CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

Education is one of the most primary concerns of the people nowadays. Because

of the pandemic and the onslaught of Typhoon Odette, various significant learning in

school were sacrificed (Atuel, 2022). However, hope and victory are two manifestations

made by Department of Education Secretary and currently the Vice President of the

Republic of the Philippines, Sara Zimmerman Duterte-Carpio. She said during the 2022

National School Opening Day Program at the Dinalupihan Elementary School in Bataan

that “Today, we acknowledge that this is a victory for basic education” as she described

the first day of classes last August 22, 2022 as schools nationwide reopen for face-to-

face classes.

Students are back to its normal haven of learning yet, adjustments from the

paradigm shift is truly challenging especially their studies-left and right. Teachers as

well are adjusting the same as imparting their knowledge to their students, hoping to

see them reach their full potential. Since varieties of crises are identified as resulted of

the two year modular/ distant learning. The parents are struggling too though their

support never ends to their children, wishing to see them happy and successful in the

future. Indeed, it would seem that the only way to realize the goals of the people is to

undergo grueling year and years of studying (Papasin, 2019).

1
 On the other note, the K-12 system is one of the newest initiation by the

Department of Education (Deped) way back 10 years ago. This initiative help the

students enhance their skills and learn new knowledge which can be beneficial when

they reach college. The said K-12 Enhanced Basic Education Program encompasses at

least one (1) year of kindergarten education, six (6) years of elementary education, and

six (6) years of secondary education, in that sequence. Secondary education includes

four (4) years of junior high school and two (2) years of senior high school education

(https://www.officialgazette.gov.ph).

Accountancy, Business, and Management (ABM) is one of the strands offered in

the academic tracks of Senior High School. It mainly focuses on the following areas:

accounting, business, marketing, and economics. ABM is for students who plan or want

to pursue business courses and accountancy. The programs under this strand are

designed to instill crucial skills to students for them to perform well in their future careers

and businesses. One of the key benefits of choosing ABM strand is it offers the students

the opportunity to undertake work placements and professional projects; learn more to

manage their own businesses; tackles about the payment that they are going to pay; the

risks in managing business and on how their business achieve successful (Antonio,

2018).

Furthermore, with so numerous skills and advantage ABM students acquire, it is

of utmost important to hone students’ interpersonal communication skills as

businessmen, managers, and entrepreneurs are good in dealing and communicating

effectively in negotiations with their investors, customers, and clients.

2
 Interpersonal communication skills are the skills required when we communicate

with other people or groups of people. These skills are often referred to as people skills,

social skills, or social intelligence (Investopedia, 2020). All aspects of a person’s life,

such as education, business, and so forth, depend on interpersonal communication

skills. Interpersonal communication skills is an essential predictor of success in

business and professionals achievements. According to Caranto, P., “Accountancy,

Business, and Management students must have an inclination to analytical,

mathematical, and communication skills.” Good levels of interpersonal communication

skills is very crucial for all Accountancy, Business, and Management students to

acquire, especially for future businessmen and entrepreneurs. Good interpersonal

communication skills involve insight, understanding, and the kind of social awareness

that helps one determine what might be an ‘appropriate’ response in a given situation.

There can be no set rules for determining this, much to the frustration of teachers and

students alike (Chiavaroli, 2019).

An individual cannot create and manage a firm using only their own skills.

He/she needs to interact with other people in order to establish successful venture.

Future business aspirants are enrolled in Accountancy, Business, and Management

strand for they think that this strand is the most suitable strand in developing

interpersonal communication skills. Often referred to as soft skills, interpersonal

communication skills allow people to communicate effectively, handle conflicts, and

respond to others’ needs accordingly. In an ever-changing job market, these skills teach

3
workers and business owners how to be agile, solve complex problems, perform critical

thinking, and manage diverse relationships (Investopedia, 2020).

Moreover, developing interpersonal communication skills is really important for

students for a better learning, expressing themselves to others, personality

development and improving academics too. It is considered that students who have

good interpersonal communication skills have a successful career and personal life too.

Here we discuss what student interpersonal communication skills are and how it

benefits them.

With this study, the researchers aim to identify the level of interpersonal

communication skills of Accountancy, Business, and Management Senior High School

learners of Ubay National Science High School for School Year 2022-2023.

