LEVELS OF VERBAL COMMUNICATION IN DEVELOPING INTERPERSONAL

RELATIONSHIP OF JUNIOR HIGH SCHOOL STUDENTS OF CAMARINES

SUR NATIONAL HIGH SCHOOL, NAGA CITY S/Y 2019-2020

A Baby Thesis presented to the Faculty of the Humanities and Social Sciences

(HUMSS) Camarines Sur National High School

City of Naga

In partial fulfillment of the requirement of the subject Practical Research 2 and

Research Project

Cornelio, Mylene

Bazar, Angielyn

Corilla, Allanica

12- HUMSS 1

Group 6

FIRST SEMESTER S/Y 2019-2020

 APPROVAL SHEET
This Baby Thesis entitled, “EFFECT OF VERBAL COMMUNICATION TO
THE LEVEL OF INTERPERSONAL RELATIONSHIP OF JUNIOR HIGH
SCHOOL STUDENTS OF CAMARINES SUR NATIONAL HIGH SCHOOL (S/Y
2019-2020)”, prepared and submitted by (MYLENE L. CORNELIO, et. al.) in
partial fulfillment of the requirements for the Practical Research 2 (Quantitative
Research), has been examined and recommended for acceptance and approval
for Oral Examinations (Title and Final Defenses).
VIVIAN C. BELTRAN, Ph.D.
Adviser
Oral Examination Committee

AYRA GINICA E. TORTOLES

Member

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination on January 21, 2020
with the grade of 92 % and February 4, 2020 with the grade of 93.56 %.
AYRA GINICA E. TORTOLES
Member

Accepted and approved in partial fulfillment of the requirements for the

PRACTICAL RESEARCH 2 (Quantitative Research).
Title Defense Passed on January 21, 2020.
Final Defense Passed on February 4, 2020.

ERIC B. TORTOLES
HUMSS Subject Group Head

MELISSA B. BOBOS
Assistant Principal II

SULPICIO C. ALFEREZ III

Principal IV

ii
 CAMARINES SUR NATIONAL HIGH SCHOOL
Penafrancia Avenue, Naga City

CERTIFICATION

This is to certify that this Baby Thesis entitled, “EFFECT OF VERBAL

COMMUNICATION TO THE LEVEL OF INTERPERSONAL RELATIONSHIP OF

JUNIOR HIGH SCHOOL STUDENTS OF CAMARINES SUR NATIONAL HIGH

SCHOOL (S/Y 2019-2020)””, has been examined and edited and found to be in

accordance with the suggestions / recommendations by the panel of examiners.

GLADYS ILAO CRISTITO M. PACUNZA MARVIN C. MARQUEZ

Grammar Editor Format Editor Plagiarism Editor

VIVIAN C. BELTRAN, Ph.D.

Adviser

ERIC B. TORTOLES
HUMSS Subject Group Head

MELISSA B. BOBOS
Assistant Principal II

SULPICIO C. ALFEREZ III

Principal IV

iii
 ACKNOWLEDGMENT

The researchers express their deepest appreciation and sincere gratitude

to the following persons who gave their precious time, resources, moral support,

and prayers which became God's instruments in the realization of this study:

We are indebted to our Alma Mater, Camarines Sur National High School

and its Administrations for their guidance and letting us discover new learnings as

we conduct this study.

To Vivian C. Beltran Ph. D and Ms. Karine Jane B. Camus in her supportive

and patient, unending effort and guidance to the investigation.

To Ms. Ayra Ginica E. Tortoles, as panelists, for their commendable

advices, time and efforts given for the improvement of our study and to our

grammarian, Mrs. Gladys Ilao for checking our grammar for the better version of

our study.

To the respondents who made this study feasible for providing honest

answer to the questions and for their precious time. Of course, to our loving parents

who support and show love throughout our research study and providing us moral

and financial support.

Above all, to God Almighty, who give wisdom, guidance, who protect, give

us good health and peace of mind in facing the challenge in this investigation. To

God be all the glory!

THE RESEARCHERS

iv
 ABSTRACT

12-HUMSS 1; Angielyn Bazar, Allanica Corilla, Mylene L. Cornelio

Impact of Verbal Communication in Developing Interpersonal Relationship of the

Selected Junior High School of Camarines Sur National High School

This research was conceptualized to determine the impact of verbal

communication in developing relationship of junior high school students of

Camarines Sur National High School.

Descriptive- correlational methods, random sampling and surveys was used

to gather data needed from the selected Grade 7 students under Special Program

in the Arts, excluding those who were from Grade 8 to Grade 10 and grade 7 from

different curriculum because of the simple random sampling used.

Findings revealed that using verbal communication respectfully and during

class discussion to clarify his/ her discussion to their teachers ranked as the

highest with the average weighted mean of 3.4 while sharing their problems and

making jokes ranked as the lowest with the average weighted mean of 2.7 thus

teachers should communicate effectively to help their students to become

successful. Meanwhile, students usually talk to their parents every day ranked as

the highest with the average weighted mean of 3.4 however they don’t share their

negative feelings whenever they feel lonely or sad which ranked as the lowest

with the average weighted mean of 2.6 thus parents should be intentional to listen,

comfort whatever negative emotions they have. While the findings also said that

students having an everyday communication to their peers ranked as the highest

v
weighted mean of 3.9 however running to their peers when they are having a hard

time in their school works or problems ranked as the lowest with the weighted

mean of 3.2 thus peers/ classmates should help their classmates to learn more

and to face their problems. The level of interpersonal relationship of the students

to their teachers said that treating them as their parents ranked as the highest with

the statistical computation of 3.4 while knowing their lives ranked as the lowest of

2.7 thus teachers should use their relationship to motivate or encourage their

students to succeed in their life. Students felt the love of their parents ranked as

the highest with 3.8 weighted mean while seeking for the guidance and sharing

their secrets such as crushes ranked as the lowest with 3.3 statistical computation

thus parents should still guide their children in making decisions to avoid

heartbreaks or failures of their children. The data gathered also revealed that

students treat their peers or classmates as their family and they usually talk about

their problems which ranked as the highest weighted mean of 3.6 while inviting

them to family gatherings ranked as the lowest with the average weighted mean

of 3.1 thus student should find a friend who have a positive effect on their lives as

they mold their social identity and support system. The findings revealed that there

are strong correlation between verbal communication used by the JHS students

and the level of interpersonal relationship to their teachers with 0.69 computed r

value while there are no correlation between the verbal communication and the

level of interpersonal relationship to their parents with -0.44 computed r value thus

a seminar-workshop must be conducted and the proposed plans must be

implemented.

vi
Research Limitations
Interruption of classes and lack of time
Keywords:
Verbal Communication. Interpersonal Relationship, Junior High School of
Camarines Sur National High School, Naga City

vii
 TABLE OF CONTENTS

TITLE PAGE………………….…………………………………………...……..…….…i

APPROVAL SHEET ………………………………………………………..…………..ii

CERTIFICATION………..……………………………………………………..………..iii

ACKNOWLEDGMENT………………………………………………………………....iv

ABSTRACT…………………………………………………………………………...…v

CHAPTER

I INTRODUCTION

Statement of the Problem……………..……..……………...………...……….3

Scope and Delimitation…………..……………………….……….…..……….4

Significance of the Study……………….……………………….……...………5

II REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature…………………………………...…..............…7

