Table of content

Chapter I – Introduction
1.1 Problem and its background
1.2 Review of related literature and studies

1.3 Statement of the problem

1.4 Hypothesis

1.5 Significance of the study

1.6 Scope and limitations

1.7 Conceptual Framework

1.8 Definition of Terms

Chapter II- Methodology
2.1 Research Design and Methodology
2.2 Participants of the study and sampling techniques
2.3 Instrumentation
2.4 Data gathering procedure
2.5 Statistical treatment of data
2.6 Action Plan
Chapter III – Results and Discussion
Chapter IV - Conclusion and recommendations
Bibliography

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 Laguna Northwestern College
San Antonio, San Pedro City, Laguna

An Undergraduate Thesis Presented to the Faculty of Laguna Northwestern College

San Pedro Laguna

Communication Skills and ICT Literacy Skills of High School Students in Laguna
Northwestern College

A Thesis
Presented to
Mr. Louie Gerente
In partial fulfillment of the requirements for the Research Paper

By
Lumabi Joralyn R
Mondejar Geralyn
Maladaga Dianne

S.Y. 2021-2022

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 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Communication skills are the abilities to use when giving band receiving different
kinds of information. Some examples include communicating new ideas, feelings or
even an update on your project. Communication skills involve listening, speaking,
observing and empathizing. It is also helpful to understand the differences in how to
communicate through face-to-face interactions, phone conversations and digital
communications like email and social media.

Skills are essential in this emerging generation since it created a great impact in the
society and one of the most common kind of skill are the Communication skills these
are the abilities you use when giving and receiving different kinds of information.
Some examples include communicating new ideas, feelings or even an update on
your project. Communication skills involve listening, speaking, observing, and
empathizing while Information and communication technology, Skills. The skills
needed to use efficiently the elementary functions of information and communication
technologies essentially word,image,data processing, Internet and e-mail.
In the last decades, with fast improving computing technology, there has been a
change in the way we live. This tremendous technological change is now affecting all
manufacturing and service firms, including teaching and learning. Higher education
plays a very important role through its graduates who occupy leadership positions in
education as researchers, teachers, consultants, and managers. Graduates of higher
education are saddled with the responsibility to create and apply new knowledge and
innovations. They also provide analytical perspectives on the problems of
development and services rendered to the public and private sectors.
Ebo (2019) explains that the term, Information and Communication Technology (ICT)
is the system used for handling Information; it includes multi- media, the internet,
other devices ike video, cameras and mobile telephones. Quadri and Abomoge
(2019) define a university undergraduate as "a university student who has not yet
received a first degree or the body member of a university or a college who has not
received a first degree; a student in any school yet to complete his or her course". In
an attempt to clarify the concept of”competence", Weinert) relates the term to the
Greek notion of arête, meaning excellence or being the best. Also, it is compared to
the Latin term, virtus, a kind of moral excellence generally understood as what
peoplecan do rather than what they know.

Communication skills are the abilities to use when giving band receiving different
kinds of information. Some examples include communicating new ideas, feelings or

3
even an update on your project. Communication skills involve listening, speaking,
observing and empathizing. It is also helpful to understand the differences in how to
communicate through face-to-face interactions, phone conversations and digital
communications like email and social media.

Competence is synonymous to ability, aptitude, capability, effectiveness and skills. It

connotes discrete skills and activities that individuals can perform (Allan,
2011). Kyoshabi in Cambridge University Reporter
(2003) states that academic achievement is frequently defined in terms of
performance in examination, academic achievement, performance in tests, and
course work.
In this study, the researchers aim to investigate the ability of students in
communication in terms of disseminating and receiving different kinds of information,
students active listening, speaking,empathy, and observation level and students
ability in terms of ICT literacy, especially when it comes to tools promotes
dissemination of information and presentation of ideas, and the time they only spent
in researching for the information they need, and finally on convenient it is for
students to access, evaluate and or organize information they see online.
Researchers believe that knowing and mastering basic communication skills
empowered with ICT skills has many benefits, such as helping to resolve differences
or promoting trust and mutual respect and can create a great impact to educational
system nor society the reason why researchers aims to investigate these factors on
junior highschool students to know their readiness as they about to approach senior
high school level due to possibilities that some of them may no longer proceed to
college and may enter corporate world finishing senior high degree only.

1.1 BACKGROUND OF THE STUDY

Laguna Northwestern College is a non- sectarian private school offering K to 12

basic education program. One of the learning areas taught among Grade 6 pupils is
English located at San Antonio, San Pedro City, Laguna. This research aim to align
in the school’s mission and vision for its students hence this leads the researchers to
determine the level of students ability to adopt to the changes specifically in the time
of pandemic where all of students are to study at home with the use of their
technology that once used for gaming and posting pictures or socializing only, to
which they were forced to use it for educational purposes as well. While most of
them doesn’t have enough knowledge how make use of it later on they got used to it
but not all of them are resourceful enough to find the answers to the internet, and so

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the purpose of this research is to determine their level of resourcefulness while
locating ,evaluating information and integrity when it comes to finding whats the
problem and the solution, remain their integrity while properly citing and giving
credits to whoever owns that information they get from the internet. Finally this
research aims to identify which or where educators in the school should focus to
improve students ability in communication and in ICT tools , so they can create
handful and efficient activities where students can develop these skills. These skills
when mastered are helpful for students so they can be globally competitive, join and
help the world’s innovation need and they can overcome the emerging society.

1.2 Review of related literature

Communication skills

Communication skills are the abilities you use when giving and receiving different
kinds of information. Some examples include communicating new ideas, feelings or
even an update on your project. Communication skills involve listening, speaking,
observing and empathizing. It is also helpful to understand the differences in how to
communicate through face-to-face interactions, phone conversations and digital
communications like email and social media

According to The Global Competitiveness Report 2018 Competitiveness, in this

sense matters for three reasons. The first, and ultimately most important, is that
more productive countries can create greater wealth, higher living standards and
more happiness for their citizens. Secondly. More productive countries offer greater
returns on investment.

According to demines, 2017 The world is more interconnected and interdependent,

and students need to be globally competent to succeed. This means that students
need the awareness, skills and knowledge to understand, navigate and flourish in
this increasingly global economy However. We continue to hear that while students
may be academically prepared, they are not emotionally ready for the workforce. To
be college and career ready, students need to be prepared both academically, as
well as behaviorally. This includes what we often refer to as "soft skills," such as
problem solving, adaptability, work ethic, and the ability to communicate in a
business setting

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According to Cann 2017 Trying to figure out the reason why ever-increasing
investments in technology is not leading to comparable increases in productivity is
one of the most active areas of economic debate

Listening

Listening is receiving language through the ears. Listening involves identifying the
sounds of speech and processing them into words and sentences. When we listen,
we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and
we use our brain to convert these into messages that mean something to us. It is a
skill that some people need to work at harder than others: People who have difficulty
concentrating are typically poor listeners. Listening in a second language requires
even greater focus
According to Limton, 2017 Active listening means paying close attention to who
you’re communicating with by engaging with them, asking questions and rephrasing.
Practicing active listening can build respect with your coworkers and increase
understanding in the workplace. As you actively listen, focus on the speaker and
avoid distractions like cell phones and laptops.

Improve your active listening skills by paying attention to other people’s facial
expressions, body language and tone of voice. Instead of preparing what you will say
next, focus on what the other person is saying and how they are speaking. If you
need to clarify something, ask follow-up questions or rephrase what they’ve said to
confirm that you understood them correctly. (Charles, 2018)

Speaking

Speaking is probably the language skill that most language learners wish to perfect
as soon as possible. it used to be the only language skill that was difficult to practice
online. This is no longer the case. English learners can practice speaking online
using voice or video chat and services like Skype. They can also record and upload
their voice for other people to listen.
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The Organisation for Economic Co-operation and Development’s (OECD) (2017)
view on funding of school education, financial resource is very important in the
management of secondary schools. Money is needed in the accomplishment of
numerous projects and programmes in public secondary schools. Financial
resources are highly limited in supply. Therefore, available funds are required to be
prudently and carefully managed for better output. Adequate control of money
belonging to the school demands that proper account of what funds are used for
should be provided. Efficient decisions should be reached on how to utilize funds
and adequate follow-up is carried out once decision on how to utilize money is made,
especially when such money has been released. Haddad (2018) focuses on the
operational and financial benefits brought about by the introduction of ICT in the
educational organization and management. Pfaff and Simon (2019) also emphasize
the cost reduction due to limited disposal of printed material.

