12 HUMSS
Students in Monkayo National High School – Senior High, Monkayo,
Davao De Oro that best predict their Academic Performance.

Research Respondents

The respondents of this study will be the Grade 12 HUMSS


Students of Monkayo National High School – Senior High of Monkayo,
Davao De Oro. Slovin’s formula was used on determining the sample
N
size. It is n= 2 where n as the sample size; N as the population
1+ N e
and e as the margin of error, which is 0.05. Moreover, stratified
random sampling is use in determining the sample size per section.
Furthermore, the lottery/fishbowl method is use in identifying the
names of the respondents of this study. The following table shows the
distribution of samples per section.
Distribution of Sample per Section

Section Total Percentage Number of


Population Samples

ALS SHS HUMSS 2 0.67% 1

Gemini 57 28.19% 42

Libra 61 30.2% 45

Scorpio 54 26.85% 40

Leo 29 14.09% 21

N= 203 100% n = 149

Research Instrument

The researchers make use of their survey questionnaires. It is


composed of item number 1 to 9 for the Written, and 10 to 15 for the
Oral to determine the students’ English Language Communication
Skills.
Meanwhile, in determining the students’ Academic Performance,
the survey questionnaires were made by the researchers are composed
of item 1 to 10 for the three indicators: Good Grades, Poor Grades,
and Passivity in the Class.
To know the level of English Language Communication Skills
among Grade 12 HUMSS Students in Monkayo National High School –
Senior High, the following interpretation scale will be followed:
Descriptive Descriptive
Scale Range
Meaning Interpretation

5 4.20 – 5.00 Very High This means that the impact of English
Language Communication Skills on
students is very much observed.

4 3.40 – 4.19 High This means that the impact of English


Language Communication Skills on
students is much observed.

3 2.60 – 3.39 Moderate This means that the impact of English


Language Communication Skills on
students is fairly observed.

2 1.80 – 2.59 Low This means that the impact of


English Language Communication
Skills on students is less observed.

1 1.00 – 1.79 Very Low This means that the impact of


English Language Communication
Skills on students is never
observed.

To know the level of Academic Performance among Grade 12


HUMSS Students in Monkayo National High School – Senior High,
Monkayo, Davao De Oro, the following interpretation scale was used
(Cordova & Tan, 2018):

Percentage Descriptive
Interpretation
Score Rating
93% - 100% Mastered This means that the
extent of level of
Academic Performance of
students is in the
advanced stage.

85% - 92%This meansClosely


that the
extent of level
Approximating
of
Academic Performance
Mastery of This- means
65% 84% that theMoving
students is in the extent of level of Towards
proficient stage. Academic Performance of
Mastery
students is in the
approaching proficiency
stage.

33% - 64% Average This means that the


extent of level of Academic
Performance of students is
in the average stage.

13% - 32% Low This means that the


extent of level of Academic
Performance of students is
in the developing stage.

5% - 12% Very Low This means that the


extent of level of Academic
Performance of students is
in the beginning stage.

0% - 4% Absolutely This means that the


No Mastery extent of level of Academic
Performance of students is
in the absolutely no
mastery stage.
Data Gathering Procedures

Before the survey questionnaires will be distributed to the


respondents of the study, the researchers will write a letter to the
Assistant School Principal II of Monkayo National High School - Senior
High and will request a recommendation letter that would allow the
researchers to conduct a survey to the Grade 12 HUMSS Students in
their respective classrooms. The researchers asked from the office of
the registrar of Monkayo National High School-Senior High the
complete list of Grade 12 HUMSS Students who were enrolled in the
school year 2022-2023 to determine the numbers of respondents
which are going to survey. Then the researchers will ask an assistance
from the teacher in each section for the distribution of the survey
questionnaires to the respondents to determine the effect of English
Language Communication Skills to the Academic Performance of
Grade 12 HUMSS Students. Moreover, the researchers will personally
collect the complete questionnaires. The data will be collected and
recorded in coordination with the data processor.

Statistical Treatment

The statistical data was analyzed with the help of the following
tools:
Mean. Mean is the preferred method with the very purpose of
calculating the center of the data set. This tool was used to
assess objectives 1.
Percentage. To address the second objective, which was to assess the
level of Academic Performance among Grade 12 HUMSS
Students, the researchers converts the score of the respondents
into a percentage score.
Pearson Product – Moment Correlation Coefficient (Pearson R).
This tool is use to see whether there is a relationship between
two variables. The said tool will be employed to measure the
third objective.
Regression Analysis. It attempts to model the influence between two
variables by fitting a linear equation to the observed data. This
tool tests the fourth objective of this study.

The descriptive interpretation in inferring the degree of its significant


relationship is provided below (Medina, 2013):

Correlation Coefficient Descriptive Interpretation

0.00= r Almost negligible


0.00< r < 0.20 Very weak correlation
0.20< r < 0.40 Weak correlation
0.40< r < 0.60 Moderately strong correlation
0.60< r < 0.80 Strong correlation
0.80< r < 1.00 Very strong correlation
Perfect correlation
r =1.00

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