4
Theoretical Background

The research study anchored the theories of Uncertainty Reduction Theory

(URT) by Charles Berger and Richard J. Calabrese (1975), Social Penetration Theory

(SPT) formulated by Altman and Taylor (1973) and Constructivism Theory of

Communication by Jean Piaget (1968).

Uncertainty Reduction Theory

Uncertainty Reduction Theory (URT) was developed by Charles Berger (1975). It

attempts to explain how human beings utilize communicative strategies to reduce

uncertainty regarding other human beings. The theory suggests that human beings are

uncomfortable with uncertainty and seek the means to predict the trajectory of social

interactions. It states that people can reduce uncertainty about others by gaining

information about them. Uncertainty Reduction Theory researchers suggest that people

will use a “variety of sources when collecting information to reduce their uncertainty”

(Floyd, 2017; Whaley and Samter, 2013).

Social Penetration Theory

Social Penetration Theory was formulated by Altman and Taylor (1973). It states

that communication progresses from relatively shallow, non-intimate levels to deeper,

more intimate ones as relationships grow. The communication we have with other

people depends on the level of intimacy we have with them.

5
 Altman and Taylor compared people to a multilayered onion. They believed each

opinion, belief, prejudice, and obsession is layered both outside and inside the person.

As people get to know each other, the layers “shed away” to reveal the core of the

person. On the outermost shell are highly visible levels of information such dress and

speech. More personal information about the participants’ life, emotions, and thoughts is

revealed inside.

Constructivism Theory of Communication

Constructivism was first formulated by Jean Piaget. His theories suggest that

people acquire knowledge by interaction between their experiences and ideas. Piaget

highlighted processes of accommodation and assimilations as being crucial in the

interaction between experiences and ideas based on study into children’s cognitive

development. Constructivism aims to explain why some individual are better at

communicating than others in order to accomplish particular objectives. It investigates

how social, behavioral, cognitive, and linguistics factors affect how messages are

formed and received. Constructivism helps people recognize and cultivate the qualities

of effective communication, which has enormous benefits.

6
Related Legal Basis

Republic Act 10533, or the Enhanced Basic Education Act of 2013

The law in its full name stands as-“An Act Enhancing the Philippine Basic

Education System by Strengthening its Curriculum and Increasing the Number of Years

for Basic Education, supports this research study.

Communication skill is known to be one among the 21st century skills a learner

should be equipped with. Recognizing this has led a major shift in the education sector

that enhances the basic education curriculum through adding two years with high hopes

to master the competences needed by a learner (RA 10533).

The basis of interpersonal relation is communication as a means of information

exchange and an important factor in influence on the personality development of the

student. The peculiarity of the legal support of interpersonal relations in education

activities is the formation of students in the development of the real aspects of life. The

formation of skills contribute the productive socialization of students to others and

prevention of already existing stereotypes of non-normative communication.

To answer this call, the Senior High School Program included the core subject

Oral Communication in Context to Grade 11 students. Oral communication is

considered to be a core aspect of employability and in recognition of its importance for

7
students and graduates also included that under transferable or non-subject specific

skills, there is a need to be able to present information orally.

The basis of interpersonal relation is communication as a means of information

exchange and an important factor in influence on the personality development of the

student.

The peculiarity of the legal support of interpersonal relations in education

activities is the formation of students in the development of the real aspects of life. The

formation of skills contribute the productive socialization of students to others and

prevention of already existing stereotypes of non-normative communication.

Commission on Higher Education Memorandum Order 20, Series of 2013

As per high school students are expected to connect to the local, national, and

global communities concerns and challenges. For instance, the Accountancy, Business

and Management program expects students to communicate effectively, analyze

business problems and opportunities, make good decision and develop positive ethical

perception on local and global business competitions. While students are expected to

have proper study habit, plenty of hard work and inquisitive mind to finish the degree,

getting admission is easier than progression in the program.

Hereby, legal support of interpersonal relations in educational activities helps to

keep students committing negative manifestation in their interpersonal communication.

8
 Review of Related Literature

K-12 Enhanced Basic Education

One of the more stirring reforms in the past two decades in the field of education

is Republic Act 10533, or the Enhanced Basic Education Act of 2013 (“Enhanced Basic

Education Act”). Passed by Congress on January 30, 2013 and approved by the

President on May 15, 2013, the law in its full name stands as “An Act Enhancing the

Philippine Basic Education System by Strengthening its Curriculum and Increasing the

Number of Years for Basic Education, Appropriating Funds Therefor and for Other

Purposes.” The law became effective on June 4, 2013.

