Interpersonal Skills towards Academic Performance: A Descriptive-Correlational Study Among First-Year BEED Students

Abstract

This study investigated the relationship between interpersonal communication skills and academic performance of first-year Bachelor of Elementary Education (BEED) students in selected universities in Zamboanga City. Specifically, it examined students’ communication skills, teamwork and collaboration, empathy, and conflict resolution, and determined which dimensions significantly predict their Grade Point Average (GPA). The study was anchored on the assumption that interpersonal communication skills are essential non-cognitive competencies that may influence students’ academic success, particularly in collaborative and interactive learning environments common in teacher education programs. A descriptive-correlational research design was utilized, involving 60 first-year BEED students from selected universities in Zamboanga City as respondents. Data were gathered using a structured questionnaire measuring the four dimensions of interpersonal communication skills, while academic performance was obtained through their Grade Point Average (GPA). The data were analyzed using descriptive statistics, including mean and standard deviation, and inferential statistics through multiple regression analysis. Findings revealed that the respondents exhibited very high levels of communication skills, empathy, and conflict resolution, while teamwork and collaboration were rated high. This indicates that the students generally possess strong interpersonal competencies that support effective communication, cooperation, and classroom interaction. Moreover, regression analysis showed that communication skills, teamwork and collaboration, and conflict resolution significantly predicted academic performance, whereas empathy did not significantly influence GPA. These results suggest that specific interpersonal skills have varying effects on academic achievement. The study concludes that interpersonal communication skills contribute to academic performance among first-year BEED students. It is recommended that educators integrate collaborative learning strategies and communication-enhancing activities to further strengthen students’ interpersonal competencies and improve academic outcomes.