Review of Related Studies…………………………………………...….…….9

Conceptual Framework………………….…………………….……..…...…..12

Theoretical Framework…………………………………...……….……..…...14

Synthesis of the Art…………………………..…………………..…….....…..17

Hypothesis of the Study.………………….…………………..…. ..…….…18

viii
 Assumptions of the Study……………………………………..…….……..…18

Gap-Bridge of the Study………………………..…………..…..………….…18

Definition of Terms……………………………………………………….……19

III RESEACH METHODOLOGY

Research Design…………………………………………………….………...20

Respondents of the Study………….……………………………………...…20

Instrument of the Study…………….………………...……………………….22

Validity and Reliability…………………………………………………….…...22

Statistical Treatment…………………………………..………………….…...23

Ethical Considerations……………………….……………………………..…24

IV ANALYSIS AND INTERPRETATION

Forms of Verbal Communication of the students to the Teachers…….…25

Forms of Verbal Communication of the students to the Parents…………27

Forms of Verbal Communication of the students to the

Peers/Classmates…………………………………………………………………….29

Level of Interpersonal Relationship of the students to Teachers…………31

Level of Interpersonal Relationship of the students to Parents..…………33

Level of Interpersonal Relationship of the students to

Peers/Classmates…………………………………………………………………….35

ix
V SUMMARY, CONCLUSION, AND RECOMMENDATION……..…………...….39

APPENDICES

Bibliography…..………………………………………………………………..46

Questionnaire…..………………………………………………...……………48

Statistical Computation………………………………………………………..49

Letters…..…..………………………………………….………..……………...50

Project Proposal.………..……………………………..….…….……………..51

Curriculum Vitae..………........…………………………………….………….54

DOCUMENTATION………………………………………………………….………..57

LIST OF FIGURES

Figure 1. Conceptual Framework…………………..………………………..13

Figure 2. Theoretical Framework…………………………………………….16

LIST OF TABLES

Forms of Verbal Communication of the students to the Teachers………25

Forms of Verbal Communication of the students to the Parents…………27

Forms of Verbal Communication of the students to the

Peers/Classmates…………………………………………………………………….29

Level of Interpersonal Relationship of the students to Teachers…………31

Level of Interpersonal Relationship of the students to Parents..…………33

x
 Level of Interpersonal Relationship of the students to

Peers/Classmates…………………………………………………………………….35

xi
LIST OF FIGURES

Figure 1. Conceptual Framework…………………..………………………..13

Figure 2. Theoretical Framework…………………………………………….16

xii
LIST OF TABLES

Forms of Verbal Communication of the students to the Teachers………25

Forms of Verbal Communication of the students to the Parents…………27

Forms of Verbal Communication of the students to the

Peers/Classmates…………………………………………………………………….29

Level of Interpersonal Relationship of the students to Teachers…………31

Level of Interpersonal Relationship of the students to Parents..…………33

Level of Interpersonal Relationship of the students to

Peers/Classmates…………………………………………………………………….35

xiii
 CHAPTER I
INTRODUCTION

The Problem and Its Background

This chapter presented the different essential elements: the introduction

which contained the rationale (an explanation of the reasons for the conduct of the

research), the literature review and statistical foundation; the statement of the

general and specific problems; the scope and delimitation which identified the

major variables, sub-variables and the indicators; and lastly the significance of the

study which enumerated the beneficiaries of the study and the corresponding

benefits each will received.

Communication plays a vital role in human life. It not only served as a bridge

in sharing knowledge and information but also a tool in developing relationship with

others. Verbal or non-verbal communication, we are able to express our thoughts

or feelings to other people. It is usually occurs between two or more people, the

other person will serve as the sender (the one who convey the message) while the

other one as the receiver (the receiver of the message and can send a feedback).

Verbal communication is also aiming to know the other people better and

have a chance to build a lasting, positive, genuine and important relationship

whether with your families, peers, classmates and teachers. However, teenagers

nowadays are very dependent to technological devices which gives them a barrier

to interact. And it is a well-known fact that they also have this desire to have a

healthy and meaningful relationship with other people where they can share their

feelings or opinions and a companion in times of trouble. It has been observed that
students are experiencing challenges in their lives where they already questioned

their worth, value, importance and purpose.

Although students exposed in a large number of people inside the campus,

it is expected that they already know how to interact with others however this is not

the case. Most of the time, the students failed to verbalize their thoughts and ideas

to others, thus having a blocked for them to start having a positive relationship to

other people.

According to William Schutz’s (2014), a person communicates to satisfy

their needs in openness, control and inclusion. The first need is the need to feel

that they belong on a particular group, the second is to prove their leadership skills

to command or influence especially in a group while the last one is the need to

know one self. It is in the view of Social Penetration Theory that communication

helps people to interact which leads to deepening their relationship form a small

talk to personal information. Having a healthy relationship may build a positive

impact on the students, failed to do so will have a negative view. One of the benefit

of having positive verbal communication is also building a relationship where

students can gain a support system form stress, emotional challenges, a helping

hand in times of trouble and companionship in life (Martin, 2013).

Persons have ways on how to use verbal communication, however failing

to understand the impact of it in having relationship, teenagers might experience

this rampant problem in our society. According to the Centers for Disease Control

and Prevention 2017 youth survey results: 32% of high school students

experienced ongoing feelings of sadness or hopelessness, 17% said they’d

2
seriously considered attempting suicide, 14% made a suicide plan and 7% tried to

kill themselves.

At present, theresearchers are somewhat experiencing the

abovementioned scenario where the use of verbal communication impacted the

way we treated other people-family, teachers, classmates or peers and blocking

them to have a lasting and healthy relationship with us. If not dealt properly, it might

result to a big problem that the teenagers may face. It is in the light that this

research was conducted to determine the impact of verbal communication in

developing relationship of junior high school students of Camarines Sur National

High School.

Statement of the Problem

This study aimed to determine the levels of verbal communication in

developing relationship of the selected junior high school students in Camarines

Sur National High School during the second semester of school year 2019-2020.

The result of this were based of the formulation of improving or enhancing verbal

communication of the teachers, students, parents and peers or classmates to each

other for having a genuine, lasting and impacting relationship.

Specifically, it will answer the following questions:

1. What are the forms of verbal communication of the students

a. To teachers?

b. To parents?

c. To Classmates or peers?

2. What is the level of interpersonal relationship of the students

3
 a. To teachers?

b. To parents?

c. To classmates or peers?

3. Is there a significant relationship between verbal communication and the

level of relationship of the students to teachers, parents, and classmates

and peers?

4. Based on the findings, what seminar-workshop can be formulated to

elevate the awareness of the impact of verbal communication in

developing relationship of the students to their teachers, parents, and

classmates or peers?

Scope and Delimitation

This study focused mainly on the impact of verbal communication in

developing interpersonal relationship of the selected junior high school students of

Camarines Sur National High School (S/Y 2019-2020) because the researchers

want to know how communication helps the students to build a healthy and lasting

relationship with the people around them.

The respondents of this study are the selected junior high school students

who have challenged in verbalizing their thoughts, ideas, and feelings to their

parents, teachers, peers and classmates because of the barriers they have in their

relationship. From the used of Simple random sampling, the Special Program in

the Arts was chosen to be the sample of the study. The other curriculum like

Science, Technology and Engineering (STE), Special Program in Foreign

language (SPFL), Basic Education Curriculum (BEC), Science and Technological,

4
Vocational Education Program (STVEP), and Special Program in Sports (SPS)

are excluded in the study and the Grade 8, 9 and 10 to minimize the accessible

population of the study.

CSNHS served as the research local of the study since this school has a

large number of Junior High School in Bicol Region. This study will produce an

Interpersonal Intervention Communication program composed of seminars that

are deemed important in knowing how to develop a genuine relationship to the

teenagers in this 21st using the effective and positive communication. It is assumed

that the teaching style of the teachers will enhance as they communicate with their

students after the said program and for the parents and classmates/ peers to

improve the way they interact to their children or friends to destroy the barrier in

having a positive relationship to them.

Prior to the conceptualization of the Interpersonal Communication Program,

the data gathering procedure started from January 28, 2020 to January 29, 2020.

Survey questionnaires used as the instrument of the study.

Significance of the Study

The result of this study were beneficial to the following:

Junior High School (JHS) Students. This study provides a deep

understanding on how they can improve their communication to lessen their

pressure in developing relationship with their parents, teachers and even to their

peers. It will also serve as a tool for them to verbalize their feeling, thoughts or

ideas in a positive way creating a healthy relationship with others.

5
 Junior High School (JHS) Teachers. This will serve as their reference on

how their positive communication and developing relationship helps their students

to learn more and contribute to the success of their student’s life and career.

CSNHS Guidance Counselors. The study provides them information on

how they can help students on how to verbalize their feelings and be able to have

a support in times of trouble, sickness, and loneliness.