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education.

Much debate accompanied the passage of the law. Primarily, the statute

mandates the incorporation of two more years of high school to our basic ten-year

education cycle. Critics say the added two years translate only to a financial burden to

parents who can barely afford to send their children to school, to say nothing of how it

fails to accurately address the lack of quality education in the country. Proponents, on

the other hand, suggest that the added time will allow students to learn their lessons

9
with mastery, thereby ensuring their global competitiveness in the long run.  Wherever

the debates may lead, the passage of the law urges us to look forward and observe how

the new law might create for us new gains in employment and socio-economic growth.

The first batch of students to begin the K-12 cycle will finish the full program in 2024.

(See http://www.gov.ph/k-12/#Features)

The Enhanced Basic Education Act establishes the Enhanced Basic Education

Program, which espouses the following objectives: (1) give every student an opportunity

to receive quality education that is globally competitive based on pedagogically sound

curriculum that is at par with international standards, (2) broaden the goals of high

school education for college preparation, vocational and technical career opportunities

as well as creative arts, sports and entrepreneurial employment in a rapidly changing

and increasingly globalized environment, and (3) make education learner-oriented and

responsive to the needs, cognitive and cultural capacity, the circumstances and

diversity of learners, schools and communities through the appropriate languages of

teaching and learning, including the mother tongue as a learning resource (Sec. 2).

All in all, the new law seeks to bridge our basic education with, ultimately,

employment in the globalized world. It does this by harnessing language to improve the

way we learn, and by maximizing time spent in secondary education to equip us with

skills for the careers we choose. The implementation of the new law may be expensive,

what with the need to build more classrooms and train more teachers to accommodate

two more years of basic education, but it is about time that we invest heavily in

education, if we should invest in the future of our country at all (Ongkiko and Ong, 2013)

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Senior High School Program

The additional two (2) years to the basic education cycle is one of the hallmarks

of the K to 12 program. The Senior High School (SHS) curriculum is the main policy tool

that will serve as the blueprint for program implementation. This section aims to provide

a concise yet comprehensive articulation of critical elements of the curriculum to ensure

effectiveness and efficiency in program implementation.

The SHS curriculum is also DepEd’s contribution to the ongoing articulation of a

national system of quality assurance, accreditation, credit transfer, and recognition of

learning pathways across the subsystems of Philippine education. Through the SHS

curriculum, DepEd is able to formulate the equivalent qualification standards of basic

education graduates vis-a-vis vocational-technical and higher education qualification

standards. The SHS curriculum formulation, therefore, is a step toward the realization of

the Philippine Qualifications Framework (PQF). As mentioned above, the SHS

curriculum is the main policy tool for the implementation of the new 13-year cycle of

basic education. The curriculum is composed of the Core, Applied Track, and

Specialized Subjects, which are defined in the succeeding sections

(https://www.teacherph.com/key-stage-4-senior-high-school-shs-curriculum/).

Accountancy, Business and Management

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 Since its approval in 2013, the K-12 system has created changes in the

way high school students are trained not only for education but for possible employment

as well. There are mainly fur possible tracks to choose from, namely: Academic, Sports,

Arts and Design and Technical- Vocational-Livelihood tracks. Four different strands fall

under Academic Track: Accounting, Business and Management Strand, Science,

Technology, Engineering and Mathematics Strand, Humanities and Social Sciences

Stand, Humanities and Social Sciences (HUMSS) Stand and the General Academics

Stand.

In the past, most high schools would integrate a basic Accounting course into

their curriculum – highlighting only the key concepts while providing a beginner’s guide

to debits and credits. But with the ABM strand, students will get to spend more time

understanding Applied Economics, Business Ethics and Social Responsibility,

Accountancy, Business, Management, Business Math, Business Finance, Business

Organization and Principles in Marketing. Senior high school students will also be

required to engage themselves in the field through practical experience and immersions

in various sectors and corporate industries.

Interpersonal Communication Skills

Developing Interpersonal Communication Skills

According to Vidhu Gaur, the interpersonal communication is one of the most

important and fulfilling activities humans can accomplish–but like any activity, it needs to

acquire some qualities in individuals, well highlighted in the paper, to proceed with

12
success. The first action in any communication is to clearly outline one's communication

objective.

