SJDM CORNERSTONE COLLEGE INC.

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Email Address: [email protected] / [email protected]

Group #
Leader: Abelong, Chritoper C. Section: 12-HUMSS A Date: January, 26, 2025
Members: Teacher: Ronie Ngo

Title:
The effect of communication styles on interpersonal relationships among
grade11 HUMSS students

Writing No.4 Introduction

A. BACKGROUND INFROMATION
The relationships between high school students and teacher's are affected by
how they talk to
each other. As teens interact, their communication can help or hurt their
friendships and relationships with teachers. In the Arts and Social Studies
program, critical thinking, empathy, and good communication are very important.
However, students in this program have different communication styles because
of their individuality, culture, and family background, making things complex. This
study looks at how communication styles affect relationships among these
students and their school experience. It aims to provide new insights into how
communication shapes relationships in school. The results can help create
strategies for better communication, stronger friendships, and a better education
for these students.

Review of Related Literature(RRL)

FOREIGN
Title: "HUMSS as the choosen strand and its influence on the students communication skills."
Author: (Rey J Acebes 2024)
•In today's interconnected world, effective communication skills are essential for building and
maintaining strong relationships, both personally and professionally. Conversely, poor
communication skills can lead to missed opportunities, misunderstandings, and strained
relationships. This study investigates the relationship between humanities and social sciences
students' academic pursuits and their social-academic communication skills. Specifically, it
aims to determine whether a statistically significant correlation exists between these variables,
with a focus on a sample of thirty (30) students.

This study shows that interpersonal interaction is important for effective communication.
It helps students learn better and participate in extracurricular activities.
It also helps students understand their textbooks and empathize with others.
This study suggests using interviews to understand students' communication experiences and
challenges.
Title: "Guardianship: Parental Communication and Students Participation in School Activities"
Author: (Jerald C Moneva 2020)
In the current scenario, parent child communication has been becoming vague. Usually,
students are focused on their phone while at home, while their parents are too busy at work.
Parental communication is the communication between a parent and a child. Having
communication and stronger relationship of the family is very important, it can have an impact
on the family’s closeness and can improve students participation. The study used checklist-
questionnaire in gathering the data. In getting results, the study used chi-square and weighted
mean to examine the relationship between the two variables.. There were two hundred forty five
respondents that were gathered in Senior High School of Jagobiao National High School in
North road, Jagobiao Mandaue City. The results showed that there was a relationship between
parental communication and students participation in school

The Effect of Communication Styles on Interpersonal Relationships among Grade 11 HUMSS

Students" is that both explore the impact of communication on relationships, specifically
focusing on the parent-child relationship and its influence on students' participation, which can
be extended to understand the effects of communication styles on interpersonal relationships
among students.

Title: "The Effectiveness of Whole-Brain-Learning in Teaching Oral Communication to Senior

High School Students"
Author: (Princess H Policarpio 2023)
This study examined the effectiveness of Whole Brain Teaching (WBT) versus Conventional
Teaching (CT) in enhancing Senior High School students' understanding of Principles of
Speech Delivery. The study involved 85 students, divided into two groups, and used pre-tests,
post-tests, and questionnaires to collect data. The results showed that students taught using
WBT significantly outperformed those taught using CT. The study concludes that WBT is a
more effective teaching strategy for Oral Communication and recommends its adoption in
English subjects to improve students' language skills. The findings highlight the potential of
WBT to enhance language learning outcomes and contribute to the ongoing discussion on
effective teaching strategies.

This study found that Whole Brain Teaching (WBT) is a better method than Conventional
Teaching (CT) for teaching speech delivery skills to Senior High School students.

LOCAL
Title: "This study examined the communication strategies (CS's) employed by teachers when
teaching Oral Communication in Context in English, comparing assessments from both students
and teachers and investigating relationships between variables. The findings revealed that
students and teachers agreed that asking for clarification was a frequently used strategy, while
message abandonment was rarely used. Statistical analysis showed significant differences in
oral communication strategy assessments between male and female students, and among
students from different academic strands. The study recommends that teachers utilize only the
most effective communication strategies and avoid those deemed unnecessary, to optimize their
teaching practices and improve student learning outcomes.

The study's focus on communication strategies used by teachers in teaching Oral

Communication in Context has implications for understanding the effect of communication
styles on interpersonal relationships, which is directly related to the title "The Effect of
Communication Styles on Interpersonal Relationships among Grade 11 HUMbarSS Students."
The study's findings on the effectiveness of certain communication strategies and the
differences in strategy assessments between students from different backgrounds suggest that
the way individuals communicate can impact their relationships with others, highlighting the
importance of effective communication in building and maintaining relationships, particularly
in an academic setting like Grade 11 HUMSS.l Communication in English.