School Administrations. The result of the study will give certain

advantages to the school where the researchers belong. Upon generating result

of the study that deals with the impact of verbal communication in developing

relationship, the school may enhance learning style to help the students have a

healthy teacher-students relationship for the success of both parties satisfying their

goals and needs in different areas of their lives.

Families and Friends of Junior High School Students. This study serve

as a knowledge on how their relationship with their classmates or children

impacted how the students handle different problems in their lives with the use of

verbal communication.

Future Researchers. This study provides information that can help them in

their future research study and which can also serve as their related study.

6
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the review of the related literature, related studies,

theoretical framework, conceptual framework, synthesis-state-of-the-art,

hypothesis, assumption of the study, gap-bridge of the study, and definition of

terms.

Review of Related Literature

Zolten, et.al (2006), stated that communication used by the parents

towards their children can give negative and positive view about themselves. It is

said that when the parents communicate effectively and openly, the children begin

to feel that they are important, understood and heard which resulted to gain self-

confidence whilst negative or ineffective communication resulted to the children to

feel that they are unloved, worthless and misunderstood. Such children may open

not anymore to their parents and tend to share their feelings and thoughts to other

people.

Earlam (2010) stated that poor communication skills become one of the

most reason why conflict arise between two or more people. The positive speakers’

voice, intonation, volume, speech rate can be seen in the process of

communication resulted to have a great impact to the receiver, in contrary negative

use of this is a vain effort to relay a message. The symptoms include being irritable,

not listening to other people, arguing constantly because of pride, being defensive

when someone sees their mistakes, and not giving importance to the one who
shares or tries to connect with them. Through verbal communication, they are able

to be a person of influence and get influenced by the other.

Marion (2010), stated that constructive and positive communication of a

teacher may want to imitate by their students, thus influencing them to have a good

social interaction and positive competence with other people. Teacher serves as

a facilitator during class discussion, they just not teach students but also give an

opportunity to verbalize their thoughts or ideas which make students feel

motivated, safe, and appreciated. Students spend 7-8 hours to their teachers,

being a good example in word, action, behavior, attitude and good perspective can

contribute to the society by building or forming a leader in our nation.

Babonea, et.al (2012), stated that communication become a bridge for two

person to interact and connect with other people. Verbal communication helps the

students to create a long and lasting relationship first with their parents, teachers

and peers or classmates. Expressing their thoughts and feelings freely by means

of verbal communication create an impact in academic achievement and students’

behavior.

Marjanen, P., et.al. (2013), said that peer communication allows students

to have a support and social identity where personality and emotional foundation

developed. Verbal communication also helped them to listen, share and control

one’s emotion as they encounter problems during interaction. The student’s

relationship from their peers and classmates excluded negative emotions like

loneliness, anxiety and mental health problems.

8
Review of Related Studies

Zandvliet, D., et.al., (2014), said that social skills and language

development of the children comes from their teachers’ values and behaviors.

Through verbal communication used numerous by the teachers may result to a

positive relationship among teacher and students to gain high level of student’s

learning. Teachers appreciation and warmth love linked to student’s self-

confidence development and be able to handle different areas of their lives such

as emotional, physical, spiritual and relational. Also, their encouragement and

support add greater motivation in achieving school academic performances. The

student’s academic goals, values, attitudes and characteristics has been

associated with what the parents they hold on to their children performances. They

are also motivated and said to have a higher educational achievement and pursue

their career successfully because of having healthy relationships with their peers,

teachers and parents.

Van Hoorn, et,al. (2015) claimed that peers has a great impact to students

in their learning process because they are the one who will encourage their

classmates, help each other to find solutions to the burden they both feel and make

an enjoyable activities Positive peer relationships benefits the students to get

higher academic performance because of the greater engagement and feel of

belonging in a particular group.

Baruch, et.al, (2015), Dinu (2015), and Khan, et.al. (2017), presented the

positive and good communication can be a vehicle for teachers to develop a good

relationship to their students. The major factors why students abandon their study

9
and perform cutting classes because of teacher’s lack of communication and

availability. Once the students didn’t feel that their teachers are interested with

them and use verbal communication as a tool to discourage students, the

motivation to go to school started to decrease. The success of the students in

academic performance is directly proportional to the effectiveness of the teachers

in terms of their communication.

Tariq, et.al (2018), students will never accomplish their studies without

communication. It is their tool to learn, explore, express and apply their knowledge

in a real-life situation. Effective communication has a role in achieving the career

of the students. Verbal communication also to enhance their abilities that might be

a great help for them in the future and honing a leadership skill.

Hanes (2018), students are able to have a lot of friends by engaging

themselves in variety of school activities to improve their communication skills.

However, there are times students are still having a hard time to communicate

effectively due to language barriers influenced by geographic location, education

and social status which create walls for them to communicate effectively. It is very

relevant among junior high school students to be aware about the impact of the

verbal communication in developing relationship for them to gain success.

Lucanus (2018), said that the students learn communication at their homes

but it can be broader when they come in school and have a communication with

their peers, teachers and alike. Thus, verbal communication is commonly used

either in a form of public speaking or interpersonal communication. Though they

are having a difficulty to build an interpersonal relationship among people

10
surrounds them, it is clearly said that for the students to become a professional

communicator in the future, they should be in a path of learning on how to

communicate effectively.

Conceptual Framework

This study used the -P model where the researchers will propose an

intervention program at the end of the study. The verbal communication serves as

the independent variable while the level of the relationship is the dependent

variable.

In this part of conceptual framework, it identified how the respondents used

verbal communication in their teachers, parents, and classmates/ peers as their

means in sharing their thoughts, ideas or opinions.

The dependent variable measured according to the level of relationship

develop by the junior high school in their teachers, parents, and classmates or

peers. It was also based on how the independent variable affects the dependent

variable.

At the end of this study, this sector made a proposed program to come up

with the solution to the problem. The Interpersonal Intervention program is

composed of seminar workshop to the teachers, parents and students on how they

can communicate effectively to have a lasting and healthy relationship to each

other.

11
Conceptual Framework

This study focused on determining the impact of verbal communication in

developing relationship of the junior high school students. Figure 1 presents the

conceptual paradigm of the study.

LEVELS OF VERBAL COMMUNICATIONS IN DEVELOPING

INTERPERSONAL RELATIONSHIP OF JUNIOR HIGH SCHOOL
STUDENTS OF CAMARINES SUR NATIONAL HIGH SCHOOL,
NAGA CITY (S/Y: 2019-2020)

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Verbal communication used by Level of interpersonal
the respondents toward their: relationship
o Teachers o Teacher-student
o Parents relationship
o Classmates o Parent-child relationship
o Peers o Peer-student relationship

INTERPERSONAL INTERVENTION PROGRAM

Figure 1. Conceptual Paradigm of the Study on the Impact of Communications in

Developing Interpersonal Relationship of Junior High School Students of

Camarines Sur National High School, Naga City (S/Y: 2019-2020)

12
Theoretical Framework

Social Penetration Theory (1973) was proposed by Altman & Taylor, they

said that relationship starts to grow and become intimate when the person open a

harmless fact about themselves. This happens when the person decided to share

small information to other person such as favorite food, hobbies, talents, and

community. However, when the relationship grows healthy, the information

become more deeper thus understanding one’s perspective in life, relationships or

how they respond to different struggle in their life. They presented four stages on

how the communication play an important role in having a lasting relationship. First

was the Orientation Stage, the person has an impression at their first meeting. The

communicators orient themselves about the mannerism or even the physical

appearance of the other person. Second was the Exploratory Stage,

communicators become to feel more comfortable thus revealing more about

themselves. Third was the Affective Exchange, this actually happens between

close friends or romantic relationships where communication become a two way.

They just not know the information about the other person but also share about

themselves. The last one was the Stable Exchange, relationships become more

genuine and resulted to last longer. Both communicators accept their differences,

know the strength and weaknesses of the other person and become intentional in

their relationships.

Communication Accommodation Theory (1970) were the supporting

theory of this study, because it talks about the adjustments of the communicators

while interacting to other people. They tend to control their attitudes despite of their

13
differences to gain positive impression and approval. The theory has two types to

explained the process of accommodation. The first type was the Convergence

which means despite of the differences, communicators adapt the way the people

interact to prevent having a conflict because of social differences. The second type

was Divergence which means individual focuses more on their social differences

and contradict the context of convergence.

