Teacher Communication Skills of Selected Junior High Schools in Sulu: Impact on Academic Achievement and Level of Interest
DOI:
https://doi.org/10.5281/zenodo.21772141Keywords:
Academic Achievement, English Language Teaching, Junior High School, Level of Interest, Teacher Communication SkillsAbstract
This study examined the impact of teaching communication skills on the academic achievement and level of interest of Junior High School students in English. It focused on four key components: language skills, gestures, facial expressions, and teacher attitude. A descriptive-comparison research design was employed, involving 200 students from grade 7 to 10 in two selected secondary schools. Data were collected through a validated survey questionnaire and analyzed using frequency, percentage, mean, median, multiple regression, and moderation analysis. Findings revealed that teachers commonly utilized verbal and nonverbal communication skills, with language skills being the most frequently practiced. Demonstrated and outstanding level of academic achievement and a very high level of interest in learning English. However, results indicated that teaching communication skills did not have statistically significant effects on students’ academic achievement, suggesting that other factors influence academic performance. In contrast, gestures and facial expressions significantly influenced students’ level of interest, highlighting the importance of nonverbal communication in fostering engagement. Further regression results showed that school significantly influenced both academic achievement and level of interest, with Mindanao State University- Sulu outperforming Notre Dame of Jolo High School- Kasulutan. Interaction effects also revealed that teacher’s attitude, gestures, and facial expressions varied significantly by school, indicating contextual differences in communication effectiveness. Moreover, gender did not significantly moderate academic achievement; however, female students demonstrated a higher level of interest compared to male students. Similarly, grade level did not significantly influence academic achievement, although lower grade levels showed slightly higher predicted performance, while higher grade levels exhibited marginally increased interest. Based on the findings, it is recommended that teachers strengthen their use of nonverbal communication strategies, schools provide training programs on effective communication skills, and future researchers explore additional contextual factors influencing academic achievement and student engagement.
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