According to Cann 2017 trying to figure out the reason why ever-increasing
investments in technology is not leading to comparable increases in productivity is
one of the most active areas of economic debate today. According to our data,
improvements in innovation are often failing to have wider impact due to the fact that
many countries – especially emerging markets that are accelerated their innovation
capacity rapidly – are achieving much slower progress in the area of ‘technological
readiness’ or preparing firms and people to take advantage of new technologies as
they come online.

Howard, 2020 We are, of course, a long way from shaping multilateral industrial
policies at the national level. But at the corporate level we are already at the stage
where such policies are in force. The automobile and advanced electronics
industries are two such examples; over time, agriculture, textiles, and other mature,
low-growth industries may follow suit

Dios ,2017 Two years ago, US president Obama talked about the central mission of
providing education to children so that they are prepared for global competition.
What it means to be globally competitive seems straightforward from the perspective
of the United States. Obama said, "In an age where business knows no borders, jobs
are going to seek out the countries that have the most talented skilled citizens."
Obama clearly refers to jobs coming into the US. Obama is talking about the US
producing more because its citizens are better equipped and prepared. The US is
therefore concerned that its students are not in the top when it comes to international
standardized exams. In this light, doing well in math, science and language are seen
as good indicators for global competitiveness. These disciplines are considered as
key elements in producing a citizenry that is globally competitive.

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According to angel ,2018 Equipping students with the necessary skills required by
industries and the business sector. The first paragraph even hints about a mismatch
between what is currently taught in school in the old curriculum and what is required
by employers. To understand "globally competitive", as used in the above DepEd's
order, it is important to look at what is actually inside the Senior High School
curriculum. Since these additional years are yet to be offered, one can look instead
at what is taught in some schools in the Philippines.

Observing

Strong communicators can accept critical feedback and provide constructive input to
others. Feedback should answer questions, provide solutions or help strengthen the
project or topic at hand. Providing and accepting feedback is an essential workplace
skill, as it can help both you and the people around you make meaningful
improvements to their work and their professional development.
A great way to learn how to give feedback is to take notes from others on the
feedback they offer you. When you come across a well-explained piece of feedback,
take some time to observe and analyze why it was good, why it resonated with you
and how you might apply those skills in the future.

According to Reimers, 2020 Why develop intercultural competence? Intercultural

competence is a crucial part of global citizenship education. It empowers us to relate
to people from different cultures in a respectful way, making the most of those
differences and learning to appreciate them. These days, we are in permanent
contact with different cultures, with the other, with the unknown, and that is why it is
so important that young people can get along as global citizens in such a globalized
world. In Professor Reimers’ words, “what should be learned is to become global
citizens and meet humanity’s challenges.”

Empathizing

To empathize is defined as to have the feeling or understanding of what another

person is thinking or feeling. In schools, ICT is the technological medium through
which educational activities and control of resources are enhanced. According to

8
Madumere-Obike, Ukala, and Nwabueze (2018), certain skills are required for one to
take advantage of ICT. The principal requires the following skills which are the
modern procedures in educational development. They are needed for managerial
effectiveness. The ICT skills needed include understanding of ICT application, social
networking, internet browsing to source for information, virtual presentations at
conferences, oral presentation of papers on power point, and how to keep and bring
information from the computer ICT piques principals' interest in their job through new
media and innovations in their field which can enhance their preparation for work.

Having empathy means that you can not only understand, but also share in the
emotions of others. This communication skill is important in both team and one-oone
settings. In both cases, you will need to understand other people’s emotions and
select an appropriate response.

According to anni 2019, if someone is expressing anger or frustration, empathy can

help you acknowledge and diffuse their emotion. At the same time, being able to
understand when someone is feeling positive and enthusiastic can help you get
support for your ideas and projects.

Literacy with information and Communication Technology means thinking critically

and creatively about information and about communication, as citizens of the global
community, while using ICT safely, responsibly and ethically the impact of ICT has
brought so many changes in the education system. Teaching and learning activities
are more engaging and further meaningful as ICT provides the element of
interactivity that was never thought of before. With the advent of the Internet,
students no longer need to rely solely on the teacher as a knowledge provider, as
this technology allows them to access information

Defining Information

The attribute inherent in and communicated by one of two or more alternative

sequences or arrangements of something (guch as nucleotides in ONA or binary
digits in a computer program) that produce specific effects.

9
According to the Global Competitiveness Report 2017 Competitiveness, in this
sense, matters for three reasons. The first, and ultimately most important, is that
more productive countries can create greater wealth, higher living standards and
more happiness for their citizens. Secondly, more productive countries offer greater
returns on investment.
According to desmoines, 2019 the world is more interconnected and interdependent,
and students need to be globally competent to succeed. This means that students
need the awareness, skills and knowledge to understand, navigate and flourish in
this increasingly global economy. However, we continue to hear that while students
may be academically prepared, they are not emotionally ready for the workforce. To
be college and career ready, students need to be prepared both academically, well
as behaviorally. This includes what we often refer to as “soft skills,” such as problem
solving, adaptability, work ethic, and the ability to communicate in a business setting.

Accessing Information

Information access is the ability to identify, retrieve, and use information effectively
Access to information is vital to social, political, and economic advancement.

According to erin 2017 , We want students to be "future ready" and have the ability
to compete with other countries. Whether we know it or not, we are in competition
with the other country's in how well our students are performing in the classroom and
in other activities, If we look at education within the United States, we have some
brilliant students and our students are smart. However, if we look at education
across the globe, the US isn't doing as well as it once was.
Why should we worry about becoming globally competitive?The US was once a top
competing country in the educational world, but we have stayed at a constant while
other countries have caught up and surpassed us. we know that education is
undergoing a process of change and transformation all around the world – including
the recently announced new PISA (Programme for International Student
Assessment) global competence tests for 15-year-olds worldwide planned to take
effect in 2018. The development of cognitive abilities alone is no longer enough for
students, it is also necessary to develop socio-emotional and interpersonal skills, as
well as intercultural competences.

Evaluating Information

Evaluating information encourages you to think critically about the reliability, validity,
accuracy, authority, timeliness, point of view or bias of information

10
Once you have found information that matches the topic and requirements of your
research, you should analyze or evaluate these information sources. Evaluating
information encourages you to think critically about the reliability, validity, accuracy,
authority, timeliness, point of view or bias of information sources.(sdsdu,2018 )

As you examine each source, it is important to evaluate each source to determine

the quality of the information provided within it. Common evaluation criteria include:
purpose and intended audience, authority and credibility, accuracy and reliability,
currency and timeliness, and objectivity or bias. Gate ,2020

Organizing Information

Organizing information is to create an outline: An outline arranges materials

hierarchically and sequentially by identifying main topics, subtopics, and details
under the subtopics, Outlines allow you to group materials by similar concepts or
content and put them into a logical order.
In schools, ICT is the technological medium through which educational activities and
control of resources are enhanced. According to Madumere-Obike, Ukala, and
Nwabueze (2019), certain skills are required for one to take advantage of ICT. The
principal requires the following skills which are the modern procedures in educational
development. They are needed for managerial effectiveness. The ICT skills needed
include: understanding of ICT application, social networking, internet browsing to
source for information, virtual presentations at conferences, oral presentation of
papers on power point, and how to keep and bring information from the computer.
ICT piques principals’ interest in their job through new media and innovations in their
field which can enhance their preparation for work.