Uncertainty Reduction Theory (Berger & Calabrese, 1975), people

communicate to reduce the uncertainty about the others. Especially those

individuals who meet for the first time because they are both strangers, they must

first seek the compatibility level to open the door for effective communications. It

will be easy for them to share about themselves if they find what is common to

them.

Interpersonal Theory (Giles, 1970), the lasting and genuine relationship

come up with the process of communication that leads them to feel secured,

worthy, motivated, and important. Thus, having been progressive in initiating the

development of their relationship. Through interpersonal communication,

individual also aim to have high self-esteem and be able to handle problems in

their life. Even though they may receive negative feedback or relationships, they

already have strong foundation about themselves resulted to have positive view

and responses about trials. It is a long process but this is a great help for them to

build social interaction positively.

14
 Theoretical Framework

This section presented the different relevant theories that are used to

support this study. The main theory of this study is the Social Penetration Theory

and the supporting theories were the ff: Communication Accommodation Theory,

Uncertainty Reduction Theory and Interpersonal Communication Theory.

Social Penetration
Theory
Altman & Taylor
(1973)

Levels of Verbal
Communication in
Communication Developing Uncertainty
Accommodation Interpersonal Reduction Theory
Theory Relationship of Junior
Berger & Calabrese
High School students
Giles (1970) (1975)
of Camarines Sur
National High School,
Naga City (S/Y: 2019-
2020)

Interpersonal
Communication Theory
Sullivan (1892-1949)

Figure 2. Theoretical Paradigm of the study

15
Synthesis of the state-of-the-art

The related studies of Tariq, et. Al (2018) focused on the impact of verbal

communication to the academic success of the students but it was somewhat

related to this study because it involved the effect of verbal communication in

someone’s life. Whilst the study of Hanes (2018), is related to this study since his

main variables and sub-variables are the verbal communication and its impact on

the relationship of the individual which is just the same with this study. However,

he mentioned the factors affecting the communication of the person such as

geography, education, and social status. The study of Lucanus (2018), talked

about the importance of the communication in different places like in the school

and home, it was somewhat related to this study since factors affecting the

communication become the extraneous variable in this study. The study of

Zandvliet, et. al (2014) was related to this study since it covers the teacher-

student relationship that mold through effective and positive communication. It was

supported by the study of Baruch, et. al (2017), Dinu (2015), and Khan, et. al

(2017) where their study emphasized the teacher’s behavior and attitude to the

success of students’ academic life. They were just the same with this study since

this measure also the communication of the teachers to their students to know the

impact of it not just in their relationship but also in their academic life. Zandvliet,

et. al (2014) and Van Hoorn, et. al (2015) tackles about the relationship of peers

and parents to the children academic performances thus it is related to this study

since the researchers also measure the parent and peers communication in

developing their relationship successfully.

16
Hypothesis of the Study

1. There was a significant relationship between the verbal communication

used by the JHS students to their teachers, parents and classmates or

peers and the level of their relationship.

Assumption of the Study

On the conduct of this study, the following assumptions were expected:

1. The form of verbal communication affected the students’ relationship with

other people.

2. There were techniques and strategies to follow in order to be successful in

communicating effectively and having a healthy relationship.

3. There were many factors affecting the verbal communication of the junior

high school students.

4. The junior high school students have a different style in communicating with

their teachers, parents and peers/ classmates.

Gap-Bridge of the Study

The study of Lucanus (2018) served as the gap in this work because it just

tackled about the communication used by the students. It commonly used in the

form of public speaking. All the related studies are about the relationship of the

teacher to their students and its impact to their academic success, thus being the

gap. This study will serve as the bridge by filling up the gap of the different studies

mentioned in this research.

17
Definition of Terms

Interpersonal Relationship- connection between two or more people that has an

impact in someone’s life.

Levels of Verbal Communication- refers on how the used of verbal

communication was frequently used in developing relationship.

Junior High School Students- students from Grade 7 Special Program in the

Arts only

Peers- this another term for friends.

Teacher-student relationship- level of relationship of the teacher to their

students.

Parent-child relationship- level of relationship of the parent to their child.

Peer-student relationship- level of relationship of the peers to their students.

Verbal Communication- it is the use of sounds and words to be able to express

your thoughts to another person to have a better communication.

18
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presented the different steps involved in answering the

problems of this work. It discusses the research design, respondents of the study,

instrument of the study, establishing and validating reliability, statistical treatment

and ethical consideration.

Research Design

This study was a quantitative research design specifically, it utilized

descriptive method to describe the demographic profile of the students in terms of

gender, age, section. It also used to determine the behaviors and characteristics

portraying by the respondents. The principal purpose of the researcher was to

discover the forms of verbal communication used by the respondents in developing

interpersonal relationship with their teachers, parents and classmates or peers.

This study also utilized correlational method to identify and relate the forms

of verbal communication to the level of relationship of the junior high school

students. It was measured the relationship of different variables and how much

variation is caused by another variable. It will also determine the magnitude and

direction of relationship.

Respondents of the Study

The respondents of this research were the selected 90 students from the Grade 7

Junior High School students. The researchers used probability sampling where

everyone has given a chance to be chosen. Under the Probability sampling, simple

random sampling was also used to know what curriculum would be chosen as the

sample. Special Program in the Arts was selected, from 193 total population, the
researchers decided to have 10% margin of error which means 90 respondents

was needed in conducting the study.

Table 1 showed that the study has a total of 90 respondents. These

respondents were Junior High School students from grade 7.

Table 1. Respondents of the Study

Grade Year 7 SPA Number of Sample (n) Percentage

sections Population

Ibalon 49 23 11.92

Sarswela 48 22 11.40

Kundiman 48 22 11.40

Spolarium 49 23 11.92

TOTAL 193 90 46.64

The respondents of the study were selected Grade 7 of Special Program in

the Arts us to really examine the impact of verbal communication and how these

different students accomplish developing relationship with other people. The

researchers identified the number of the population of the SPA junior high school

students form each sections and divide it to the total population of the SPA junior

high school. Lastly, they multiply it to the number of respondents needed to the

study. The result stated that 23 respondents were needed for 7-Ibalon, 22

respondents from 7- Sarswela, 22 respondents from the 7- Kundiman and 23

respondents from 7-Spolarium. The researchers used simple random sampling

under probability sampling and Slovin’s formula to get the desired number of

sample.

20
Instrument of the Study

The researchers used a questionnaire for gathering the correct and factual

information from the respondents. The questionnaire elicited the following

pertinent information of student’s demographic profile- the name, age, and sex.

Also, the questionnaires used Descriptive questions with ordinal type to know the

forms of verbal communication by the students to their teachers, parents, peers/

classmates using likert scale of 1-5. 1 for Strongly Disagree, 2 for Disagree, 3 for

Neither Agree nor Disagree, 4 for Agree and 5 for Strongly Agree. This scale was

also used to know the level of interpersonal relationship with their teacher, parents

and classmates and peers. The significant relationship of the variables was

measured using the Pearson’s r Correlation.

The flow of the questions was based on the statement of the problem.

Survey forms will be accomplished inside of Camarines Sur National High School.

The questionnaire was designed for Junior High School students in order to gather

factual data to prove the hypothesis of this study and support the main and sub-

variables. The data gathering will start from January 28, 2020- January 29,2020.

Validity and Reliability

Data gathering employed sets of survey questionnaires for the students as well

as for the teachers who were the respondents of the study. The instrument

underwent validation and this will be developed by the researcher upon the

approval of the subject facilitator in PR2 and III. Pre-testing of the questionnaire

done with the help of the professional ones to be able to test if the questionnaires

21
were enough to answer the statement of the problem in this study. They were not

one of the respondents of the study either. The results of the pre-test analyzed by

the researchers to ensure clarity, and to determine whether they could yield data

needed in this study.

Statistical Treatment

To answer the statement of the problem, the researcher utilized Frequency

Percentage, Mean and also the Pearson Product- Moment Coefficient of

Correlation Formulas.

