Guidelines for Enhancing Communication Competency of Secondary Students
DOI:
https://doi.org/10.14456/ojed.2025.13Keywords:
guidelines for enhancing , communication competency , secondary studentsAbstract
This study aimed to 1) examine the current status of communication competence development among secondary school students, and 2) propose practical guidelines to enhance the communication skills of secondary school students. The research employed a survey methodology. The sample consisted of 350 secondary school teachers selected through simple random sampling. Research instruments included a questionnaire on the enhancement of communication competency and an interview guide for strategies to enhance communication competency. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were interpreted using content analysis.
The research findings indicate that 1) the status of the enhancement of communication competency includes: (1) planning aspect, it was found that teachers organized the most activities in core subjects (M = 4.98, SD = 0.17), (2) instructional management aspect, teachers most frequently organized activities to enhance interpersonal communication competency by posing issues or questions for students to discuss (M = 4.40, SD = 0.71), and most frequently organized activities to enhance collaborative communication competency through group work that involved practicing communication within a team (M = 4.44, SD = 0.64), and (3) aspect of assessment and utilization of results, it was found that teachers most commonly used the results from learning activities aimed at enhancing communication competency to improve their future teaching practices (M = 4.38, SD = 0.84), and 2) the study proposed three-phase guidelines for enhancing communication competence that include (1) strategic planning for communication competency development through learner needs analysis and the design of meaningful learning experiences, (2) organizing activities to enhance communication competency by implementing hands-on and participatory learning activities, and (3) formative assessment practices aimed at fostering ongoing development rather than focusing solely on summative evaluation.
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