When communicating, we must ensure that our audience fully comprehends

what we are saying. There will be a variety of listener types and levels of

comprehending power in each group. A skilled communicator will be able to assess the

individual or group of listeners in his or her vicinity and intelligently adjust his or her

speech to the capability, mood, and interest of the audience. (Gaur, V. (2020) Journal of

Critical Reviews 7)

One of the competencies of students is interpersonal communication skills.

According to Barseli et al. (2019), students who have problems communicating with

others will have a hard time developing their creativity and getting good grades at

school. This indicates the need for counselors to develop counseling practices to

improve students' understanding of the importance of interpersonal communication and

the factors that contribute to poor interpersonal communication skills.

The study conducted by Barseli et al. states the factors that can affect the

students' interpersonal communication skills as well as the concept of interpersonal

communication skills. It introduces interpersonal communication's basic concepts, such

as interpersonal communication, interpersonal communication characteristics,

interpersonal communication importance, interpersonal communication criteria, factors

that influence interpersonal communication, interpersonal communication processes,

and interpersonal communication purposes.

Scholars have detailed the benefits of active learning, particularly the impact that

simulations can have on promoting engagement and evaluative thinking. Scholars have

13
discussed the positive effects of active learning on first-generation college students, but

there is minimal research on how simulations contribute to developing interpersonal

communication skills, especially among first-generation college students. Interpersonal

communication skills, often referred to as soft skills, are challenging to quantify since

they focus on how individuals relate and interact with others. These skills include oral

and written communication, teamwork, confidence, and leadership skills.

The integration of new technologies into counsellor education has progressed

slowly. We present mPath: an online system designed to support iterative, multi-levelled

and deep reflection on practice in skills training sessions. We propose the integration of

new technologies to counsellor education as an area with scope for future research and

development. (David Murphy, Petr Slovak, Anja Thieme, Dan Jackson, Patrick Olivier,

Geraldine Fitzpatrick British Journal of Guidance & Counselling 47 (3), 328-341, 2019)

The challenge and opportunity for the field of evaluation is to prepare evaluators

with sophisticated interpersonal competence alongside technical research skills. This

article shows that service-learning, a “real-world” pedagogical model, holds promise as

a way to educate students in evaluation while developing their interpersonal

communication skills. While other community-based approaches offer experiential

applications of evaluation methods, service-learning adds the important element of

reflection to deepen student learning.

A course that employed the “client-based” service-learning approach, individual-

to-group student assignments, practice with interpersonal communication skills, and

ongoing reflection activities is presented as a pedagogical approach to expand the

range of interpersonal communication skills that can be developed among students.

14
Student surveys showed that the course conveyed many benefits beyond technical

knowledge of evaluation..(Lora H Warner American Journal of Evaluation 41 (3), 432-

451, 2020)

Communication Skills

In today’s competitive world, oral communication skill is essential to be

developed among students to gear them with appropriate knowledge on presentations.

Being communicatively competent likewise boosts marketability and viability for work in

variety of careers in the future, thus reiterates the essential of being equipped.

In the recently conducted unit test, item analyses revealed that students of

General Academic Strand obtained low mean performance. Recognizing the importance

of oral communication in this strand, the researcher aimed to improve the Oral

Communication Skills of Grade 11 GAS students through a task-based strategy called

simulations.

Simulations give students the chance to apply theory, develop critical skills, and

provide a welcome relief from the everyday tasks of reading and preparing for classes

(Kanner, 2007). An additional benefit of many of these simulations is the introduction of

an aspect of realism into the students’ experience. Such simulations are historically

15
seen in the medical fields, where mock-up patients take on the signs and symptoms of a

certain disease or injury and the student is asked to assess, diagnose, and/or treat the

patient. Here the students must apply what they have learned to a reasonably realistic

scenario. Further, there is evidence that the experiential learning that occurs in

simulations promotes long-term retention of course material (Bernstein & Meizlish,

2003; Brookfield, 1990).