To determine the number of proportions of a whole number of the said

respondents, the researchers applied the frequency-percentage to answer the

statement number one which was the forms of verbal communication wherein it

expressed the total number of respondents or population into an accessible

population that can accommodate the entire population as a whole. And to

understand the specific forms that the students apply to themselves.

Weighted mean, this refers to the set of data taken from the average of the

population. The researchers used this to distinguish the number of respondents

who are able or unable to do the specific questions. For them to know the problems

in statement number 2 which is the level of interpersonal relationship of the

students in terms of teachers, parents, and classmates or peers.

The Pearson product-moment coefficient of correlation formula will be adopted to

test whether the verbal communication and interpersonal relationship are

interrelated. In interpreting the obtained r will get to know how strong and weak are

the level of interpersonal relationship develops through forms of verbal

22
communication applied by the students to their teachers, parents, classmates or

peers. This will also help to determine the significant relationship between verbal

communication and the level of interpersonal relationship of the students which is

the statement of the problem number 3.

Ethical Considerations

Researchers followed the ethical consideration to avoid violating other

rights specifically the participants involve in the study. There are five ethical codes

and policies of research and that should be apply by the researchers. These are,

honesty, protection from harm, rights to privacy, and plagiarism are some of the

ethical consideration that the researchers must follow. The researchers

appropriately cited their resources, and by giving an approval letter to the guidance

office together with the principal in order to have a proper acknowledgement and

for them to be aware regarding to this study that to be conducted inside the school.

23
 CHAPTER IV
ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data gathered, analysis and interpretation of the

data from the response of the selected respondents of this study.

Table 2
FORMS OF VERBAL COMMUNICATION OF THE STUDENTS TO TEACHERS
TO TEACHERS WEIGHTED MEAN RANK INTERPRETATION

I used verbal communication to 3.4 1 Neither Observe nor

my teachers respectfully. Not Observe

I am able to approach my
teachers to clarify his/her 3.4 1
discussion.

I am able to share my ideas and 3.0 2 Neither Observe nor

thoughts without hesitation during Not Observe
class discussion.

When I have problems, I am able 2.7 3 Neither Observe nor

to share it to my teacher. Not Observe

I easily make jokes using verbal

communication to my teachers 2.7 3
respectfully.

LEGEND:

1.0 – 1.4 = Highly Not 3.5 – 4.4 = Observe

Observe
4.5 – 5.0 = Highly

1.5 – 2.4 = Not Observe Observe

2.5 – 3.4 = neither Observe

nor Not Observe

PRESENTATION
Table 2 showed the forms of verbal communication of the students to their

teachers. The students’ using the verbal communication to their teachers

respectfully and approaching him/her to clarify the discussion has the highest rank

with a weighted mean of 3.4 while sharing problems and making jokes to the

teacher by using verbal communication has the lowest weighted mean and rank of

2.7.

INTERPRETATION
In this form of verbal communication experienced by the respondents, using

the verbal communication to the teachers respectfully and approaching him/her to

clarify the discussion has the highest weighted mean and rank. Being a student,

they need to be respectful towards their teachers because they are expected to

use proper manner especially when approaching their teacher to clarify his/ her

discussion. Thus, making their discussion a two-way communication, where both

teachers and students exert effort to share ideas. Through this they can eliminate

confusion or misinterpretation during class discussion which will be an important

element for their learning process. On the other hand, sharing problems and

making jokes to the teacher by using verbal communication has the lowest

weighted mean and rank because teachers don’t have enough time to deal with

the problems of his/ her students individually. Also, making jokes to their teachers

may be a 50-50 critical stage because they need to consider the age, profession

and limitation when they will throw a joke, not to offend or embarrass their teachers

just to make everyone laugh.

25
DISCUSSION
The studies of Tariq, et. Al (2018) conformed to the result of this finding.

They presented that verbal communication used by the students will help them to

accomplish their studies. They mentioned that it is their tool to learn more, express

their ideas clearly and apply their knowledge. It is very important for the teachers

to communicate effectively to make sure that the learnings of their students will not

be neglected and helping them to succeed in their academic life.

Table 3
FORMS OF VERBAL COMMUNICATION OF THE STUDENTS TO PARENTS
TO PARENTS WEIGHTED MEAN RANK INTERPRETATION

I share my experiences to my 3.4 1 Neither Observe nor

parents every day. Not Observe

Every day, we usually talk to

each other. 3.4 1

I have an opportunity to 3.2 2 Neither Observe nor

deliver my ideas and opinions Not Observe
to my parents.

3.2 2
I verbalize my perspective and
ideas about life openly to my
parents.

When I feel lonely or sad, I 2.6 3 Neither Observe nor

share it to my parents. Not Observe

LEGEND:

1.0– 1.4 = Highly Not Observe 3.5 – 4.4 =Observe

1.5 – 2.4 = Not Observe 4.5 – 5.0 = Highly Observe

2.5 – 3.4 = neither Observe nor Not Observe

26
PRESENTATION
Table 3 showed the forms of verbal communication of the students to their

parents. Talking and sharing their daily experiences has the highest weighted

mean and rank of 3.4 while sharing their negative feelings such as being lonely or

sad has the lowest weighted mean and rank of 2.6 in this form of verbal

communication.

INTERPRETATION
It implied that students communicate with their parents and share their

daily experiences like scores in their summative or about the school fees they need

to paid because it’s natural for the parents to asked their children about school

matters. Parents are not on guard with their children all the time since ¾ of their

time spent on their academic performances. However, findings revealed that

sharing negative feelings such as being loneliness or sadness ranked the least

because they are not comfortable to share it with them especially when the reason

why they are sad is about their parents or family. Another factor is the time they

give to their child, some parents are too busy in their work and worrying about how

they will provide the basic needs of their children thus forgetting what is the most

important- their comfort, presence and time. In this case, if the students will not

open themselves to their parents about their negative feelings and if the parents

will not open their eyes about the situation of their children, students might feel that

they are not important or no one wants to listen to them. Worst, they might find the

comfort they need to other people- their opposite sex and make their lives

miserable.

27
DISCUSSION
The studies of Zolten, et.al (2006) and Zandvliet, D., et.al (2014) said that

students’ values, attitudes and characteristics has been associated with what the

parents they hold on to their child performances. The parents’ communication used

to their children can give negative and positive view about themselves. It is said

that the parents communicate effectively and openly, the children can feel their

importance, being understood, and heard which can lead to gain self-confidence.

On the other hand, negative communication resulted to the children feel unloved,

worthless, and misunderstood.

Table 4

FORMS OF VERBAL COMMUNICATION OF THE STUDENTS TO PEERS OR CLASSMATES

TO PEERS OR CLASSMATES WEIGHTED RANK INTERPRETATION

MEAN
Every day, we usually talk. 3.9 1 Observe
I communicate with them effectively 3.5 2 Observe
using verbal communication.
I am able to share my feeling and 3.4 3 Neither Observe nor
opinions to my peers or classmates. Not Observe
I often share my problems in our
family or love life to them. 3.4 3

If I’m having a hard time to my 3.2 4 Neither Observe nor

school works/problems, I usually Not Observe
run to them.
LEGEND:

1.0- 1.4 = Highly Not Observe 3.5 – 4.4 = Observe

1.5 – 2.4 = Not Observe 4.5 – 5.0 = Highly Observe

2.5 – 3.4 = Neither Observe nor Not

Observe

28
PRESENTATION
Table 4 showed the forms of verbal communication of the students to their

peers or classmates. Talking to each other has the highest weighted mean whilst

when they are having a hard time or school works, running to their peers or

classmates has the lowest weighted mean.

INTERPRETATION
In this form of verbal communication experienced by the respondents,

talking to each other has the highest weighted mean and rank because in school,

most of the students are talking to their circle of friends or to their classmates every

time when they have free time from some subjects. In addition to this, every time

students are having a performance task or group activity, they need to

communicate with their classmates to know what to do or participate in the

activities. However, based on the findings running to their classmates when facing

hardships in discussion ranked the least because students sometimes ask help to

their classmates every time they have quizzes or assignment. Thus exposing

themselves in the crime- cheating. Whenever the students are having a hard time,

they intentionally come to their close friends or classmates to copy their answer

because they don’t want to have failing grades, like what they usually said “It is

better to cheat than to repeat”, they do everything even it means cheating. If the

situation will still continue and not dealt properly, the students may not really learn

at all and abandoning the quality of education their teacher can give.

