The Interpersonal Communication Skills and Academic Performance of Grade 8 Students of Public High Schools in Tagaytay City

Abstract

INTRODUCTION

In Tagaytay, developing the students holistically is the city's top priority. Teachers continue to develop programs and intervention that will aid the students' deficiencies in different areas including interpersonal communication skills. Besides, being the second summer capital of the Philippines, tourists do not only appreciate Tagaytay’s physical beauty, they also appreciate the locals’ socialization and communication skills. Since interpersonal communication skills are of great help in continually promoting Tagaytay, there is really a need to assess and continually develop these skills (Guia, 2015). With this, the researcher finds it significant to conduct a study that determines the students' interpersonal communication skills and its significant relationship to their academic performance.

METHODS

This study used descriptive-correlational research design to determine the relationship between the students' interpersonal communication skills and their academic performance. The data in academic performance of the respondents were gathered through the school records of the students. To get the data on interpersonal Communication Skills, the researcher used the "Interpersonal Communication Skills Inventory" (Learning dynamics, 2002).

RESULTS

There is a significant relationship between the students' academic performance, in terms of their general weighted average and final grade in English and Filipino and all aspects of their interpersonal communication skills.

DISCUSSIONS

The General Weighted Average in Grade 7 of the selected students in four public high schools in the district of Tagaytay mostly ranged from 80 -84 (described as satisfactory.) In terms of the students' performance in English and Filipino subjects, same range of grades were obtained. The students assessed their interpersonal communication skills to be “very good” in terms of sending clear messages, listening, giving, and getting feedback and handling emotional interactions. Listening got the highest spot among all areas while giving and getting feedback got the lowest. There is a significant relationship between the students' general weighted average and all aspects of interpersonal communication skills.