Challenges of a Multi-dialect Environment on Learning Commmunication among High School Students of Tumalutab

Abstract

This study examined the communication challenges experienced by high school students in a multi-dialect classroom environment in Tumalutab. In linguistically diverse classrooms, differences in dialect may affect students’ ability to understand lessons, participate in discussions, and express themselves effectively, which may consequently influence their learning communication. The study aimed to determine the level of communication challenges encountered by students in terms of oral communication skills, written communication skills, and overall learning communication, as well as to identify the relationship among these variables. A quantitative correlational research design was employed using a structured Likert-scale survey questionnaire administered to 32 randomly selected high school students from a secondary school in Tumalutab during the School Year 2025–2026. Descriptive statistics, the Shapiro-Wilk test for normality, and Spearman’s rho correlation analysis were used to analyze the data. Findings revealed that students experienced moderate communication challenges in oral communication, written communication, and overall learning communication, indicating that dialect diversity occasionally affects students’ comprehension, classroom participation, and confidence. The results further showed a strong positive and statistically significant relationship between written and oral communication skills, while oral communication skills demonstrated a moderate significant relationship with overall learning communication. However, written communication skills showed no significant relationship with overall learning communication. The study concludes that although a multi-dialect classroom environment does not severely hinder learning communication, it still presents noticeable barriers that may influence students’ educational experiences. The findings highlight the importance of adopting inclusive instructional strategies and supportive communication practices to address linguistic diversity and improve student engagement and learning outcomes.