With regard to Oral Communication in Context teaching, simulation is a more

recent strategy which aims to achieve communicative competence rather than

grammatical competence. This means that performance and actual output are

represented in one’s actual real life situations. Many teachers want their students to

apply the book knowledge to the real world, to see how the abstract concepts and

theories play out in the real world, to be able to experience real-world processes, and to

become motivated to become involved in the real-world processes that are discussed in

class. Through this, teachers may conclude the long-term effect of their lessons to their

students.

Willis & Willis (2001) have called for a move in language teaching toward task-

based strategy to instruction. They agree that it is a form of teaching that treats

language primarily as a tool for communication rather than a subject for study or

manipulation.

Several researchers such as Nunan (2004), Ellis (2003) agreed that simulation

view of language teaching is based on constructivist theory of learning. In the area of

constructivism, Jean Piaget (2001) agreed that humans generate knowledge and

16
meaning from an interaction between the students’ experiences and their ideas with full

of tasks best exemplify learning.

It is clear that if learners are to develop the competence they need in order to use

a second language easily and effectively in the kinds of situations they meet outside the

classroom, they need to experience how language is used as a tool for communication

within it.

Effective communication is a vital tool for any business owner. Your success at

getting your point across can be the difference between sealing a deal and missing out

on a potential opportunity.

You should be able to clearly explain company policies to customers and clients

and answer their questions about your products or services. It is crucial to communicate

effectively in negotiations to ensure you achieve your goals.

Communication is also important within the business. Effective communication

can help to foster a good working relationship between you and your staff, which can in

turn improve morale and efficiency.

This guide will explain the key aspects of both verbal and non-verbal

communication, how to listen to and understand others, and how to make the best

possible first impression on the people you encounter in and around your business

(https://www.business.qld.gov.au/running-business/marketing-sales/managing-

relationships/communicating-effectively/written).

17
Types of Interpersonal Communication

The first step in answering “what is interpersonal communication?” is breaking it down

into four distinct types.

 Verbal: In other words, speaking. This term covers the words you use, how

persuasively you speak, the language you use, which words you emphasize, and

even the use of affirmative sounds and short phrases like “Yup” or “Uh-huh.”

 Listening: You can make a good case for listening as the most important

interpersonal communication skill. It covers the ability to listen attentively, whether

you’re using your ears to listen “in-person” or some other means, say, over the

Internet. Listening also includes special techniques like reflection and clarification.

The best listeners are people who can focus their attention on the speaker to make

the latter feel like they're the sole and most important person in the room.

 The Written Word: Thanks to the Internet age and situations requiring isolation (e.g.,

the pandemic), good written communication skills have become an asset. Whether

you're on social media, in the workplace, or even texting on your phone, you must

know how to get your point across in writing. This type includes emoji’s, grammar,

clarity, tone, and even punctuation. After all, there's a vast difference between "Let's

eat, Grandma!" and "Let's eat Grandma!"

Non-Verbal: This final the covers body language, facial expressions, tone of voice and

gestures.

18
 In today’s competitive world, oral communication skill is essential to be

developed among students to gear them with appropriate knowledge on presentations.

Being communicatively competent likewise boosts marketability and viability for work in

variety of careers in the future, thus reiterates the essential of being equipped.

In the recently conducted unit test, item analyses revealed that students of

General Academic Strand obtained low mean performance. Recognizing the importance

of oral communication in this strand, the researcher aimed to improve the Oral

Communication Skills of Grade 11 GAS students through a task-based strategy called

simulations.

Review of Related Studies

Interpersonal Communication Skills

This study aimed to investigate the effects of the first part of the CoRT program

for teaching thinking (BREADTH) on the development of communication skills among a

sample of students from Al al-Bayt University in Jordan. The study sample consisted of

all the students enrolled in the training session for the first part of the CoRT program

held by the Excellence and Innovation Center at Al al-Bayt University during the second

semester of 2014/2015 academic year. It included 36 participants (20 females and 16

males) from different specializations and academic levels at the university. The

researcher prepared a training program and a scale for communication skills, for which

he extracted validity and reliability. Diagrams for arithmetic averages, standard

deviations, T-test and Wilcoxon W test were used to answer the questions of the study.