29
DISCUSSION

The studies of Marjanen, P., et.al. (2013) said that peers or classmates

allow students to have a support and social identity developed. At this point of the

study, peers or classmates give a great contribution to students’ life for continuing

an effectively communication and interact to other people.

TABLE 5
LEVEL OF INTERPERSONAL RELATIONSHIP OF THE STUDENTS TO
TEACHERS
TO TEACHERS WEIGHTED RANK INTERPRETATION
MEAN
They are like my parents to 3.4 1 Developed
me.
I spare time happily with 3.0 2
them when there is nothing
to do in class. Neither Developed
I feel comfortable when I nor Not Developed
3.0 2
am spending my ample
time with them.
I treat them like my friends 2.9 3 Neither Developed
whom I can share my nor Not Developed
problems too.
I know about their lives 2.7 4 Neither Developed
also. nor Not Developed
LEGENDS:

1.0- 1.4 = Highly Not Developed 3.5 – 4.4 = Developed

1.5 – 2.4 = Not Developed 4.5 – 5.0 = Highly Developed

2.5 – 3.4 = Neither Developed nor

Not Developed

30
PRESENTATION

Table 5 showed the level of interpersonal relationship of the Junior High School

students to their teachers. Findings revealed in the table that students who treat

teachers just like as their parents ranked as the highest with statistical computation

of 3.4 which had the most number of responses among the other categories.

However, students who knows about the lives of their teachers ranked as the least

in the gathered data with statistical computation of 2.7.

ANALYSIS AND INTERPRETATION

It implied that students who treat their teachers as parents have the highest

weighted mean as shown in table 5 because junior high school students especially

the 7th grade usually shows respect to every teachers they met in school just like

what they did to their parents at home. They have also a mindset that teachers are

there second parents who will be the one to guide and protect them as what their

parents are doing for them thus using verbal communication to them respectfully.

On the contrary, knowing the lives of their teachers ranked as the least because

teachers are exposing themselves to their students to teach and not to share their

testimony. And if they will do so, students might not be interested and they might

waste their time interviewing about the personal info of their teachers. However,

some teachers are also sharing about their experiences especially when it has a

connection in their lessons to give them real-life situation and reflection about the

reality of life. Moreover, teachers are avoiding themselves to get attached to their

students especially that they have just given a short period of time interacting to

their students.

31
DISCUSSION

The studies of Marion (2010), Zandvliet, D., et. al., (2014), and Baruch, et.

al, (2015), Dinu (2015), and Khan, et., al, (2017) explained that having positive

communication of the teachers to their students and vice versa will influenced them

to have a good social interaction. They also presented that teacher’s appreciation

or warmth loved linked to student’s self-confidence development and they can be

able to handle things such as emotional, physical, spiritual, and relational. Their

explanation regarding to the level of interpersonal relationship of the students to

their teachers is interrelated to what the researchers gathered. They also

presented that if the students see the positive relationship build by the parents and

teachers, they will often also comfortable communicating with the teacher just like

to their parents.

Table 6
LEVEL OF INTERPERSONAL RELATIONSHIP OF THE STUDENTS TO PARENTS
TO PARENTS WEIGHTED RANK INTERPRETATION
MEAN

I love them so much and I feel that they

love me too. 3.8 1 Developed

I want to spend time with them. 3.7 2 Developed

I always say “I love you” to them. 3.6 3 Developed

I seek guidance to them every time I

make decisions because I trust them.
3.3 4 Neither Developed nor
I am so close to my parents to the point Not Developed
that I even share to them my crush(es) or
hobbies.
LEGEND:

1.0- 1.4 = Highly Not Developed 3.5 – 4.4 = Developed

1.5 – 2.4 = Not Developed 4.5 – 5.0 = Highly Developed

2.5 – 3.4 = Neither Developed nor Not Developed

32
PRESENTATION

Table 6 showed that students who can feel the love they have for each other

ranked as the highest with a statistical computation of 3.8 which had the most

number of responses in this study while respondents who seek guidance to them

and the closeness to the point that they had to share secrets got the least number

of responses in this study with a statistical computation of 3.3.

ANALYSIS AND INTERPRETATION

It showed that numerous of the students were very attached to the feelings they

have with their families which ranked as the highest in this study because the

respondents can communicate openly and effectively to their parents that shows

good and healthy relationship between them. Effective and open communication

takes strength at the same time a lot of arduous work to accomplish by the parents.

It implies that students nowadays are still family oriented in every little way. It is

very important that they felt loved by their parents because it will serve as their

motivation to understand every decisions parents make for their own good.

However, seeking guidance ranked the least whenever they make decisions

because sometimes students decide for themselves knowing that when they asked

for the permission of their parents they might said no thus avoiding them to do

what they wanted to do in their life. If the students will not be dependent to their

parents, they might do something that is not good for them especially that they are

in this year level where guidance of parents are needed. The study also revealed

that sharing crushes also ranked the least because students don’t want their

parents to get involved to this kind of topic knowing they have to obey when they

33
say study first. However, if the parents will not encourage their child to share to

them, they might not know the changes happened to their children especially that

they are in puberty stage.

DISCUSSION

The studies of Zolten, et. al (2006), Lucanus (2018), Zandvliet, D., et. al

(2014) conform with the result of this findings. They claimed that in students’

growth in terms of emotionally, physically, and mentally starts at their home. As

they engage in variety of school activities they eventually develop different skills.

Before they influenced others, they have been paired to what their parents attitude

and lifestyle is. They also stated that the parents’ openness to communicate with

their child has its substantial impact to its behavior which is interrelated to the least

number of responses as shown in the table.

Table 7

LEVEL OF INTERPERSONAL RELATIONSHIP OF THE STUDENTS TO PEERS/ CLASSMATES

TO PARENTS WEIGHTED RANK INTERPRETATION

MEAN

I treat them as my family.

We usually share our problems 3.6 1 Developed

to each other and listening to
each other’s advice
They feel at home whenever we 3.4 2 Neither Developed nor
visit each other. Not Developed

They know me very well. 3.3 3 Neither Developed nor

Not Developed
LEGEND:

1.0- 1.4 = Highly Not Developed 3.5 – 4.4 = Developed

1.5 – 2.4 = Not Developed 4.5 – 5.0 = Highly Developed

2.5 – 3.4 = Neither Developed nor Not Developed

34
PRESENTATION

Table 7 showed the level of interpersonal relationship of the students to their

peers/classmates. Data gathered by the researchers revealed that there are

numerous of students who treat peers as part of the family and they usually share

problems at the same time listening to each other’s advice which ranked as the

highest with statistical computation of 3.6 while the students who are usually invite

peers to their family gatherings got the least number of responses of 3.1 as

presented in the table.

ANALYSIS AND INTERPRETATION

As shown in the table above given, students treat peers/classmates as part of

the family got the highest number of responses which means they can express

gratitude and love to the other people which is a good one to start off. They usually

talk to each other’s problem and listen to each other’s opinions also is a good thing

for them to share the bad vibes and get some advice or good words for them to

cheer up. Inviting them to family gatherings and celebrations have the least

number of responses because students are experiencing new environment and

people, they don’t open themselves to family gatherings so easily unless they

actually know each other very well.

DISCUSSION

The studies of Marjanen, P., et. al, (2013) proved that peer communication

allows students to have a support and social identity where personality, and

emotional foundation developed. As well as in the study of Van Hoorn, et., al,

(2015) and Zandvliet, P., et. al, (2014) also supported this study by stating that

35
peers have a profound impact to students learning process because of the greater

engagement and feel of belonging to a group. Their studies support this study

because they also have the same subject and variables.

