3IS-FINAL-DEFENSE-Ineffective-Formal-Communication.pptx

Research Defense

1. “ The Effects of Ineffective Formal Communication between Teachers and Students on Academic Performance of Grade 12 HUMSS at Exact Colleges of Asia ”

2. “ The Effects of Ineffective Formal Communication between Teachers and Students on Academic Performance of Grade 12 HUMSS at Exact Colleges of Asia ” THE RESEARCHERS Beldad , Marc Jefferson L. Pagdanganan , Jerille D. Hipolito, Ma. Marielle F. Macapagal, Ronalyn C. Miranda, John Carlo C. Quiambao, Jadelyn P. Bautista, Patrice R. Samonte , Allanis S. Nulud , Jessa Mae D. Sarzona , Micah J. Barbero , Joyce M.

3. INTRODUCTION

4. Ineffective formal communication between teachers and students has become a significant obstacle to students' academic success. Despite the importance of clear and effective communication in the educational environment, there are still issues with communication breakdowns, misunderstandings, and ineffective communication strategies. INTRODUCTION

5. BACKGROUND OF THE STUDY I nadequate formal communication between professors and students has a detrimental impact on students' academic achievement, emotional well-being, and overall learning experience. Despite the importance of communication in education, research on the factors that contribute to inadequate formal communication between teachers and students, as well as the specific consequences that this style of communication has on students in the Philippine context, is lacking ( Calbalhin , 2019).

6. STATEMENT OF THE STUDY This study aims to determine the causes and effects of ineffective formal communication between teachers and grade 12 HUMSS students at Exact Colleges of Asia, Inc. Specifically, this study seeks to answer the following questions: 1. What is the profile of HUMSS students according to: 1.1 Age; and 2.2 Sex 2. How ineffective formal communication affects teacher and student interaction in terms of: 2.1 Learning Environment 2.2 Personalities 3. Does ineffective formal communication between teachers and students have a significant impact on the academic performance of the HUMSS students in terms of: 3.1 Interest in lesson 3.2 Recitation

7. The researchers hypothesized that: Learning Environment and the different personalities of students have no significant impact on the teacher-student interaction and do not result in ineffective formal communication. Ineffective formal communication has no significant impact on the academic performance of the grade 12 HUMSS students. RESEARCH HYPOTHESES

8. CONCEPTUAL FRAMEWORK

9. The framework shows the connection on how will measure the effects of Ineffective formal communication through getting the experiences of the students in Grade 12 HUMSS strand in their learning environment, personalities, interest in lesson, and recitation. The first box contains independent variables, which are ineffective formal communication, which can be supported by the learning environment, personalities, interest in the lesson, and recitation. The arrow from these independent variables points out how they affect the academic performance of the students.  

10. THE METHODOLOGY

11. RESEARCH DESIGN D escriptive and Causal comparative design method

12. LOCALE OF THE STUDY Exact Colleges of Asia, Suclayin , Arayat Pampanga

13. RESPONDENTS OF THE STUDY Grade 12 HUMSS students from the Exact College of Asia, Inc.

14. SAMPLE AND SAMPLING METHOD S imple Random S ampling

15. SAMPLE AND SAMPLING METHOD Slovin’s Formula n= N 1+ N Where: n= Sample size N= Population e= Margin of error  

16. RESEARCH INSTRUMENT S urvey questionnaires Likert scale

17. DATA COLLECTION Provided Letter Consent Checking, Collating and Processing of Data

18. RESULTS AND DISCUSSION

19. RESULTS AND DISCUSSION Overall Weighted Mean of ineffective formal communication affects teacher and student interaction in terms of Learning Environment.

20. RESULTS AND DISCUSSION Overall Weighted Mean of ineffective formal communication affects teacher and student interaction in terms of Personalities.

21. RESULTS AND DISCUSSION Overall Weighted Mean of Ineffective Formal communication between teachers and students have a significant impact on the academic performance of the HUMSS students in terms of interest in lesson.

22. RESULTS AND DISCUSSION Overall Weighted Mean of Ineffective Formal communication between teachers and students has a significant impact on the academic performance of the HUMSS students in terms of recitation.

23. CONCLUSION AND RECOMMENDATION

24. CONCLUSION T he respondents have agreed that ineffective formal communication affects teacher and student interaction in terms of the learning environment . While most of the respondents disagreed that students’ personalities affect their teacher-student interaction In terms of interest in lessons, respondents agreed that it has a significant impact on their academic performance. While in recitations, the majority of respondents agreed that it also has a significant impact on their academic performance.

25. RECOMMENDATION Recommendation 1: Both the factors that negatively affect the learning environment and the inappropriate behaviors of students should be noticed in order to analyze its effects on the learning environment and students' personalities.

26. RECOMMENDATION Recommendation 2: Effective and supportive learning environments will be created if some issue-solving techniques are used.

27. RECOMMENDATION Recommendation 3: The engagement of students inside the classroom should always be practiced in order to have more effective formal communication between them and their teachers.

28. RECOMMENDATION Recommendation 4: Students must participate and be involved to develop their academic performance and to avoid any failure in developing engaging lessons and strained relationships between teacher and students.

29. THANK YOU!