According to Jaime 2020 Countries, like companies, compete. Just as our

companies compete in the marketplace for customers, market share, capital and
investors, and value creation; nations compete for investments, trade in goods, trade
in services, and tourists. In our case, the Philippines even has to compete for its own
people! Every year, hundreds of thousands of our own workforce vote with their feet
and leave the country in search of jobs and careers abroad in countries vying for
their services.
Country competitiveness has become a central theme for both developed and
developing nations. We are in the midst of an increasingly open and integrated world
economy where countries compete for investment and human capital that are critical
to their economic growth. This focus on national competitiveness has been
increasingly reinforced by global competitiveness rankings published, on a regular

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basis, by a variety of institutions. They measure and track nations across various
metrics and indicators, including the strength of their public and private institutions,
the quality of their infrastructure, their macroeconomic environment, education,
health, market efficiency, financial market development, and their state of
bureaucracy and transaction costs and flows, among others. These are
comprehensive reports that benchmark our performance and attractiveness as
nation states in the economic sphere.

1.3 STATEMENT OF THE PROBLEM

The study aims to determine Communication Skills and Technology Literacy Skills of
Junior High School Students in Laguna Northwestern College, S, Y. Specifically, it
seeks to answer the following questions:

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

1.1 Age
1.2 Sex
1.3 Grade Level
2. What are the communication skills of the students in term of:
2.1 Listening/Active Listening
2.2 Speaking
2.3 Observing/Viewing
2.4 Emphasizing
3. What are the ICT Literacy Skills of the students in terms of:
3.1 Defining Information
3.2 Accessing Information
3.3 Evaluating Information
3.4 Organizing Information
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 4. Is there significant difference on the communication skills of the students
according to profile?
5. Is there significant difference on the ICT Literacy skills of the students
according to profile?
6. Is there significant relationship between students’ communication skills and
ICT Literacy skills?

1 4 Hypothesis

1. There is no significant difference on the communication skills of the students

according to profile.
2. There is no significant difference on the ICT Literacy skills of the students
according to profile.
3. There is no significant relationship between students’ communication skills
and ICT skills.

1.5 Significance of the study

The result of this study benefits the following group.
School Administrator- This will help the administration assess the level of students
skills in terms of communication and ICT skills with that they will identify where to
focus and what needs to be done to help the students in their school years in Laguna
Northwestern College.
Students - This will serve as their guidelines with the capacity of skills that pushes
them to improve their level of skills depending on which part they don’t excel.
Parents- Students guardian will have a peace in mind that their children's level of
competency will increase and will have a broader knowledge about the real world as
they can discover more in the online world with the use of useful tools that could
benefit their educational background
Teachers –This will determine the students level of skills hence will help the teacher
to understand which skill students’ needs to enhanced and focus on.

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Future researchers - This will benefit future researchers who aims to investigate the
same study can check this as their guidelines on what are the things the students
and teachers needs to improve and focus on.

1.6 Scope and limitations

This study concentrates on Junior high school students in Laguna northwestern
college. This was conducted at Laguna northwestern college, second semester
Academic Year 2021-2022
This was done through a survey form that was administered to at least 89
respondents. Questionnaire given takes about 5 minutes to answer. This study limits
only gathering information about the level of students' communication and ICT skills
or abilities and will not include any extracurricular activities like academic competition
involving research or oral competition that they do in school.

1.7 Conceptual Framework

Input Process Output

1. Respondent 1. Develop
Profile Instrument
2. Communication
2. Validate
Skills
2.1 Spreading Instrument
Information 3. Administer
2.2 Speaking/ 1. Interaction
Presenting Instrument Communication
Ideas 4. Collect Data 2. Research
2.3 Listening Activities
5. Organize Data
2.4 Observation
k 3. ICT Literacy 6. Analyze and
Skills Interpret Data
3.1 Defining
Information 7. Draw
3.2 Accessing Conclusion
Information
3.3 Evaluating
Information

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Figure 1 shows the diagram of the conceptual framework of the study. The
conceptual framework used the input, process, and outcome model.

The framework shows the input, which is the profile of the respondents, as well as
the extend of Communication Skills and ICT Skills of Junior High School Students in
Laguna Northwestern College. As for the process box, it shows the method by which
the researchers will collect the data. The third framework shows the outcome, which
is an action plan for a school-based health program.

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Definition of terms

Communication skills-Communication skills are abilities you use when giving and
receiving different kinds of information. Some examples include communicating
ideas feelings or what's happening around you Communication skills involve
listening. speaking. observing and empathizing
Listening-take notice of and act on what someone says; respond to advice or a
request Speaking-the action of conveying information or expressing one's thoughts
and feelings in spoken language"clear thinking aids clear speaking
Observing- notice or perceive (something) and register it as being significant:
Empathizing-understand and share the feelings of another:
Written Communication- involves expressing yourself clearly, using language with
precision; constructing a logical argument; note taking, editing and summarising; and
writing reports
Oral communication is generally recommended when the communication matter is of
temporary kind or where a direct interaction is required. Face to face communication
(meetings, lectures, conferences, interviews, etc.) is significant so as to build a
rapport and trust.
Active listening- requires you to listen attentively to a speaker, understand what
they're saying, respond and reflect on what's being said, and retain the information
for later.
This keeps both listener and speaker actively engaged in the conversation.
Observation skills- refer to the ability to use all five of your senses to recognize,
analyze and recall your surroundings. This practice is often associated with
mindfulness because it encourages you to be present and aware of the details of
your daily life Organizing Information- questions ask about the entire passage, it can
be helpful to read the first and last sentence of each paragraph. Paragraph breaks
are natural indicators of a shift in the discussion, so this strategy can help you review
how the discussion progresses from one claim or supporting point to the next.
ICT Literacy skills-ICT) literacy skills refer to effectiveness in searching for needed
information as information competencies that involve the capacity to identify when
information is needed, and the skill to locate, evaluate and use information.
Defining Information- the attribute inherent in and communicated by one of two or
more alternative sequences or arrangements of something (such as nucleotides in

16
DNA or binary digits in a computer program) that produce specific effects
Accessing Information- Information access is the ability to identify, retrieve, and
use information effectively. Access to information is vital to social, political, and
economic advancement

Chapter II - Methodology

2. 1 Research Design and methodology

The researchers used a descriptive correlation research procedure to accurately and
systematically describe a population of students in Laguna Northwestern College
and to investigate the currents state of their communication and ICT skills, Junior
High school students from Grade 7 to 10 are the respondents of this study because
as they are the main foundation of basic education and at this phase they should
have a great foundation with these skills to prepare them in the higher level of basic
education which will be the Senior high school level. Data gathering Procedures and
assessments will be gathered using a Google survey or face to face using a printed
form that students can fill out at Laguna Northwestern College main campus. The
respondents will be asked to answer a questionnaire or form to determine or
evaluate the level of their skills evaluations, the researchers will need information
such as the following:

1. Demographic profile of the respondents

2. Information to evaluate the level of communication skills
3. Information to determine the level of ICT skills
The gathered information will be analyzed and
Evaluate in order to answer what are the current level of student’s skills.
First the researchers should introduce the
Questionnaire to the respondents, after the
introduction the researchers will ask 30 students randomly to answer the survey, this
survey is answerable within approximately 5 minutes only, the gathered data will be
analyzed by the researchers and will seek and advice to a statistician to create an
accurate statistical interpretation of data, that will lead them to the result and
conclusion of this research.

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2.2 Participants of the study and sampling techniques
The Respondents of this study are grade 7 to 10 or junior high school students from
Laguna Northwestern College the researchers gave survey form to this batch of
student in LNC. Respondents are chosen using simple random technique where in
the researchers will randomly ask 50 females and 50 male students from junior high
school to answer the said questionnaire or survey.

2.3 Instrumentation

The primary data collection instrument will be a survey questionnaire created

by the researcher. It will be developed using the readings and literature that are
related to the topic. The questionnaire consisted of two parts. The first part included
questions about the respondents profile, such as age, gender, etc. The second part
included questions about the respondents’ communication skills and ICT skills.The
Researchers used a Five (5) Point Likert Scale in the Questionnaire to identify the
Communication Skills and ICT Skills by the respondents, where:

Assigned Weight Description of Scale

5 Always
4 Often
3 Sometimes
2 Rarely
1 Never

The adviser will evaluate the instrument to verify its content and congruence
to the statement of the problem. To validate the grammar and content of the
instrument, the researchers will seek the assistance of a language checker. Lastly,
the evaluated instrument will go through a dry run to hospitality professional workers

18
or employee.
A pre-survey was used to conduct a pilot test or pre-test of the questionnaire to test
its reliability and the clarification of the questions, and the results were analyzed.
The instrument will be distributed to respondents via online platforms by
sending a link to them.
The research instrument used in this study was a researcher made questionnaire
to gather information on respondent’s profile. the questionnaire was drawn from the
researcher’s readings of previous research studies, Articles, unpublished or
published
thesis that is relevant to this study. And the guidelines of making a good research
data
gathering tool was considered by the researchers. The questions used in this data
gathering instrument was simplified to prevent misunderstanding, biased responses,
and to lessen the pressure for them to give a better answer to the questions. In
addition,
This questionnaire is validated by a consultant and some of our current and former
professors before using it in this study.