The results showed that there were statistically significant differences (alpha;=0.05)

19
between the pre and post measurements for members of the experimental group on the

communication skills scale in favor of the post measurement. This indicates the

effectiveness of the first part of the CoRT program (BREADTH) on the development of

communication skills as well as the lack of statistically significant differences based on

sex in the post measurement. The study recommended the need to implement the

training program for more than one person including all the university students to

develop their effective communication skills. ( Mohammad Alshurman Wael, 2017)

The agricultural communications academic discipline has existed for more than

100 years. In that time, approximately 40 academic programs nationwide have formed

in some capacity to prepare students for success in the classroom and the workplace

after graduation. In the past 25 years, numerous studies relating to the skills, abilities

and knowledge employers and industry professionals desire in agricultural

communications graduates, as well as the agricultural communications curriculum, have

been conducted. The purpose of this research was to review the existing literature from

agricultural communications journals, conference proceedings, and theses and

dissertations on the topic. This literary review examined 17 articles and found the most

popular skills and abilities desired by employers over the years were written

communication skills, character skills, visual communications skills, and oral

communication skills. The skills found in the curriculum currently being taught were

written communication skills, visual communication skills, and oral communication skills.

(Corder, J and Irlbeck, E. 2018).

Accountancy, Business and Management

20
 This study aims to ascertain the association between student academic

performance and personality qualities as defined by the big five dimensions of

personality theory. Not only the respondents but also the teachers, institution, guidance

counselors, and parents are intended to gain something from this study. The

respondents were 224 University of Bohol-Senior High School students in the

accountancy, business, and management strands. The study's findings showed that,

according to the big five dimensions of personality theory, the students scored well on

openness, extraversion, neuroticism, and agreeableness while scoring very highly on

conscientiousness. The researchers came to the conclusion that there is no correlation

between a student's personality characteristics and academic success. (Bongato, G.,

Rulona, E. (2018) ACADEME 13).

In addition to using purposive sampling to acquire data based on the

characteristics of the respondents, the study used phenomenology research to

characterize the experience of ABM students. ABM Senior High School students who

took the business mathematics course make up the study's population. RESULTS.

Some of the students gave themselves an average learning rating, which is between 5 -

7. There are students who, however, consider themselves to be excellent learners. (Alili

Centeno) The 2019 Ascendens Asia Journal of Multidisciplinary Research Abstracts,

Volume 3 (2B) (Alili Centeno Ascendens Asia Journal of Multidisciplinary Research

Abstracts 3 (2B), 2019).

This research aimed to assess the level of teaching standards competence of

Senior High School-Accountancy, Business and Management (ABM) Teachers using

the Classroom Observation Tool (COT) provided in the Philippine Professional

21
Standards for Teachers-Results-based Performance Management System (PPST-

RPMS). Likewise, to determine the relationship and significant difference in

performance level when they were grouped according to age, sex, employment status,

position, years of teaching experience, educational attainment, and grade level taught.

The respondents represented the whole population of ABM teachers under Schools

Division of Nueva Ecija (SDO-Nueva Ecija) which composed of 57 teachers holding

Teacher IIII positions in 15 public schools offering ABM strand.

Conceptual Framework

PROCESS OUTPUT
INPUT
Interpersonal
Theories
Communication Skills of
 Uncertainty Accountancy, Business,
Reduction Theory and Management
 Social Penetration Learners in terms of:
Theory
 Constructivism a. Age
Theory of b. Sex
Communication
c. Grade Level
Legal Basis
d. Socio-economic
 Republic Act 10533, Status
or the Enhanced Proposed Enhancement
With the aid of
Basic Education Act Measures
researcher-made
of 2013
questionnaire that
 Commission on
Higher Education consists of Twenty (20)
Memorandum Order items Likert Scale for
20, Series of 2013 identifying the
22
significant relationship
of the two factors.
 Figure 1.1 Conceptual Framework of the Study

Statement of the Problem

Accountancy, Business, and Management Senior High School learners of Ubay

National Science High School for School Year 2022-2023. Furthermore, they are

conducting this study in order to answer the following specific questions:

1. What is the profile of the learners in terms of:

a. Age

b. Sex

c. Grade Level

d. Socio-economic Status

23
 2. What is the level of interpersonal communication skills of the Accountancy,

Business, and Management learners?

3. Is there a significant relationship between the profile of learner and the level of

interpersonal communication skills?

4. Is there a significant difference on the categories of interpersonal communication

skills?

Significance of the Study

Learners. They will be given awareness on how significant ABM strand

upon enrolment. The study will aid them to asses on their choices on what strand they

will to take or are they in a strand they want to be in the future.

