“Communication Skills and Social Interaction among Naic

Integrated National High School Students”

METHODOLOGY

This chapter presents the methods and procedures used in the study. This includes the research design,
locale of the study, selection of the participants, data gathering procedure, research instruments,
categorization of variables, sampling procedure, and statistical tools employed in the analysis of data.

Research Design

A correlational research design is a non-experimental method used to determine the relationship

between two or more variables. In this type of research, the researcher observes the variables without
manipulating them, focusing on how changes in one variable are associated with changes in another. A
correlation coefficient represents the strength and direction of this relationship.

This study aims to explore the relationship between communication skills (verbal, non-verbal, and
digital) and students' social interaction abilities. Specifically, it seeks to determine whether there is a
significant correlation between respondents' communication proficiency and their capacity for social
engagement. A correlational research design is employed to investigate this relationship without
influencing the students' behavior, making it suitable for observing natural interactions in the school
environment. This approach allows researchers to determine if stronger communication skills are linked to
better social interactions. By using surveys to collect data, the study quantifies both communication
proficiency and social interaction levels, providing a clear understanding of the connection between these
variables.

Participants of the Study

The participants for this study were selected from Naic Integrated National High School, which
has a total population of 5,568 students across grades 7 to 12. To ensure accurate representation, the
sample for each grade was calculated by multiplying the number of students in that grade by the ratio of
the total sample size (557) to the overall population (5,568). For Grade 7, with 1,023 students, this yielded
a sample of approximately 102 participants. For Grade 8, with 920 students, the sample size was around
92 participants. Grade 9, with a total of 1,074 students, contributed about 107 participants. Similarly, for
Grade 10, the 1,111 students translated to a sample size of approximately 111 participants. Grade 11, with
768 students, provided around 77 participants, while Grade 12, with 672 students, resulted in a sample of
approximately 67 participants. To ensure a representative sample, the researchers employed a stratified
sampling technique, which allowed for distinct representation from each grade level based on the number
of students in each grade.
 Grade Level Number of Sections Participants per Total Sample per
Section Grade

Grade 7 26 4 102

Grade 8 23 4 92

Grade 9 27 4 107

Grade 10 28 4 111

Grade 11 26 3 77

Grade 12 22 3 67

Using Slovin's formula, the required sample size was calculated to be approximately 373
participants. This sample size was then allocated proportionally to each grade level based on their
population size, resulting in 69 participants for Grade 7, 62 for Grade 8, 72 for Grade 9, 74 for Grade 10,
51 for Grade 11, and 45 for Grade 12. To further ensure adequate representation within each grade, the
allocated sample sizes were distributed among the sections, leading to 4 participants per section in Grades
7, 8, 9, and 10, while Grades 11 and 12 had 3 participants per section due to their smaller sample sizes.

This stratified sampling approach, combined with the calculations provided by Slovin's formula,
ensures a strong representative sample from Naic Integrated National High School, facilitating a
comprehensive analysis of communication skills and social interaction among students.

Research Instrument

The researcher adapted and modified the questionnaire based on three sources: “Verbal and
Nonverbal Communication Skills Including Empathy During History Taking of Undergraduate Medical
Students” (2018) by Vogel et al., “The Influence of Social Media on Social Interactions Among Students”
(2020) by Anna Yohanna, and “Introversion and Social Engagement: Scale Validation, Their Interaction,
and Positive Association With Self-Esteem” (2020) by Tuovinen et al.

The first part of the questionnaire gathers personal information about the students, such as their
names, grades, and sections. This section plays a crucial role in demographic analysis, allowing the
researcher to categorize respondents by background, which provides deeper insights into their
communication and interaction patterns.