Data Gathering Procedure

1. The researcher will submit a letter to the basic education principal to ask
permission that we will gather this information to students.
2. Once the principal approved the letter, we will select 89 students to answer the
questions.
3. The students will answer the questionnaire and must finish answering within 10
minutes.
4. The researchers will implement a strict 10-minute to answer as this research is to
test their communication and ICT skills.
5. The researchers will give and explain to the participants the instructions and
directions to answer the questions to secure e accuracy and to ensure their
willingness to participate in the study

19
6. The researchers will provide the ICT tools needed to avoid delays, biased
responses, and to make sure anyone chosen to participate can answer the
questions.
7. The researchers will then organize the gathered responses.
8. The Data collected will be analyze and interpret by the researchers

Ethical Considerations

To conduct the survey, the researcher obtained permission from the authorized
person in Laguna Northwestern campuses. The researcher aimed that an individual
would give their full consent to participate in the study. Respondents will have the
option to proceed with the survey or not and will not force respondents to respond if
they do not want to. The researchers will ensure that the participants will not be
harmed in any way. Participants’ dignity will be respected by the researchers. The
researchers will also ensure that the responses provided by the respondents are
always kept confidential between the researchers and the teachers who will check it.
The researchers would make sure that all gathered information is true and accurate.
2.5 Statistical treatments of data
To interpret the data collected from the questionnaire responses, the
researchers used Frequency and percentage distribution, Weighted mean, Likert
scale, Pearson R and One-way ANOVA.
1. Frequency and Percentage Distribution
To measure the profile of the respondents, the relative frequency will be used
in the following formula:

Where:
% - Percent
f - frequency
N - number of respondents

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20
2. Weighted Mean
To measure the average of the responses data, this formula will be used:

Where:

f - weight given to each response

x - number of responses
x 1 – total number of responses

3. Likert Scale
A Likert scale is basically a scale used to represent respondent’s opinions and
attitudes to a topic or subject matter. The Likert scaling assumes that the distance
between each choice/option is equal. The frequency will be measured using a Likert
scale, and the length of the cells will be determined as follows:

Weight Mean Range Adjectival Rating Interpretation

5 4.21 - 5.00 Always Highly Practiced
4 3.41 - 4.20 Often Practiced
3 2.61 - 3.40 Sometimes Moderately Practiced
2 1.81 - 2.60 Rarely Slightly practiced
1 1.00 - 1.80 Never Not Practiced

4. Pearson R
To statistically test the hypothesis of this study, whether it is accepted or
rejected, the Pearson correlation coefficient was used. A correlation of -1.0 indicates
a perfect negative correlation, and a correlation of 1.0 indicates a perfect positive
correlation. If the correlation coefficient is greater than zero, it is a positive
relationship. Conversely, if the value is less than zero, it is a negative relationship. A

21
value of zero indicates that there is no relationship between the two variables. The
values cannot exceed 1.0 or be less than -1.0.

5. One-way ANOVA
Analysis of variance, or ANOVA, is strong statistical technique that is used to
show difference between two or more means or components of Communication
Skills and ICT Skills.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data analysis and interpretation of the results
gathered in the study regarding the Communication and ICT of high school students
in Laguna Northwestern College. This study focuses on the following specific
questions: (a) determining the respondent profile in terms of students
1.1 Age
1.2 Sex
1.3 Grade Level
And; (b) determining the extent of students communication skills in terms of:
1.4 Listening/Active Listening
1.5 Speaking
1.6 Observing/Viewing
22
 1.7 Emphasizing
;(c) determining the extent of students ICT skills in terms of:
1.1 Defining Information
1.2 Accessing Information
1.3 Evaluating Information
1.4 Organizing Information
(d) determining if there is significant difference on the communication skills of the
students according to profile.
(e) determining if there is significant difference on the ICT Literacy skills of the
students according to profile.
(f) determining if there is significant relationship between students’ communication
skills and ICT Literacy skills are also discussed here

The first main concern of the study is to determine the profile of the
respondents from Laguna Northwestern College. Students were given
a questionnaire that was designed to assess their profile in terms of the aspects
stated above. The following tables show the complete results of the data collected
through the questionnaire:

Frequency and Percent Distribution in Terms of Students’ Age

Age Frequency Percent

15 above 39 43.82%

13-14 33 37.08%

12 below 17 19.10%

Grand Total 89 100%

23
 Table 1 shows the respondents’ range from aged twelve (12) years old to

fifteen (15) above`. It was revealed that out of eighty nine (89) students-respondents,

(17) or t percent (%) were 12 below years old, (33) are above 13-14 years old and

percent (%) were 39 are 15 years old.

Age is relevant in this study because it will help the researcher determine if there is
any significant difference in a student’s skills considering the age. Studies have
found that as the children grows in each they tend to discover more things and
become curious of the things they see, fell and touch. They are also excited to learn
new things as they age.
Yushimura,2019 found that the skills of comprehension and conversation in children
improved significantly with age, and speech improved somewhat. In spite of this
improvement in communication skills not everyone improved significantly with age in
the even in normal children.

Legend:
Never 1.00 - 1.80
SELDOM; 1.81 - 2.60
SOMETIMES; 2.61 - 3.40
OFTEN; 3.41 - 4.20
Always 4.21 - 5.00

TABLE 1.1
COMMUNICATION SKILLS IN TERMS OF LISTENING AMONG THE AGE PROFILE OF STUDENT
RESPONDENTS
SUMMARY
Averag Varianc
Groups Count Sum e e
15 AND ABOVE 39.00 166.80 4.28 0.19
24
 13-14 33.00 139.40 4.22 0.29
12 AND BELOW 17.00 74.20 4.36 0.09

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.22 2.00 0.11 0.53 0.59 3.10
Within Groups 17.97 86.00 0.21

Total 18.19 88.00        

Analysis: Data shows that the communication skills of high school students in

laguna northwestern college in terms of listening skills among the age profile has no

significant difference however it still shows that 12 years old and below still holds the

highest among age with the average score of 4.36 labeled as “Always” compared to

13-14 years old which scored 4.22 labeled as “Always” average being the lowest.

Table 1.2

COMMUNICATION SKILLS IN TERMS OF EMPHATIZING

AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Cou Avera Varian
Groups nt Sum ge ce
39.0 160.6
4.12 0.21
15 AND ABOVE 0 0
33.0 137.8
4.18 0.21
13-14 0 0
17.0
74.80 4.40 0.09
12 AND BELOW 0

ANOVA
P-
Source of valu F
Variation SS df MS F e crit
Between 3.1
0.96 2.00 0.48 2.56 0.08
Groups 0
16.1
86.00 0.19
Within Groups 2

17.0
88.00        
Total 8

25
Analysis: Data show that the communication skills of highschool students in laguna

northwestern college in terms of empathizing among the age profile has no

significant difference however it still shows that 12 years old and below still holds the

highest among age with the average score of 4.40 labeled as “Always” compared to

15 years old above which scored 4.12 labeled as “OFTEN” average being the

lowest.

Table 1.3

COMMUNICATION SKILLS IN TERMS OF SPEAKING AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
15 AND ABOVE 39.00 162.00 4.15 0.30
13-14 33.00 135.00 4.09 0.22
12 AND BELOW 17.00 74.40 4.38 0.10

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.94 2.00 0.47 2.02 0.14 3.10
Within Groups 20.03 86.00 0.23

Total 20.98 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of speaking among the age profile has no significant

difference however it still shows that 12 years old and below still holds the highest

among age with the average score of 4.38 labeled as “Always” compared to 13-14

years old above which scored 4.09 average labeled as “OFTEN” being the lowest.