Table 8
THE SIGNIFICANT RELATIONSHIP BETWEEN THE VERBAL
COMMUNICATION AND THE LEVELS OF INTERPERSONAL RELATIONSHIP
OF JUNIOR HIGH SCHOOL STUDENTS
VARIABLES COMPUTED r VALUE INTERPRETATION
Verbal Communication of There is a significant
Junior High School relationship between the
students verbal communication
0.69 used by the JHS students
a. To teachers
to their teachers. -Strong
Correlation
-0.44 There is no significant
b. To parents relationship between the
verbal communication
used by the JHS students
0.23 to their teachers.- No
correlation
c. To peers and
classmates There is a significant
relationship between the
Levels of interpersonal verbal communication
relationship by the Junior used by the JHS students
High School students to their teachers. – Weak
Correlation

Legend:
Computed r Value:
To teachers= 0.69
To parents= -0.44
To peers and classmates= 0.23
Interpretation= Accept the Hypothesis for the teachers and peers/ classmates
Reject the hypothesis for the parents.

36
PRESENTATION
The table 8 showed that there are strong correlation with 0.69 computed r

value of verbal communication used by the JHS students and the level of

interpersonal relationship to their teachers while there are no correlation with

computed r value of -0.44 to significant relationship of verbal communication and

level of interpersonal relationship to their parents.

ANALYSIS

The two variables which were the verbal communication and the level of

interpersonal relationship to the teachers has a strong correlation with the

computed value of 0.69 because the student’s respect to their teachers are seen

in their lives especially during their day-to-day interaction to build interpersonal

relationship. Moreover, if the students will not be respectful to their teachers it will

ruin their relationship thus having a negative view about them. However, the

significant relationship of verbal communication to the level of interpersonal

relationship to peers has a weak correlation because whatever they say or

whatever they do, the peers or classmates will understand them. Lastly, the

correlation of verbal communication to the level of interpersonal relationship has a

weak correlation because since they are the parents, even though their children

used verbal communication in respectful or not, it will never change their love for

them.

37
DISCUSSION

According to the theory of Communication Accommodation Theory (1970),

people tend to control the attitude of the other people because of their differences

it was explained by the process of divergence where the individual focuses more

on their social differences this was seen in the relationship of student-teacher

students. Teachers already set a rules between the students and the society itself

also stated their part as a teacher in the learning process of their students.

Moreover, the Uncertainty Reduction theory conform the study by saying that the

person will find fist the compatibility level to open himself/ herself to others like

what happened to the relationship of the student-peers relationship.

38
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presented the summary of the answers of the respondents, the

conclusion drawn and the recommendation of the researchers.

PROBLEM NO.1

What are the forms of verbal communication of the students

a. To teachers

b. To parents

c. To Classmates or peers?

Findings

Among with the 90 respondents of selected Junior High School students

that was chosen through the sampling technique, this are the findings that the

researchers’ got; the form of verbal communication that are mostly encountered

by the selected students/respondents regarding to their interaction was lead to

peers or classmates communication. The different experiences of the respondents

from their teachers, parents, and peers or classmates are the following:

a. Teacher- Students verbal communication became a tool to clarify discussion

and used it respectfully ranked as the highest weighted mean of 3.4 while

sharing their problems and making jokes ranked as the lowest weighted mean

of 2.7.

b. Parents- students usually talk to their parents every day with the average

weighted mean of 3.4 however they don’t share their negative feelings
 whenever they feel lonely or sad which ranked as the lowest weighted mean

of 2.6.

c. Peers or classmates- when the respondents were inside the campus they

usually talk to their peers or classmates every day which ranked as the highest

weighted mean of 3.9 whilst having a support system when problems strikes

ranked as the lowest weighted mean of 3.2.

Conclusions

Based on the findings of the study, the following conclusion were drawn:

a. Verbal communication served as the bridge for two or more person to

develop interpersonal relationship.

b. Students should always show respect to their teachers to build a positive

and interpersonal relationship.

c. Parents should be intentional in developing interpersonal relationship to

their children which means exert effort to make time, memories, listen, enjoy

their company and also to comfort them whenever they feel sad or lonely.

Lastly, peers or classmates should help their co-classmates to learn more

and not just helping them in time of problem.

PROBLEM NO.2

What is the level of interpersonal relationship of the students

a. To teachers

b. To parents

c. To Classmates or peers

40
Findings

The data gathered by researchers showed that the in developing

interpersonal relationship among junior high school students have its diverse ways

to effectively show their thoughts that develop healthy relationship afterwards.

a. Teachers- students treat their teachers as second parents in school wherein

they show respect and gratitude to their teachers with the highest weighted

mean of 3.4 while knowing their life’s story ranked the lowest weighted

average mean of 2.7.

b. Parents- the respondents loved their parents and they feel their parents love

them too which ranked as the highest weighted mean of 3.8 while when

they make decisions they are not dependent to their parents and sharing

their crush(es) to them which ranked as the lowest weighted mean of 3.3.

c. Peers/Classmates- students treat their friends as the member of their family

and usually share their problems to them with the highest weighted mean

of 3.6 while inviting them when they have family gatherings ranked as the

lowest weighted mean of 3.1

Conclusions

This contained insights drawn from the findings of each problem:

a. Student’s viewed about their teacher as their second parents have a great

impact to their academic performances where teachers can motivate or

encourage them to succeed in their life.

b. As for the parents, they should guide more or initiate their children in making

decisions in their life and teach them to decide wisely.

41
 c. Peers or classmates have also a positive effect to the student’s life since

they are the one who will help the respondents to have social identity and

have a support system.

PROBLEM NO.3

Is there a significant relationship between verbal communication and the level of

relationship of the students to teachers, parents and classmates or peers?

SUMMARY

The verbal communication used in developing interpersonal relationship of

Junior High School students to their teachers have arrived as the highest

computed r- value of 0.69 and whilst the computed r- value to their parents resulted

to -0.44.

Conclusions

a. The ratings on the verbal communication and the level of interpersonal

relationship of the selected junior high school students to their teachers and

peers have a significant relationship to each other.

b. Meanwhile, the verbal communication and the level of interpersonal

relationship to their parents has no significant relationship because

whatever way their children used verbal communication the love and

acceptance will still be there. However, they should give their children a

strong foundation of moral values, attitudes and characters in their home

since when they face the real world a lot of perspective, attitude or values

they can encounter.

42
 c. Furthermore, a seminar-workshops which includes activities in

communicating effectively, must be conducted and the proposed plans

must be implemented.

Recommendations

To lessen the number of the students who failed in developing interpersonal

relationship using verbal communication, there must be:

1. An Interpersonal Intervention Program composed of Seminar workshop to

intensified the awareness of students and teachers in using verbal

communication effectively to developing relationship that may result in

achieving their academic performance and have an emotional outlet when

challenges occurred.

2. Actions from School Administrators to equip their teachers in molding their

students to have social interaction and positive competence.

3. School Administration must implement an action where they should be strict

in the attendance of the teachers since their presence and communication

have a great impact not just in developing their relationship but also to the

academic performance of the students.

4. Teachers must be strict in promoting positive used of Verbal communication

of their students towards them to mold their character in a positive way.

5. Parenting Style must also be developed to encourage every parents to be

intentional in developing interpersonal relationship with their children for

them to have a strong foundation of moral excellent even though they will

interact with different people.

43
6. The Interpersonal Intervention Program must be tried-out to all students of

Camarines Sur National High school to prove its effectiveness and

applicability in academic performance of the student and relationship to

other people.

44
 APPENDIX A
BIBLIOGRAPHY
BOOKS
Zandvliet, D., et.al. (2014). Interpersonal relationships in education: from theory to

practice. Boston: Sense Publishers.

JOURNALS

Tariq, N., & Rashid, H.(2018). The impact of communication between teachers and

students: A case study of the faculty of management sciences. Pakistan:

European Scientific Journal.

Baruch, F. et.al, (2015).Teacher-student relationship and sns mediated

communication:Perceptions of both role players. Pakistan: Interdisciplinary

Journal of e-Skills and Lifelong Learning.

Khan, A., et.al. (2017). Communication skills of a teacher, and its role in the

development of the students’ academic success. Pakistan: Journal of

Education and Practice.

