INTERPERSONAL AND INTRAPERSONAL SKILLS OF
ACADEMIC PERFORMANCE OF GRADE 11 INFORMATION
AND COMMUNICATION
TECHNOLOGY
STUDENT
CHESKA M. MENDOZA
ARABELA SENTILLAS
HANNAH REGINA GABIN
JUN JASON DOMINGO
YUFA SIMBAJON
RHINA LIRIO
ABEGAEL ARBUES
NOEL IAN MANGAS
KEVIN LIGANTE
INTRODUCTION
The skills used by a person to properly interact with others. In the
business domain, the term generally refers to an employee’s
ability to get along with others while getting the job done.
Interpersonal skills include everything from communication and
listening skills to attitude and deportment. Good interpersonal
skills are a prerequisite for many positions in an organization.
THEORETICAL & CONCEPTUAL FRAMEWORK
According to (Swart 2021) Intrapersonal skills include the ability to
accommodate authority and regulate emotions, which includes two key factors;
namely, time management and motivation. The purpose of this article is to
present freshman engineering student perceptions on what they think is
personally required to achieve academic success when considering these two
factors. A time-lag study (2016-2018) is used to gather quantitative data from
626 freshman engineering students using an on-line assessment. Results
indicate that students need a study plan at the start of a semester, and they
need to create a routine time and place to study as part of their time
management skills. 83.6% of the students indicated that their academic
success would depend on their own attitude that is related to motivation. A
potential challenge to the academic success of these freshman students would
be in satisfying their physiological needs. These perceptions may help
academics identify more appropriate student support mechanisms that they can
suggest at the start of a semester in addition to the disciplinary knowledge of
the module that they will share with their students
THEORETICAL & CONCEPTUAL FRAMEWORK
Independent variable
Profile
1.Age
2.Sex
3.Total
Family
Income
Dependent variable
2.
Extent of students
interpersonal skills in
terms of:
2.1. Speaking
2.2. Listening
2.3. Decision making
3. Extent of students
intrapersonal skills in
terms of:
3.1. Persistence
3.2. Time management
3.3. Self-discipline
RELATED LITERATURE
According to Cuncic, A. (2022) students who have the courage to speak in front of the
class can benefit from various strategies to improve their public speaking skills. One
effective strategy is to volunteer to speak in front of the class as often as possible and to
be the first one to raise your hand when a question is asked. Observing other speakers
who are good at what they do and practicing imitating their style and confidence can
also be helpful. Educators can praise students for concentrating and give them concrete
or informal rewards to encourage them to continue speaking in front of the class.
RELATED LITERATURE
According to Waterford Organization (2020) students with great listening skills are able
to effectively process and understand what they hear in the classroom. Developing
listening skills can lead to lasting advantages in a student's academic career and
beyond, including improved communication, language acquisition, and relationship skills.
Active listening skills, which involve empathy, genuineness, and positive regard, can be
fostered through certain skillful ways of interacting. Overall, developing good listening
skills is important for academic success and personal growth.
RELATED LITERATURE
.
According to the article from Classroom Synonym (2020) students who attend class
early have several advantages, including more time to prepare for the day and less
likelihood of missing important information. Regular school attendance is also linked to
academic success, although there are exceptions to this rule. Starting school early in the
day has been shown to have benefits for academic performance, health, and
extracurricular activities. Additionally, early school start times may be more convenient
for parents who can drop off their children before work.
STATEMENT OF THE PROBLEM
1. What is the demographic profile of the students in terms of:
1.1. Age
1.2. Sex
1.3. Total Family Income
STATEMENT OF THE PROBLEM
2. What are the extent of students interpersonal skills of the respondents in
terms of:
2.1. Speaking
2.2. Listening,
2.3. Decision Making
STATEMENT OF THE PROBLEM
3. What is the extent of students intrapersonal skills of the respondents in terms
of:
3.1. Persistence
3.2. Time management
Self discipline
STATEMENT OF THE PROBLEM
4. What is the level of Academic performance of the respondents as to their general
average in the previous semester?
5. Are the interpersonal and intrapersonal skills associated to the respondents’ academic
performance?
METHODOLOGY
RESEARCH DESIGN
The type of method the researchers used is Quantitative
Research. The data gathered helped the researchers to
understand their study more. Moreover, quantitative research
gathered data through survey questionnaires. It is a descriptive
research design which allowed the researchers to know the status
and the views of the respondents using survey questionnaires.
METHODOLOGY
POPULATION AND SAMPLES
Using Purposive Sampling, the researchers gathered respondents
from grade 11 Information and Communication and Technology
students of Red Link Institute of Science and technology which is
30 students who are engage in having this type of skills. Since
almost of all the ICT students are exposed of this kind of skills.
The researcher did not have a problem gathering them. The
respondents of the study are compose of 17 males and 13
females from grade 11 ICT.