26
 Table 1.4

COMMUNICATION SKILLS IN TERMS OF OBSERVING AMONG THE AGE PROFILE OF STUDENT

RESPONDENTS

SUMMARY
Varianc
Groups Count Sum Average e
15 AND ABOVE 39.00 165.40 4.24 0.30
13-14 33.00 137.40 4.16 0.15
12 AND BELOW 17.00 75.40 4.44 0.06

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.83 2.00 0.42 2.10 0.13 3.10
Within Groups 17.03 86.00 0.20

Total 17.86 88.00        

Analysis: Data show that the communication skills of highschool students in laguna

northwestern college in terms of observing among the age profile has no significant

difference however it still shows that 12 years old and below still holds the highest

among age with the average score of 4.44 labeled as “ Always” compared to 13-14

years old above which scored 4.16 average being the labeled as “Often” being the

lowest.

Table 1.5

ICT SKILLS IN TERMS OF DEFINING INFORMATION AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
15 AND ABOVE 39.00 163.20 4.18 0.32
13-14 33.00 136.60 4.14 0.16
12 AND BELOW 17.00 76.40 4.49 0.13

27
 ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1.54 2.00 0.77 3.43 0.04 3.10
Within Groups 19.28 86.00 0.22

Total 20.82 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of defining info among the age profile has no

significant difference however it still shows that 12 years old and below still holds the

highest among age with the average score of 4.49 labeled as “ Always” compared to

13-14 years old above which scored 4.14 average being the labeled as “Often”

being the lowest.

Table 1.6

ICT SKILLS IN TERMS OF ACCESSING INFORMATION AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Varianc
Groups Count Sum Average e
15 AND ABOVE 39.00 169.00 4.33 0.30
13-14 33.00 134.20 4.07 0.62
12 AND BELOW 17.00 76.20 4.48 0.13

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 2.28 2.00 1.14 2.95 0.06 3.10
Within Groups 33.28 86.00 0.39

Total 35.57 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of accessing information among the age profile has no

significant difference however it still shows that 12 years old and below still holds the

highest among age with the average score of 4.48 labeled as “ Always” compared to
28
13-14 years old above which scored 4.07 average being the labeled as “Often”

being the lowest.

TABLE 1.7

ICT SKILLS IN TERMS OF ORGANIZING INFORMATION AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
15 AND ABOVE 39.00 170.40 4.37 0.17
13-14 33.00 139.80 4.24 0.44
12 AND BELOW 17.00 77.80 4.58 0.08

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1.30 2.00 0.65 2.56 0.08 3.10
Within Groups 21.91 86.00 0.25

Total 23.21 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of organizing information among the age profile has no

significant difference however it still shows that 12 years old and below still holds the

highest among age with the average score of 4.58 labeled as “ Always” compared to

13-14 years old above which scored 4.24 average being the labeled as “Always”

being the lowest.

Table 1.8

ICT SKILLS IN TERMS OF EVALUATING INFORMATION AMONG THE AGE PROFILE OF STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
15 AND ABOVE 39.00 164.80 4.23 0.33
13-14 33.00 138.20 4.19 0.31
12 AND BELOW 17.00 76.60 4.51 0.11

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1.24 2.00 0.62 2.22 0.12 3.10

29
 Within Groups 24.10 86.00 0.28

Total 25.34 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of evaluating among the age profile has no significant

difference however it still shows that 12 years old and below still holds the highest

among age with the average score of 4.51 labeled as “ Always” compared to 13-14

years old above which scored 4.19 average being the labeled as “Often” being the

lowest.

TABLE II

Frequency and Percent Distribution in Terms of Students’ Gender

Sex Frequency Percent

30
 Female 46 51.69%

Male 43 48.31%

Grand Total 89 100%

Table 2 shows that the frequency of females was fourty six (46) , while the

number of males was forty-three (43) percent (48.31%). There are more females

than males enrolled in grades 7,8,9 10 at Laguna Northwestern College for the

school year 2021-2022.

Gender is an important social determinant, that influences ICT or

Communication skills. Rochester 2018 shows that men and women are more likely to

exhibit different styles of verbal communication. Men are more prone to adopt what is

called “report talk,” while women gravitate more toward “rapport talk.” “Report” style of

communication is driven by the exchange of factual information to solve a given problem.

The study (Hohlfeld et al., 2017), which examined gender differences in ICT

literacy, indicates significant differences in females' favor. Females achieved a higher

score in perception measures for computer use frequency, perceived ICT skills, and

attitudes toward Computers.

Table 2.1

COMMUNICATION SKILLS IN TERMS OF LISTENING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 183.20 4.26 0.20
FEMALE 46.00 197.20 4.29 0.22

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.02 1.00 0.02 0.07 0.79 3.95

31
 Within Groups 18.17 87.00 0.21

Total 18.19 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of listening among the gender profile has no significant

difference however it still shows that Female still holds the highest among gender

with the average score of 4.29 labeled as “ Always” compared to Male which scored

4.26 average being the labeled as “Always” being the lowest.

Table 2.2

COMMUNICATION SKILLS IN TERMS OF EMPHATIZING AMONG MALE AND FEMALE STUDENT

RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 184.20 4.28 0.15
FEMALE 46.00 189.00 4.11 0.23

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.68 1.00 0.68 3.61 0.06 3.95
Within Groups 16.40 87.00 0.19

Total 17.08 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of empathizing among the gender profile has no

significant difference however it still shows that Male still holds the highest among

gender with the average score of 4.28 labeled as “ Always” compared to Female

which scored 4.11 average being the labeled as “Often” being the lowest.

Table 2.3

COMMUNICATION SKILLS IN TERMS OF SPEAKING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
32
 Groups Count Sum Average Variance
MALE 43.00 178.60 4.15 0.18
FEMALE 46.00 192.80 4.19 0.30

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.03 1.00 0.03 0.13 0.72 3.95
Within Groups 20.94 87.00 0.24

Total 20.98 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of speaking among the gender profile has no

significant difference however it still shows that Female still holds the highest among

gender with the average score of 4.19 labeled as “ Often” compared to Female

which scored 4.15 average being the labeled as “Often” being the lowest.

Table 2.4

Anova: Single Factor

COMMUNICATION SKILLS IN TERMS OF OBSERVING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Varianc
Groups Count Sum Average e
MALE 43.00 183.00 4.26 0.13
FEMALE 46.00 195.20 4.24 0.27

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.00 1.00 0.00 0.02 0.90 3.95
Within Groups 17.86 87.00 0.21

Total 17.86 88.00        

33
 Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of observing among the gender profile has no

significant difference however it still shows that Male still holds the highest among

gender with the average score of 4.26 labeled as “ Always” compared to female

which scored 4.24 average being the labeled as “Always” being the lowest.

Table 2.5

ICT SKILLS IN TERMS OF DEFINING INFORMATION AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 182.60 4.25 0.13
FEMALE 46.00 193.60 4.21 0.34

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.03 1.00 0.03 0.13 0.72 3.95
Within Groups 20.78 87.00 0.24

Total 20.82 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of defining information among the gender profile has

no significant difference however it still shows that Male still holds the highest among

gender with the average score of 4.25 labeled as “ Always” compared to female

which scored 4.21 average being the labeled as “Always” being the lowest.

Table 2.6

ICT SKILLS IN TERMS OF ACCESSING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 183.20 4.26 0.40
FEMALE 46.00 196.20 4.27 0.42

34
 ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.00 1.00 0.00 0.00 0.97 3.95
Within Groups 35.57 87.00 0.41

Total 35.57 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of accessing information among the gender profile has

no significant difference however it still shows that Female still holds the highest

among gender with the average score of 4.27 labeled as “Always” compared to

male which scored 4.26 average being the labeled as “Always” being the lowest.

Table 2.7

ICT SKILLS IN TERMS OF ORGANIZING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 189.80 4.41 0.16
FEMALE 46.00 198.20 4.31 0.36

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.25 1.00 0.25 0.93 0.34 3.95
Within Groups 22.97 87.00 0.26

Total 23.21 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of organizing information among the gender profile has

no significant difference however it still shows that male still holds the highest among

35
gender with the average score of 4.41 labeled as “Always” compared to female

which scored 4.31 average being the labeled as “Always” being the lowest.