Giles, H., (1970). A meta-analysis of the effects of speaker’s accents on

interpersonal evaluations. Europe: Journal of Social Psychology

UNPUBLISHED MATERIALS

Martin, A. (2013). Theory driving research: New wave perspectives on self-

processes and human development. Charlotte, NC: Information Publishing.

Zolten, K., & Long N. (2006). Parent/child communication. Arkansas Center:

45
 Department of Pediatrics.

Babonea, A.% Munteanu, A.(2012). Towards positive interpersonal relationships

in the classroom. Roman: International Conference of Scientific Paper.

Marjanen, P., et.al. (2013). Pienten piirissä: Yhteisöllisyyden merkitys laste

hyvinvoinnille. Jyväskylä: Bookwell Oy

Marion, M. (2010). Introduction to early childhood education: A developmental

perspective. Upper Saddle River, NJ: Pearson Education/Merril cop.

Dinu, B. (2015).Impact of teacher-student communication on “high risk”. Pakistan:

Developing Country Studies.

Van Hoorn, J. et,al.(2015). Play at the centre of the curriculum. 6th Edition. Upper

Saddle River (NJ):Pearson cop.

INTERNET SOURCES

Communication studies. (1973). New York.

Berger, C.R., & Bradac, J.J. (1982). Language and social knowledge:

Uncertainty in interpersonal relations. London: Arnold.

Communication theory. (1970). Communication accommodation theory.

www.communicationtheory.org/communication-accomodation-theory/

Lucanus, A., (2017) Oral communication skills are important for students.

Retrieved on November 21, 2017, from the Collegepuzzle.stanford.edu

46
Hanes, T., (2019). What is verbal communication. Retrieved on December 18,

2018, from the Oureverydaylife.com

Schutz, W., (2014). Fundamental interpersonal relations orientation (FIRO) theory.

www.questia.com/library/communication/human-communication/interpersonal-

communication

Earlam. (2010). How does communication affect the quality of close relationships?,

Retrieved from communication-affect-the-quality-of-close-relationships

47
 APPENDIX B
QUESTIONNAIRE

48
 APPENDIX C
STATISTICAL COMPUTATION

49
APPENDIX D
LETTER

50
 APPENDIX E
DEVELOPMENT PROGRAM
Department of Education
CAMARINES SUR NATIONAL HIGH SCHOOL
Senior High School Department

SEMINAR-WORKSHOP PROPOSAL

TITLE: SEMINAR-WORKSHOP FOR INTERPERSONAL RELATIONSHIP

PROPONENT: Mylene L. Cornelio, et.al
LOCATION: Camarines Sur National High School, Library Hall
TARGET DATE: March 2, 2020
PARTICIPANTS: Selected Grade 7 Junior High School
COOPERATING AGENCY: Department of Humanities and Social Sciences
RESOURCE SPEAKER: Dr. Vivian C. Beltran
EXPECTED OUTPUT: Establish a effective Verbal Communication to
Develop Interpersonal Relationship
I. Background/ Rationale of the Project
21st century generation are very dependent to technological
advancement which gives them barrier to interact personally. Thus,
struggling them in developing interpersonal relationship.
Through having this seminar-workshop for Grade 7 Junior High
School on developing interpersonal relationship, they will be having a
chance to freely and openly communicate to other people which might be a
tool to improve their academic performances and their relationships. It will
also be a beneficial to their parents, teachers and peers or classmates to
establish effective communication for them to have genuine and lasting
relationship.
This Seminar-Workshop will help each communicators to elevate
their awareness about the impact of verbal communication and help them
to build genuine and lasting relationship.
II. Objective
At the end of the Seminar Workshop the participants should be able
to:

51
 1. Elevate their awareness about the impact of verbal communication
in developing relationship.
2. Empower them to have healthy relationship with their teachers,
parents and peers or classmates.
III. Procedure

MARCH 2, 2020(MONDAY)

1:00 -1:10 Registration

1:11- 1:15 Preliminaries
 Doxology
 National Anthem
 Warm up
1:16- 2:10 Lecture on Verbal Communication
2:11- 2:40 Workshop
2:40-3:00 Snacks and Restoration

IV. Committee

Committees Activity Details Person(s) Involved

Program Makes the proposal Proponent

Secretariat Makes communication letters for the 12- HUMSS 1
participants and speakers students
Writes the response of the speakers
Ushers Welcomes the participants Angielyn Bazar
Guides the participants in their
respective seats
Registrar Takes charge in registration 12- HUMSS 1
students
Budget Determines the required budget for 12- HUMSS 1
the seminar workshops students
Marketing Buys the snacks and materials 12- HUMSS 1
needed for the seminar students
Food preparations Prepares snacks for the participants Allanica Corilla
and lunch for the committees and
resource speakers
Hall Prepares projector and chairs 12- HUMSS 1
Cleans the hall before and after the students
seminar
Documentation Takes pictures before, during and 12- HUMSS 1
after the seminar-workshops students
Makes narrative report before, during
and after the seminar-workshops

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V. Budget

Expected number of participants: 50

Expenses Cost Quantity Total
Snacks Php 10 50 Php 500
(Each
students)
Tokens for 200 3 600
speakers
Training Materials 10 50 500
(Each
students)
Total Php1,100

Expenses shall be taken from the contribution of the researchers and

support from HUMSS Department.

Prepared by:

MYLENE L. CORNELIO
Over-all chairman

Noted:

KARINE JANE B. CAMUS

SHS Teacher, Practical Research 2

VIVIAN C. BELTRAN, Ph. D

SHS Teacher, Research Project

Recommending Approval:

MELISSA B. BOBOS
Assistant Principal 2, SHS

Approved:

SULPICIO C. ALFEREZ III, Ph,D.

Principal IV

53
 APPENDIX F
CURRICULUM VITAE
MYLENE L. CORNELIO

Address: Zone 6, Bagong Sirang, San Felipe, Naga City

Contact Number: 09994715200

Email: cornelio_mylene2@gmail.com

Personal Data

Age: 17 years old

Gender: Female

Date of Birth: February 25, 2002

Place of Birth: Naga City

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Sonny A. Cornelio

Occupation: Truck Driver

Mother’s Name: Marilyn L. Cornelio

Occupation: House Wife

Educational Attainment

Elementary: ROSARIO V. MARAMBA ELEMENTARY SCHOOL

S/Y: 2008-2014

High School: CAMARINES SUR NATIONAL HIGH SCHOOL-SPFL

S/Y: 2014-2018

Senior High School: CAMARINES SUR NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES S/Y: 2018-2020

54
ANGIELYN P. BAZAR

Address: Zone 5, Pasto Cararayan, Naga City

Contact Number: 09056482885
Email: angielynbazar.17@gmail.com
Personal Data

Age: 18 years old

Gender: Female

Date of Birth: June 30, 2001

Place of Birth: Morong Rizal

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Joe L. Bazar

Occupation: Welder

Mother’s Name: Cristina P. Bazar

Occupation: Housewife

Educational Attainment

Elementary: SAN ISIDRO ELEMENTARY SCHOOL

S/Y: 2008-2014

High School: CAMARINES SUR NATIONAL HIGH SCHOOL

S/Y: 2014-2018

Senior High School: CAMARINES SUR NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

S/Y: 2018-2020

55
ALLANICA MAE M. CORILLA

Address: Pinamandayan, Dancalan, San Pascual, Masbate

Contact Number: 09098836806
Email: allanicamaecorilla@gmail.com
Personal Data

Age: 17 years old

Gender: Female

Date of Birth: June 25, 2002

Place of Birth: Provincial Hospital, Masbate

Religion: Roman Catholic

Nationality: Filipino

Father’s Name: Allan M. Corilla

Occupation: OFW

Mother’s Name: Salary M. Corilla

Occupation: Housewife

Educational Attainment

Elementary: MAXIMINO S. LAZARO INTEGRATED SCHOOL

S/Y: 2008-2014

High School: MAXIMINO S. LAZARO INTEGRATED SCHOOL

S/Y: 2014-2018

Senior High School: CAMARINES SUR NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

S/Y: 2018-2020

56
 APPENDIX G
DOCUMENTATION

57