Factors Affecting the Effectiveness.pptx

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1. Factors Affecting the Effectiveness of Oral Communication in Academic Performance Among Senior High School Students at Garitan Integrated School

2. Background of the Study Communication is essential for human interaction, driving collaboration, knowledge growth, and progress across various sectors. Employers prioritize clear communication skills, making oral communication a crucial asset for future success in education. Strong oral communication fosters critical thinking, self-expression, and confidence, leading to improved academic achievement.

3. Background of the Study Schools focus on developing communication skills like speaking and listening to prepare students for future career demands. Senior high students struggle with anxiety, limited vocabulary, and fear of mistakes, impacting their oral communication abilities. The study investigates factors affecting oral communication and its role in students' academic performance at Garitan Integrated School.

4. Theoretical Framework Self-Efficacy Theory (Bandura, 1997) Belief in one's ability impacts willingness to engage in oral communication, improving participation and academic performance. 2. Cognitive Load Theory ( Sweller , 1988) High cognitive load from anxiety or complex language hinders effective communication, affecting academic outcomes.

5. Theoretical Framework 3. Social Learning Theory (Bandura, 1977) Students learn communication strategies by observing skilled speakers, improving their oral skills and academic performance. 4. Constructivist Learning Theory (Vygotsky, 1978) Social interaction and communication deepen understanding, leading to improved academic performance.

6. Theoretical Framework 5. Universal Communication Law (Scudder, 1980) Communication is fundamental for survival, essential for participation in class discussions and overall academic success. 6. Comprehensive Framework Integrating these theories explains how internal and external factors affect oral communication and academic performance at Garitan Integrated School.

7. Conceptual Framework INPUT - Self-efficacy rating (Likert scale) - Cognitive load assessment (Likert scale) - Frequency of interactive teaching methods - Quality of social interactions (survey) PROCESS - Communication Strategies - Didactic Material - Participants Involvement OUTPUT - Academic Performance of Oral Communication Among Senior High School Students at Garitan Integrated School

8. Statement of the Problem What are the key factors influencing the effectiveness of oral communication among senior high school students at Garitan Integrated School? 2. What are the strategies to improve the communication oral skills?

9. Statement of the Problem 3. What are the didactic materials that are the teacher uses to enhance oral communication? 4. What are the main factors that influences participants involvement in oral communication?

10. Research Hypothesis 1. H₁ : There is a significant relationship between self-efficacy and the effectiveness of oral communication among senior high school students at Garitan Integrated School.   2. H₂ : The effectiveness of oral communication significantly correlates with the academic performance of senior high school students at Garitan Integrated School .

11. Significance of the Study For the Researchers Provides insights into how oral communication affects academic performance at Garitan Integrated School, enriching knowledge for future studies. For the Community Highlights communication challenges, helping parents and community leaders develop strategies to improve students' communication skills and academic prospects.

12. Significance of the Study For Garitan Integrated School Informs school administrators and teachers about factors affecting communication, guiding improvements in teaching methods and student outcomes. For Future Researchers Offers a framework for future studies on oral communication’s role in academic performance and explores similar factors in other educational settings.

13. Definition of Terms Oral Communication- Verbal exchange of ideas and emotions by senior high students during classroom activities, presentations, and discussions. Effectiveness of Oral Communication- Clarity, confidence, and appropriateness of students’ verbal communication in academic settings, including fluency and non-verbal cues. Academic Performance- Overall achievement of students at Garitan Integrated School, influenced by their oral communication skills. Self-Efficacy- A student’s belief in their ability to perform oral communication tasks, impacting confidence and participation. Cognitive Load- Mental effort required for communication, affected by factors like anxiety and vocabulary, influencing communication and performance.

14. Definition of Terms Teaching Methods- Interactive instructional strategies (group discussions, presentations) used to improve communication skills and academic outcomes. Social Interaction- Verbal and non-verbal exchanges between students, teachers, and peers that enhance communication skills and academic performance. Cultural Background- Social and cultural factors that influence a student’s communication style and verbal expression. Senior High School Students- Grade 11 and 12 students at Garitan Integrated School during the 2024-2025 academic year. Garitan Integrated School- The institution where this study assesses factors influencing oral communication effectiveness and academic performance.

15. Review of the Related Literature Oral Communication and Academic Success Research highlights that effective oral communication is essential for academic tasks such as presentations and discussions, contributing significantly to overall academic achievement (Brown, 2000). Self-Efficacy in Communication Bandura's (1997) Self-Efficacy Theory shows that students with higher confidence in their communication skills are more likely to participate actively, leading to better academic performance (Zimmerman & Schunk, 2001; Usher & Pajares, 2008).

16. Review of the Related Literature Cognitive Load and Communication Sweller's (1988) Cognitive Load Theory explains how complex tasks can overload students' cognitive capacity, reducing communication effectiveness. Strategies like scaffolding can help manage this load (Chandler & Sweller , 2011; Young & Nichols, 2017). Social Interaction and Constructivist Learning Vygotsky's (1978) theory emphasizes peer collaboration and group activities, which improve oral communication skills and confidence through practice in non-threatening environments (Goh & Burns, 2012; Mercer & Howe, 2012).

17. Review of the Related Literature Teaching Methods for Oral Communication Communicative language teaching and task-based learning methods provide real-life communication practice, enhancing students' language proficiency and confidence (Brown, 2000; Richards, 2006; Thornbury, 2005). Technology in Communication Digital tools like video conferencing and educational apps enhance students' engagement and oral communication skills, offering flexible practice opportunities (Chen & Hwang, 2020; Satar & Özdener , 2008).

18. Review of the Related Literature Cultural Factors in Communication Students from diverse cultural backgrounds may have different communication styles, requiring tailored support to foster participation, especially in diverse classroom settings (Li, 2010; Smith & Zhou, 2019).