Table 2.8

ICT SKILLS IN TERMS OF EVALUATING AMONG MALE AND FEMALE STUDENT RESPONDENTS
SUMMARY
Groups Count Sum Average Variance
MALE 43.00 186.40 4.33 0.17
FEMALE 46.00 193.20 4.20 0.39

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.40 1.00 0.40 1.41 0.24 3.95
Within Groups 24.94 87.00 0.29

Total 25.34 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of evaluating information among the gender profile has

no significant difference however it still shows that male still holds the highest among

gender with the average score of 4.33 labeled as “Always” compared to female

which scored 4.20 average being the labeled as “Always” being the lowest.

Table III

36
 Frequency and Percent Distribution in Terms of Students’ Grade Level

Grade Level Frequency Percent

Grade 7 18 20.22%

Grade 8 10 11.24%

Grade 9 25 28.09%

Grade 10 36 40.45%

Grand Total 89 100%

In terms of the grade level of the participants, as shown in table 3, the majority

of them were in grade 10, with a frequency of thirty six (36) or percentage (40.45%),

followed by grade 9 with a number of twenty five (25) or (28.09%), and grade 7 with

a number eighteen (18) or twenty-five percent (20.22%), and grade 8 with 10 or .

According to Gatenet ,2017 The major barriers were lack of genuine software,

inadequate computer in the classroom, low speed internet, lack of motivation from

both teacher and student side to use ICT, lack of proper training skills, unavailability

of latest ICT equipment, lack of expert technical staff, poor administrative support,

poor course and because of that sometimes it depends to a grade level of a student

if there is already a subject for them in a ICT class or if there will be longer exposure

of ICT class depending on grade level.

Table 3.1

COMMUNICATION SKILLS IN TERMS OF LISTENING AMONG GRADE LEVEL

RESPONDENTS
37
 SUMMARY
Coun
Groups t Sum Average Variance
GRADE 7 18 77.60 4.31 0.11
GRADE 8 10 43.00 4.30 0.19
GRADE 9 25 106.20 4.25 0.33
GRADE 10 36 153.60 4.27 0.19

ANOVA
F
Source of Variation SS df MS F P-value crit
Between Groups 0.05 3.00 0.02 0.08 0.97 2.71
Within Groups 18.14 85.00 0.21

Total 18.19 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of listening among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.31 labeled as “Always” compared to

grade 9 which scored 4.25 average being the labeled as “Always” being the lowest.

Table 3.2

COMMUNICATION SKILLS IN TERMS OF EMPHATIZING AMONG GRADE LEVEL

RESPONDENTS

SUMMARY
Coun
Groups t Sum Average Variance
GRADE 7 18 77.00 4.28 0.20
GRADE 8 10 41.40 4.14 0.09
GRADE 9 25 106.60 4.26 0.21
GRADE 10 36 148.20 4.12 0.21

ANOVA
Source of Variation SS df MS F P-value F

38
 crit
Between Groups 0.49 3.00 0.16 0.84 0.47 2.71
Within Groups 16.58 85.00 0.20

Total 17.08 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of empathizing among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.28 labeled as “Always” compared to

grade 10 which scored 4.12 average being the labeled as “Often” being the lowest.

Table 3.3

COMMUNICATION SKILLS IN TERMS OF AMONG SPEAKING GRADE LEVEL

RESPONDENTS

Coun
Groups t Sum Average Variance
GRADE 7 18 78.40 4.36 0.18
GRADE 8 10 41.40 4.14 0.09
GRADE 9 25 104.20 4.17 0.16
GRADE 10 36 147.40 4.09 0.36

ANOVA
F
Source of Variation SS df MS F P-value crit
Between Groups 0.83 3.00 0.28 1.17 0.33 2.71
Within Groups 20.14 85.00 0.24

Total 20.98 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of speaking among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

39
among gender with the average score of 4.28 labeled as “Always” compared to

grade 10 which scored 4.12 average being the labeled as “Often” being the lowest.

Table 3.4

COMMUNICATION SKILLS IN TERMS OF OBSERVING AMONG GRADE LEVEL

RESPONDENTS

SUMMARY
Averag Varianc
Groups Count Sum e e
GRADE 7 18 78.20 4.34 0.17
GRADE 8 10 42.80 4.28 0.15
GRADE 9 25 105.20 4.21 0.18
GRADE 10 36 152.00 4.22 0.26

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.24 3.00 0.08 0.39 0.76 2.71
Within Groups 17.62 85.00 0.21

Total 17.86 88.00        

Analysis: Data show that the communication skills of high school students in laguna

northwestern college in terms of observing among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.28 labeled as “Always” compared to

grade 9 which scored 4.21 average being the labeled as “always” being the lowest.

Table 3.5

40
 COMMUNICATION SKILLS IN TERMS OF DEFINING INFO AMONG GRADE LEVEL
PROFILE OF RESPONDENTS

Coun
Groups t Sum Average Variance
GRADE 7 18 80.20 4.46 0.15
GRADE 8 10 41.60 4.16 0.11
GRADE 9 25 104.20 4.17 0.23
GRADE 10 36 150.20 4.17 0.30

ANOVA
F
Source of Variation SS df MS F P-value crit
Between Groups 1.18 3.00 0.39 1.70 0.17 2.71
Within Groups 19.64 85.00 0.23

Total 20.82 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of defining info among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.46 labeled as “Always” compared to

grade 8 which scored 4.16 average being the labeled as “Often” being the lowest.

Table 3.6

COMMUNICATION SKILLS IN TERMS OF ACCESSING INFO AMONG GRADE LEVEL

PROFILE OF RESPONDENTS

SUMMARY
Averag Varianc
Groups Count Sum e e
GRADE 7 18 78.40 4.36 0.29
GRADE 8 10 41.40 4.14 0.22
41
 GRADE 9 25 107.20 4.29 0.48
GRADE 10 36 152.40 4.23 0.48

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.35 3.00 0.12 0.28 0.84 2.71
Within Groups 35.21 85.00 0.41

Total 35.57 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of accessing info among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.46 labeled as “Always” compared to

grade 8 which scored 4.16 average being the labeled as “Often” being the lowest.

Table 3.7

COMMUNICATION SKILLS IN TERMS OF ORGANIZING INFO AMONG GRADE LEVEL

PROFILE OF RESPONDENTS

SUMMARY
Averag Varianc
Groups Count Sum e e
GRADE 7 18 80.80 4.49 0.22
GRADE 8 10 41.60 4.16 0.13
GRADE 9 25 110.80 4.43 0.20
GRADE 10 36 154.80 4.30 0.36

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 0.96 3.00 0.32 1.22 0.31 2.71
Within Groups 22.26 85.00 0.26

Total 23.21 88.00        

42
Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of organizing info among the grade level profile has no

significant difference however it still shows that the grade 7 still holds the highest

among gender with the average score of 4.49 labeled as “Always” compared to

grade 8 which scored 4.16 average being the labeled as “Often” being the lowest

Table 3.8

COMMUNICATION SKILLS IN TERMS OF EVALUATING INFO AMONG GRADE LEVEL

PROFILE OF RESPONDENTS
SUMMARY
Averag Varianc
Groups Count Sum e e
GRADE 7 18 79.60 4.11 0.14
GRADE 8 10 43.40 4.34 0.19
GRADE 9 25 108.60 4.34 0.15
GRADE 10 36 148.00 4.42 0.46

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1.51 3.00 0.50 1.79 0.15 2.71
Within Groups 23.83 85.00 0.28

Total 25.34 88.00        

Analysis: Data show that the ICT skills of high school students in laguna

northwestern college in terms of evaluating info among the grade level profile has no

significant difference however it still shows that the grade 10 holds the highest

among gender with the average score of 4.42 labeled as “Always” compared to

grade 7 which scored 4.11 average being the labeled as “Often” being the lowest.