The second part of the instrument assesses the students' communication skills and social
interaction. It is divided into three categories: verbal, non-verbal, and digital communication. Each
category contains a series of statements, to which the students will respond using a four-point Likert scale.
These categories are structured to evaluate different aspects of communication, covering both inperson
interactions and digital communication through platforms like social media and messaging apps.
Scoring System

A four-point Likert scale is used to evaluate how often the students exhibit the specified behaviors:

• Always (4)

• Often (3)

• Rarely (2)

• Never (1)

The respondents' communication skills and social interaction will be interpreted based on the following
scale

Value Interpretation

1.00–1.74 Very Low

1.75–2.49 Low

2.50–3.24 High

3.25–4.00 Very High

Data Procedure

Before: Preparation Phase

Prepare Research Instrument

Determine Sample Size

Validate Research Instrument with Content Experts

During: Data Collection Phase

Provide Clear Instructions to Respondents

Administer the Research Instrument

Collect Responses and Take Notes

After: Data Analysis Phase

Summarize the Data Gathered in Tabular Form

Analyze the Summarized Data

Figure 2 Data Gathering

In the preparation phase, the focus was on creating and refining the tools necessary for data
collection. The first step involved designing and developing the research instrument, specifically a
questionnaire aimed at gathering relevant data on students' communication skills and social interactions.
Once the questionnaire was drafted, the sample size was determined using statistical techniques, such as
Slovin’s formula, to ensure an appropriate number of respondents were selected. The research instrument
was then validated with the help of content experts, ensuring that it effectively measured the intended
variables and aligned with the study’s objectives. This validation step was critical in ensuring the reliability
and accuracy of the data to be collected.

During the data collection phase, clear instructions were provided to the respondents to ensure they
fully understood the purpose of the study and how to correctly complete the questionnaire. This step
minimized misunderstandings and helped maintain the integrity of the data. The research instrument was
then distributed to the sample population, and responses were collected. Throughout this process, the
researchers took detailed notes to address any inconsistencies or issues encountered by the respondents.

Once the data collection was complete, the gathered responses were summarized in tabular form
for ease of interpretation. This step helped organize the data, making it more accessible for analysis.
Statistical tools and techniques were applied to analyze the summarized data, allowing the researchers to
interpret the results in relation to the research questions and objectives. This phase involved identifying
correlations, particularly between students’ communication skills and their social interaction abilities.

Statistical Tool

The following statistical tools will be employed in this study:

Verbal Communication

1. How confident are you when speaking in front of the class or during group discussions?

Statistical Tool: Descriptive Statistics (to summarize confidence levels using mean, median, and standard
deviation).

2. Do you find it easy to explain complex ideas verbally to others?

Statistical Tool: Descriptive Statistics (mean, median, and mode to assess ease of explanation across
students).

3. How often do you adjust your tone to match the situation when communicating?

Statistical Tool: Descriptive Statistics (to summarize how frequently students adjust their tone using
average scores).

4. Do you believe your choice of words helps others understand you better in conversations?

Statistical Tool: Pearson’s Correlation (to examine the relationship between choice of words and other
communication skills or social interaction abilities).

5. How frequently do you engage in conversations with teachers and classmates in school?

Statistical Tool: Descriptive Statistics (to analyze the frequency of engagement in conversations).

6. How often do you feel that you can express your thoughts clearly during class discussions?
Statistical Tool: Pearson’s Correlation (to measure the relationship between clarity in communication and
overall verbal proficiency).

7. Do you prefer to speak up during group activities or remain a listener?

Statistical Tool: Chi-square Test (to determine if there is an association between students' preference to
speak up and their grade level or other demographic factors).

Non-verbal Communication

1. How often do you use facial expressions or gestures to enhance your communication during
group activities?

Statistical Tool: Descriptive Statistics (mean, median, and standard deviation to summarize how
frequently students use facial expressions or gestures).

2. How important do you think body language is in helping others understand your thoughts?

Statistical Tool: Descriptive Statistics (to summarize the perceived importance of body language using
average scores).

3. Do you notice if others understand you better through your body language (e.g., gestures,
posture)?

Statistical Tool: Pearson’s Correlation (to determine if there is a relationship between noticing body
language and effective communication or social interaction).

4. How often do you rely on eye contact to connect with others during conversations?

Statistical Tool: Descriptive Statistics (to measure the frequency of relying on eye contact using mean and
standard deviation).