Title:Mastery level and experiences of grade 11 HUMSS learners in discipline of

communication through a student study group sessions (SSGS)
Author: (Gerome Rogel 2024)

This study explored the impact of student-led study group sessions on the mastery of
communication skills among Grade 11 HUMSS learners. A pre-experimental design was
employed, involving 32 learners from Solano High School, divided into six groups. The results
showed that learners demonstrated significant improvement in communication skills after
participating in the study group sessions, with a notable difference in mastery levels before and
after the intervention. Learners reported positive experiences, including improved
communication skills and knowledge acquisition, but also faced challenges such as
communication issues and uncooperative group members. The study recommends refining the
study group sessions by incorporating visual aids, providing feedback, and promoting effective
communication to further enhance learners' mastery levels and overall learning experiences.

The study's examination of student-led study groups' impact on Grade 11 HUMSS learners'
communication skills relates to your title, as it underscores the significance of effective
communication in fostering interpersonal relationships, implying that communication styles can
shape relationships among students.

Title: Oral Communication Performance in Relation to Selected Variables

Author: (Cyreljoy M Ebrada 2020)

This study investigated the oral communication performance of Grade 11 students at STI West
Negros University in relation to variables such as sex, junior high school origin, senior high
school strand, and English language anxiety. The study found that most students experienced
moderate English language anxiety, which affected their oral communication skills. The results
also showed that sex, strand, and English language anxiety were significantly correlated with
oral communication performance, while junior high school origin had no significant impact.
Overall, the study highlights the importance of addressing English language anxiety to improve
students' oral communication skills.

The study's focus on the relationship between English language anxiety and oral communication
performance among Grade 11 students is related to your title, "The Effect of Communication
Styles on Interpersonal Relationships among Grade 11 HUMSS Students", as it highlights the
impact of communication-related factors (in this case, English language anxiety) on students'
communication skills, which can in turn affect their interpersonal relationships.

A. PROBLEM STATEMENT
Problem: Difficulty Articulating Thoughts

•Our brain processes information quickly, but sometimes it can be hard to put

thoughts into words.

 Problem: Inability to read nonverbal cues

•The inability to read nonverbal cues is often caused by difficulties in interpreting

facial expressions, body language, and tone of voice.

Problem: shyness and social anxiety

•Shyness and social anxiety are caused by fear of judgment, rejection, or

embarrassment.

B. RESEARCH QUESTION

1.1 What are the common challenges faced by Grade 11 HUMSS students in articulating
their thoughts and feelings in interpersonal relationships?

1.2 How does difficulty articulating thoughts and feelings affect the quality of
interpersonal relationships among Grade 11 HUMSS students?

1.3 What strategies can be employed to help Grade 11 HUMSS students overcome
difficulty articulating their thoughts and feelings, thereby improving their interpersonal
relationships?

2.1 How does cultural background influence the interpretation of nonverbal cues, and
what are the implications for intercultural communication?

2.2 What is the relationship between empathy and the ability to read nonverbal cues, and
can empathy be improved through training or practice?

2.3 How does not being able to read body language affect a leader's success, and what
can leaders do to make up for it?

3.1 How do shyness and social anxiety affect the communication styles of Grade 11
HUMSS students in their interpersonal relationships?

3.2 What are the common communication challenges faced by Grade 11 HUMSS
students with shyness and social anxiety in their interpersonal relationships?

3.3 Can group projects make worse or improve social anxiety in Grade 11 HUMSS
students?

C. OBJECTIVES or PURPOSE OF THE STUDY

This study aims to identify and address the communication difficulties

experienced by senior high school students, including struggles with self-
expression, interpreting nonverbal signals, and managing social anxiety, with the
ultimate goal of
enhancing their overall communication abilities.

1. To investigate the factors contributing to the difficulty in articulating thoughts

 among senior high school students.
2. To examine the relationship between nonverbal cues and effective
communication among senior high school students.
3. To identify strategies to overcome shyness and social anxiety that hinder
effective communication among senior high school students.

SIGNIFICANCE OF THE STUDY

The results of this study can be used to inform the development of effective
communication skills training programs, improve interpersonal relationships
among adolescents, and enhance the overall quality of student interactions in the
school setting.

To the Students:
This study helps students understand effective communication's importance in building
positive relationships and provides practical skills to enhance interpersonal relationships.

To the Teachers:
The study informs teachers about communication styles' impact on student relationships
and academic performance, enabling them to develop effective teaching strategies.

To the Future Researchers:

This study contributes to the existing knowledge on communication styles and
interpersonal relationships, providing a foundation for further research and evidence-
based interventions.

D. SCOPE AND DELIMITATION

This study investigates communication challenges faced by Grade 11 Humanities
and Social Sciences (HUMSS) students, aged 16-17, from both public and private
schools, and inclusive of male and female students from diverse socioeconomic
backgrounds. It aims to provide insights into these challenges and identify
strategies to address them through a survey of 25-40 students..