43
 Table IV Relationship among Profiles in communication skills and ICT skills

Coefficient
Strength of Relationship Interpretation
Range

1.00 Perfect Relationship

0.81 – 0.99 Very Strong

0.61 – 0.80 Strong Reject Ho

0.51 – 0.60 Moderate Strong

0.41 – 0.50 Moderate Weak

0.21 – 0.40 Weak

0.01 – 0.20 Very Weak

0.00 No Relationship
Accept Ho
-0.01 – -
Negative Very Weak
0.20

-0.21 – -
Negative Weak
0.40

-0.41 – -
Negative Moderate Weak
0.50

Negative Moderate
-0.51 - -0.60
Strong

-0.61 – -
Negative Strong
0.80

-0.81 – -
0.99
Negative Very Strong Reject Ho

Negative Perfect
-1.00
Relationship

Analysis:

44
The results revealed that the communication skills among profile of respondents

showed that the level of skills cannot be generally determined using the profile since

there is no significant difference in the result of data.

Relationship: The Pearson r value 1.00 indicates high relationship between the

profile of respondents’ results. It signifies that the good communication skills and ICT

skills can be attainable regardless of profile.

Chapter IV

Summary of Findings, Conclusions and Recommendations

Summary of Findings

Summary Results of Significant Differences in Communication Skills in

terms of Listening, Emphatizing, Speaking and Observing by students when grouped

according to Age profile using Anova-test at 0.05 level of significance.

Weighted Mean Computed Critical

Item Interpretation
15 and Above 13 - 14 12 and Below Value Value

No Significant
Listening 4.28 4.22 4.36 0.53 3.10
Difference

No Significant
Emphatizing 4.12 4.18 4.40 2.56 3.10
Difference

No Significant
Speaking 4.15 4.09 4.38 2.02 3.10
Difference

No Significant
Observing 4.24 4.16 4.44 2.10 3.10
Difference

45
Analysis:

The results revealed that the communication skills according to age of respondents

showed that the level of their skills cannot be generally determined using the age

since there is no significant difference in the result of data.

Overall Findings:

The results revealed that the communication skills of respondents considering

the age in terms of listening, empathizing,speaking, observing does not showed

significant difference according to data which means that regardless of age the

communication skills of respondents remain attainable because it may depend on

how their parents nurture, or depending on their access and exposure to vocabulary

or anything that can develop a good communication skills.

Summary Results of Significant Differences in ICT Skills in terms of

Defining, Accessing, Organizing and Evaluating Information by students when

grouped according to Age profile using Anova-test at 0.05 level of significance.

Weighted Mean Computed Critical

Item Interpretation
15 and Above 13 - 14 12 and Below Value Value

46
 There is
Defining 4.49 4.18 4.14 3.43 3.10 Significant
Difference

No Significant
Accessing 4.33 4.07 4.48 2.95 3.10
Difference

No Significant
Organizing 4.37 4.24 4.58 2.56 3.10
Difference

No Significant
Evaluating 4.23 4.19 4.51 2.22 3.10
Difference

Analysis:

The results revealed that the ICT skills according to age of respondents showed that

the level of their skills cannot be generally determined using the age since there is

no significant difference in the result of data.

Overall Findings:

The results revealed that the ICT skills of respondents considering the age in

terms of accessing, organizing, evaluating does not showed significant diffence

according to data however it shows that there is a significant difference in terms of

defining info computed value is 3.43 which means when it comes to defining info

respondents with the age 15 and above that scored 4.49 in the data only means that

they are more detailed, clear and complete when it comes to providing information

compared to 12 years old and below which scored 4.14.

47
 Summary Results of Significant Differences in Communication Skills in

terms of Listening, Emphatizing, Speaking and Observing by students when grouped

according to Gender profile using T-test at 0.05 level of significance.

Weighted Mean Computed Critical

Item Interpretation
Male Female Value Value

No Significant
Listening 4.26 4.29 0.07 3.95
Difference

No Significant
Emphatizing 4.28 4.11 3.61 3.95
Difference

No Significant
Speaking 4.15 4.19 0.13 3.95
Difference

No Significant
Observing 4.26 4.24 0.02 3.95
Difference

Analysis:The results revealed that the communication skills according to gender of

respondents showed that the level of their skills cannot be generally determined

using the gender since there is no significant difference in the result of data.

Overall Findings:

. The results revealed that the communication skills of respondents

considering the gender in terms of listening, empathizing,speaking, observing does

not showed significant difference according to data which means that regardless of

gender the communication skills of respondents remain attainable because it may

depend on how their parents nurture, or depending on their access and exposure to

vocabulary or anything that can develop a good communication skills.

48
 Summary Results of Significant Differences in ICT Skills in terms of

Defining, Accessing, Organizing and Evaluating Information by students when

grouped according to Gender using T-test at 0.05 level of significance.

Weighted Mean Computed Critical

Item Interpretation
Male Female Value Value

No Significant
Defining 4.25 4.21 0.13 3.95
Difference

No Significant
Accessing 4.26 4.27 0.00 3.95
Difference

No Significant
Organizing 4.41 4.31 0.93 3.95
Difference

No Significant
Evaluating 4.33 4.20 1.41 3.95
Difference

Analysis:

The results revealed that the ICT skills according to gender of respondents showed

that the level of their skills cannot be generally determined using the gender since

there is no significant difference in the result of data.

49
Overall Findings:

The results revealed that the ICT skills of respondents considering the gender

in terms of accessing, organizing, evaluating does not show significant difference

according to data .

Summary Results of Significant Differences in Communication Skills in

terms of Listening, Empathizing, Speaking and Observing by students when grouped

according to Grade Level profile using Anova-test at 0.05 level of significance.

Weighted Mean Computed Critical

Item Interpretation
Grade 7 Grade 8 Grade 9 Grade 10 Value Value

No Significant
Listening 4.31 4.30 4.25 4.27 0.08 2.71
Difference

No Significant
Emphatizing 4.28 4.14 4.26 4.12 0.84 2.71
Difference

No Significant
Speaking 4.36 4.14 4.17 4.09 1.17 2.71
Difference

No Significant
Observing 4.34 4.28 4.21 4.22 0.39 2.71
Difference

Analysis:

50
The results revealed that the communication skills according to grade level of

respondents showed that the level of their skills cannot be generally determined

using the grade level since there is no significant difference in the result of data.

Overall Findings:

. The results revealed that the communication skills of respondents

considering the grade level in terms of listening, empathizing,speaking, observing

does not showed significant difference according to data which means that

regardless of grade level the communication skills of respondents remain attainable

because it may depend on how their parents nurture, or depending on their access

and exposure to vocabulary or anything that can develop a good communication

skills.

Summary Results of Significant Differences in ICT Skills in terms of

Defining, Accessing, Organizing and Evaluating Information by students when

grouped according to Grade Level profile using Anova-test at 0.05 level of

significance.

Weighted Mean Computed Critical

Item Interpretation
Grade 7 Grade 8 Grade 9 Grade 10 Value Value

No Significant
Defining 4.46 4.16 4.17 4.17 1.70 2.71
Difference

No Significant
Accessing 4.36 4.14 4.29 4.23 0.28 2.71
Difference

51
 No Significant
Organizing 4.49 4.16 4.43 4.30 1.22 2.71
Difference

No Significant
Evaluating 4.42 4.34 4.34 4.11 1.79 2.71
Difference

Analysis:

The results revealed that the ICT skills according to grade level of respondents

showed that the level of their skills cannot be generally determined using the grade

level since there is no significant difference in the result of data.

Overall Findings:

The results revealed that the ICT skills of respondents considering the grade

level in terms of accessing, organizing, evaluating does not show significant

difference according to data.

Conclusions
The study aims to determine the communication and ICT skills and are intended for
High school students at school based on DepEd orders. Based on the findings of the
study, the following conclusions are drawn: The teachers need to focus or develop
an effective method on how to improve or nurture a student’s communication and
ICT skills.
Overall, the respondents were able to answer the survey needed to determine the
level of their proficiency and the communication skills of students in laguna

52
northwestern college garnered 4.22 which is labeled as “ Always” and the garnered
score of ICT skills for students is 4.27 which is still labeled as “Always” however the
data shows that the teachers needs to focus on how to improve of develop an
effective way to develop the Communication skills since it only gather 4.22 compared
to ICT which is 4.27. In addition Teachers and Students must or needs to work
together to achieve higher score in both skills in order to compete with global
demand and educational competitiveness.
.