5. How comfortable are you in using hand gestures to explain your point during group work?

Statistical Tool: T-test or ANOVA (to compare comfort levels in using hand gestures across different
groups, such as grade levels or sections).

6. Have you noticed if your body language is effective in resolving conflicts during group activities?

Statistical Tool: Chi-square Test (to determine if there is an association between effective use of body
language and resolving conflicts in group activities).

7. Do you pay attention to other people’s body language when communicating with them?

Statistical Tool: Pearson’s Correlation (to examine if there is a significant relationship between paying
attention to others' body language and effective communication).
Digital Communication

1. How often do you communicate with your classmates through social media or messaging apps?

Statistical Tool: Descriptive Statistics (mean, median, and standard deviation to summarize the frequency
of communication through social media).

2. Do you find it easier to express your opinions in a digital format (e.g., text or chat) compared to
face-to-face communication?

Statistical Tool: Descriptive Statistics (to assess the general ease of expression in digital formats using
average scores).

3. How often do you initiate conversations online with classmates about schoolwork?

Statistical Tool: Descriptive Statistics (to measure the frequency of initiating conversations about
schoolwork online).

4. Do you feel more confident when expressing yourself in online discussions rather than in person?

Statistical Tool: Pearson’s Correlation (to determine if confidence in online expression is related to other
communication skills or social interaction).

5. How proficient are you in using digital tools like emails or group chats to collaborate on school
projects?

Statistical Tool: Descriptive Statistics (to summarize proficiency levels in using digital tools).

6. How important do you think digital communication (e.g., texts, chats) is in your day-to-day
school life?

Statistical Tool: Descriptive Statistics (to summarize the perceived importance of digital communication
based on average scores).

7. How often do you encounter misunderstandings while communicating digitally, and how do you
resolve them?

Statistical Tool: Chi-square Test (to analyze the association between the frequency of misunderstandings
and the methods of resolution, as well as potential demographic differences).

Social Interaction

1. How comfortable are you when participating in group discussions or collaborative work in class?

Statistical Tool: Descriptive Statistics (to summarize comfort levels using mean, median, and standard
deviation).

2. How often do you take the initiative to socialize or collaborate with your peers in class?
Statistical Tool: Descriptive Statistics (to assess the frequency of taking initiative in socializing or
collaborating).

3. How confident are you in forming new friendships or connections with classmates?

Statistical Tool: Descriptive Statistics (to quantify confidence levels in forming new friendships).

4. Do you feel that your communication style helps you in building lasting relationships with your
classmates?

Statistical Tool: Pearson’s Correlation (to explore the relationship between communication style and the
ability to build relationships).

5. How often do you encounter challenges when interacting with your classmates during group work
or discussions?

Statistical Tool: Descriptive Statistics (to summarize the frequency of challenges faced during
interactions).

6. How often do you struggle to share your ideas during group activities?

Statistical Tool: Descriptive Statistics (to summarize the frequency of struggles in sharing ideas using
mean, median, and standard deviation).

7. Do you hesitate to participate in class discussions or group tasks?

Statistical Tool: Chi-square Test (to analyze associations between hesitancy to participate and
demographic factors).

8. Do respondents face challenges when working with classmates during group activities?

Statistical Tool: Chi-square Test (to determine the relationship between facing challenges and other
variables such as grade level or section).

9. Do you find it difficult to seek help from your classmates when needed?

Statistical Tool: Descriptive Statistics (to summarize the frequency of difficulty in seeking help).

10. Do you speak up during group projects or activities?

Statistical Tool: Chi-square Test (to assess the relationship between speaking up and demographic
factors).
Formula
Descriptive Statistics

Median: The middle value when data is sorted in ascending order.

Mode: The value that appears most frequently in the data set.

Pearson’s Correlation

This measures the strength and direction of the linear relationship between two variables.

Chi-square Test

T-Test

ANOVA (Analysis of Variance)

This tests if there are any statistically significant differences between the means of three or more
independent groups.