Teachers. They will have ideas what are the level of confidence and

development of their students in terms of interpersonal communication skills.

Parents. This study is useful to them, since this will provide data and

reflections that would lead to better understanding in order to support and give more

necessary advice to their children.

24
 UNSHS Administration. They will be able to use this study to evaluate

their SHS students. They can formulate career guidance to their students as well and

consider the communication skills of their students.

Researchers. This study is not only being conducted because it is a

requirement for this subject but more importantly, it helps the researcher gain more

knowledge about the study and how they are going to improve their study for future

researches.

Future Researchers. This study will be useful for future researchers who

are interested in studying the same. The results, conclusions, and other

recommendations can be used as reference for their future studies.

Scope and Delimitation

The study focused to find out the interpersonal communication skills of

Accountancy, Business, and Management Senior High School learners of Ubay

National Science High School for School Year 2022-2023, having 30 participants all in

all. Since, the study is conducted only on one place, the results cannot

be used to generalize the other Senior High School students from other schools for

there can be other extraneous factors not taken into consideration in this study. There

were some inevitable limitations, due to a small amount of time, the researchers was

conducted only in a small size of population; therefore, the results won’t generalize for

larger pictures.

25
Research Design

This research entitled “Interpersonal Communication Skills of Accountancy,

Business, and Management Senior High School learners of Ubay National Science High

School for School Year 2022-2023” used a quantitative approach to obtain data.

Research Environment

The research was conducted in Ubay National Science High School (UNSHS) in

Fatima, Ubay, Bohol. UNSHS, commonly called USci or SciHigh is a special public high

school in the Philippines. The campus is located in the southern tip of Barangay Fatima

in the municipality of Ubay in the province of Bohol. The school is duly administered by

the Department of Education. It is the second science high school in Bohol, next to

Tagbilaran City. (Wikipedia, 1996)

Research Respondents

The participants of the study were the ABM Senior High School students in

UNSHS. In order to provide significant results, the researchers picked 15 identified as

students in Grade 11 and Grade 12 respectively. In each group, the researchers used a

snowball sampling in selecting the respondents.

Research Instruments

26
 The researchers prepared a researchers-made questionnaire that consist of

Twenty (20) items Likert scale for identifying the significant relationship of the two

factors. Details of the questionnaire can be found in appendix.

Data Gathering Procedure

The researchers sent a letter of request to the Office of the Principal in Ubay

National Science High School, Fatima, Ubay, Bohol to ask permission for the conduct of

the study. After it was signed and approved, they prepared the 30 copies questionnaire

for the research participants. Then, they asked the permission of the Grade 11 & 12

advisers and scheduled a time when the students can answer. They conducted the said

study. Lastly, collected, tallied and analyzed the data gathered.

Statistical Treatment

The researchers used Mode and Simple Percentage for the profile of the

learners; Weighted Mean for the levels of the interpersonal communication skills of ABM

learners; Chi-square test of independence for the significant relationship of the profile;

and T- test for two independent samples for the significant difference on the categories

of interpersonal communication skills.

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Definition of Terms

In order to have a better understanding of the research study, the following terms

were defined operationally:

 K-12 Program - refers to the educational system of the Philippines under produce

more competent citizens and prepare graduates for lifelong jobs.

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 Senior High School (SHS) - refers to Grade 11 and 12 levels, the last two years of

the K-12 Basic Education Program.

 Accountancy, Business and Management (ABM) - refers to one of the three strands

under Academic Track offered to SHS students that teaches the fundamental

concepts and principles of business, marketing, accounting and management.

 Interpersonal Communication Skills - refers to skills required to effectively

communicate, interact, and work with other individuals and groups.

 Interpersonal Communication - refers to an exchange of information between two or

more people that seek to understand how people use verbal and non-verbal cues to

accomplish certain goals.

 Uncertainty Reduction Theory- refers the basic process of how we gain knowledge

about people where difficulty with uncertainty is a concerned. You are not sure what

is going to happen next, so you are not certain how you should prepare and react.

 Social Penetration Theory- refers the reciprocity of behaviors between two people

who are in the process of developing a relationship.

 Public Speaking- the act of speaking directly to the live audience.

 Assertiveness- a skill regularly referred to in social and communication skills

training. Being assertive means being able to stand up for your own or other

people’s rights in a calm and positive way.

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