Recommendations
Based on the summary of findings and conclusions drawn, the researchers
hereby formulated the following recommendations:
 The level of communication skills and ICT skills should be continuously monitored
to promote health, to improve knowledge about and to ensure students are prepared
globally and emerging society.
 Ongoing supervision of communication and ICT activities for students to have fun
learning experience.
 Communication and ICT skills seminars for innovation and advanced education. It
enhances confidence in speaking and socializing freely,awareness to other
culture ,as well as preventing global diversity
 Future researchers may utilize this study as a reference. This may help to
determine the status of communication and ICT skills in school. Despite it, the
researchers hopes that this research can inspire future researchers in researching
the school-based health program.

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56
 Laguna Northwestern College
A Mabini St, San Antonio, San Pedro, 4023 Laguna

LOLITA G. PANTIG
Registrar
56 A. Mabini St. San Antonio, San Pedro Laguna City

Greetings!
In requirement for the academic research procedure, researchers from Laguna
northwestern college - Main with the thesis title “ Communication Skills and ICT
Literacy Skills of High School Students in Laguna Northwestern College “ would like
to ask for the number of students from Grade 7 to 10 due to research entails number
of students to properly conduct and determine the appropriate number of
respondents required to fulfill the validity of our study.
Researchers would like to request permission to conduct a survey to the scope of
students that will benefit or will be affected in this study.

Thankyou and Godbless !

Researchers,

57
Lumabi Joralyn R
Mondejar Geralyn
Maladaga Dianne

Approved by:
Louie A. Gerente

Research Head

58
Part I - Respondents Profile
Please indicate your answer to the following question. Put your answer on the space
provided.

Age

Gender

Grade Level

Part II - Respondents Communication Skills

Instruction: Choose the number that correspond to the degree of your observation
on stated questions using the Likert scale below.
5- Always (Daily)
4- Often (4x a week)

59
3- Sometimes (3x a week)
2- Rarely (2x a week)
1- Never (Not at all)

COMMUNICATION SKILLS 5 4 3 2 1
Active Listening A O S R N
1.When talking to people, I
pay attention to their body
language.
2. As I listen I compare the
other peoples point of view.
3. I do not speak until the
person stops talking.
4. I always seek for diverse
opinions that challenges my
perspective.
5. I dont interrupt people when
they are talking or having a
conversation
5 4 3 2 1
Empathizing A O S R N
1. I try to anticipate and
predict possible causes of
confusion, and I deal with
them up front.
2.I consider cultural barriers
when planning my
communications.
3. Before I communicate, I
think about what the person
needs to know, and how best
to convey it.
4. I always think what i say
and worry about how the
other person perceives it.
5. When people talk to me, I
try to see their perspectives.
5 4 3 2 1
Speaking A O S R N

60
1. When I speak I make sure
that everyone will hear what i
say
2. I use voice recording or i
use phone call to
communicate complex issues
with people. It's quick and
efficient for me
3.When I write a memo, email,
or other document, I give all of
the background information
and detail I can to make sure
that my message is
understood.
4. If I understand something, I
tend to share it to people
5. I'm surprised to find that
people always understood
what I've said at says i am
always clear with my
instructions
5 4 3 2 1
Observing A O S R N

1.When I finish writing a

report, memo, or email, I scan
it quickly for typos and so
forth, and then send it off right
away.
2. I take my time when looking
to a subject and I always think
outside the box
3. When I see something I
always look into the details
4.I use diagrams and charts to
help express my ideas.
5.Observing Before I send a
message, I think about the
best way to communicate it (in
person, over the phone, in a
newsletter, via memo, and so
on).
61
 Part III - ICT SKILLS

Defining Information 5 4 3 2 1
A O S R N
1. I always elaborate my
thoughts before i spread them
to people
2. I make a step by step
instruction to my colleagues
3. I made sure that i give
detail information to my
classmates
4. I use academic and
scientific words to express
myself
5. I use positive words to
describe something
5 4 3 2 1
Accessing Information A O S R N
1. I use internet to gather
information
2. I always go to the library
and search for the topic that i
need to learn.
3 . I usually use two or more
sources of articles in the web
before I finalize my answer
4. I only updated ebooks and
articles as a reference for my
research
5. I still use articles,
magazines, journals and
newspapers to gather
information.
5 4 3 2 1
Evaluating Information A O S R N
1. I always consider where are
the informations came from.
2. I always make sure that the

62
cite or article is from
authorized or legal source.
3. I make sure that the article I
used are supported by
evidence
4. I make sure that my
reference does not sound bias
and free of emotion
5. I make sure that my
reference has been reviewed
and verified by famous and
registered professionals

5 4 3 2 1
Organizing Information A O S R N
1. When I write and email I
make sure that I arrange
everything In order
2. I arrange my information by
order of importance
3. I like to use graphic
organizers when I am writing
something or creating a
report.
4. I state my ideas from
general to specific
5. I put similar information
together and regrouping them
by topic and not by source.

63
 Communication Skills and ICT Literacy Skills of High School Students in
Laguna Northwestern College

Greetings !

We are Joralyn R. Lumabi , Geralyn Mondejar, Dianne Maladaga, and we are fourth
year students at Laguna Northwestern College pursuing a Bachelor of Education
major in English and Bachelor in Elementary Education. We’re conducting a
research study to determine the status of Communication Skills and ICT Skills in our
school. In accordance with this, we politely request your time and support and give
us opportunity to conduct this study in completing our study, as you have been
chosen as one of our participants. Rest assured that all information will be used just
for this study and will be kept completely private.

Thank you and Godblessed.

64
Joralyn R. Lumabi
Barangay San Antonio, San Pedro, Laguna
Contact No.: +63 9979758462
E-mail address: [email protected]

_____________________ PERSONAL BACKGROUND______________________

Date of birth : June 16 1999
Place of birth : Malayal Sibuco Zamboanga Del Norte
Citizenship : Filipino
Status : Single
Religion : Christian
____________________ EDUCATIONAL ATTAINMENT _____________________
Tertiary level (College), 2018 to present
Bachelor of Elementary in Education
Laguna Northwestern College - A Mabini St, San Antonio, San Pedro, Laguna
2018 - 2022

65
Science Technology, Engineering, and Mathematics
Liceo De San Pedro – Luna St. San Pedro Laguna City
Secondary level (Junior High School), 2012 - 2015
Sampaguita Village National High School – Molave St. Calendola Village National
High School
Primary level, 2006 – 2012
Guimba Parang Elementary School- Malayal Sibuco Zamboanga Del Norte

Joralyn R. Lumabi
Student

Dianne Santamena Maladaga

14101 Reyes Compound Bancal Carmona Cavite
Contact No.: +63 09125204708
E-mail address: [email protected]

_____________________ PERSONAL BACKGROUND______________________

Date of birth : September 11, 1997
Place of birth : Muntilupa City
Citizenship : Filipino
Status : Married
Religion : Roman Catholic
____________________ EDUCATIONAL ATTAINMENT _____________________
Tertiary level (College), 2019 to present
Bachelor of Secondary Education, Major in English

66
Laguna Northwestern College - A Mabini St, San Antonio, San Pedro, Laguna
2018 - 2022
Sabang National High School (Junior High School), 2012 – 2015
Barangay Sabang Polillo, Quezon
Primary level, 2006-2012
Sabang Elementary School – Barangay Sabang Polillo Quezon
Dianne Santamena Maladaga
Student

Geralyn Mondejar
Reyes Compound Bancal Carmona Cavite
Contact No.: +63 9125204708
E-mail address: [email protected]

_____________________ PERSONAL BACKGROUND______________________

Date of birth : September 11, 1997
Place of birth :
Citizenship : Filipino
Status : Single
Religion : Roman Catholic
____________________ EDUCATIONAL ATTAINMENT _____________________
Tertiary level (College), 2018 to present
Bachelor of Secondary Education, Major in English
Laguna Northwestern College - A Mabini St, San Antonio, San Pedro, Laguna
2018 – 2022

67
(Junior High School), 2011 - 2016
Cawayan national High School
Primary level, 1998 - 2004
Cawayan Elementary School

Geralyn Mondejar
Student

68