METHODOLOGY
SAMPLING TECHNIQUE
The population focuses on Selected Grade 11 ICT students of
Red Link Institute of Science and Technology school year 20222023. The sampling used in the study is Non-Probability sampling
which is the purposive Sampling. It can also be subjective or
judgmental sampling wherein the researcher rely on their own
judgement o choose certain people out of the total population to
participate in the study.
METHODOLOGY
INSTRUMENT
The researchers used survey questionnaires which contains 3 questions per sub-variable. The
questionnaire is made by the researchers and validated by the validators the questions formulated helped
the researchers to answers their statement of the problem.
The first part of the survey questionnaire consists the demographic profile of the respondents such
as name, age, sexl, total income. The second part includes the extent of students interpersonal skills in
terms of speaking, listening, and decision making. The last part includes the extent of students
intrapersonal skills in terms of persistence, time management, and self-discipline. 4 Likert scale is used to
score the first to last part of the questionnaire.
A printed survey questionnaire was used by the researcher to gathered and collect information to their
respondents. It was an advantage for the proponents since the gathering of data and information are
encoded in the printed survey form. Descriptive statistics was also used which consists of procedures that
summarize and describe the important characteristics of set of measurements
METHODOLOGY
RESEARCH PROCEDURE
In the study, the researchers made questionnaires used to gather their data.
Each of the participants received the same questions in survey questionnaires.
The researchers gave individual survey questionnaires to the respondents. The
answers by the participants are used to compare the answers in the Statement
of the Problem. The researchers analyzed the same answers given by each of
the participants. The researchers used a survey to know the Interpersonal and
Intrapersonal skills as determinants of academic performance. The researchers
limit the respondents according to their willingness to participate in this study.
Also, the researchers explained to the respondents that the gathered data will
be confidential and will not cause harm to them, furthermore, the data that was
collected will only be used in this study.
METHODOLOGY
RESEARCH PROCEDURE
In the study, the researchers made questionnaires used to gather their data.
Each of the participants received the same questions in survey questionnaires.
The researchers gave individual survey questionnaires to the respondents. The
answers by the participants are used to compare the answers in the Statement
of the Problem. The researchers analyzed the same answers given by each of
the participants. The researchers used a survey to know the Interpersonal and
Intrapersonal skills as determinants of academic performance. The researchers
limit the respondents according to their willingness to participate in this study.
Also, the researchers explained to the respondents that the gathered data will
be confidential and will not cause harm to them, furthermore, the data that was
collected will only be used in this study.
METHODOLOGY
STATISTICAL TREATMENT
The information and data gathered from the respondents was tabulated using frequency
and percentage distribution to find out how many responses for each item as well as its
percentage. The survey questionnaire were tallied by the researcher for tabulation, data
analysis and interpretation.
1. To know the student’ s percentage
𝑓
% = 𝑁 𝑥 100
METHODOLOGY
Where
% = percentage
F = frequency
N = Total Number of Respondents
2.To know the weighted average of the extent of students interpersonal skills, the researchers used weighted mean. The
formula is:
where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Interpersonal skills:
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
3.To know the weighted average of the extent of students interpersonal skills, the researchers
used weighted mean. The formula is:
Where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Intrapersonal skills:
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
4.To know the weighted average of the level of Academic performance of the respondents
as to their general average in the previous semester, the researchers used weighted mean.
The formula is
Where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Intrapersonal skills:
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
5.To know if the interpersonal and intrapersonal skills are associated to the respondents’
academic performance.
Where
r = correlation coefficient
xi = values of the x-variables
x = mean of the values of the x-variable
yi = values of the y-variable
y = mean of the value of the y-variable
CONCLUSION
1. Most of the respondents are male and 17 years old.
2. The result of the extent of Interpersonal was Strongly Agree meaning that their
interpersonal skills can really help their studying.
3. The result of the extent of Intrapersonal was Strongly Agree meaning that their
Intrapersonal skills san really help their inner self when studying alone.
4. The Level of Academic performance of Grade 11 ICT is Satisfactory meaning that all
students from grade 11 ICT is Academically Active.
5. Interpersonal and Intrapersonal skills are not associated with respondent’ s academic
performance.
Recommendation
1. The researchers recommend being in the spotlight will motivate you to give the instructor your full
attention. That means there isn't any time to fantasize without running the risk of being discovered.
Speak with your instructor if you have assigned seats and are seated in the back.
2.The researchers recommend every student has experienced the sense of being overwhelmed with
schoolwork, so get up early and establish a plan.
3.The researchers recommend prioritize a low-frequency activity above a high-frequency one.
Recommendation
4.
The researchers recommend finish your work first. student gamers spend 34% less time on their assignments
and 30% less time reading.
5.
The researchers recommend prepare your book bag in advance. You'll save time by organizing all of your
texts and supplies the night before rather than in the morning. Spend that time and effort in the evening, and you
won't have to scramble in the morning to find your science assignment or freak out because you can't find your
protractor. Simply prepare your bags in advance and focus on getting ready and leaving the house.
THANK YOU!