Chapter 1
INTRODUCTION
Rationale
In any part of the world, communication capabilities have a problem
that is detrimental to the learners’ motivation in communication. The TurkishGerman University reported that the learners in Stellenbosch, South Africa
encountered difficulty in communication most especially in expressing
themselves by using appropriate words.
communication capability of
It is said that the poor
the students affects their performance,
participation in the activities and as well as the socialization with the other
students (Genc, 2016).
In the Philippines, communication capability is a major problem
particularly to the students of Cebu Normal University Integrated Laboratory
School. Observation noted that the students in the said school are still lack
with proficiency in using the language. Teachers in the said school find it
difficult to make the students learn how to communicate one’s ideas
effectively in realistic, meaningful situation both orally and in written (Abao,
2013).
In local setting, specifically in Semong National High School (SNHS),
Semong, Kapalong, Davao del Norte, the communication capability of the
students has a problem. According to Ms. Mylene D. Basa, a Teacher 1 of
SNHS, even though students of the said school are still maintaining respect to
2
their teachers, their communication capability lessens due to some factors.
These factors occur when students are talking with their peers.
The researchers had not come across of a study that dealt on parasocial interaction and communication capability in local setting. The purpose
of this study was for the researchers to determine whether the para-social
interaction can improve the communication capability of Grade 10 students as
this can raise concern to the intended beneficiaries of this research and
possibly encourage independent learning as one of the objectives of this 21 st
century. Also, these will be an improvement in the teaching-learning process
particularly in students’ communication capability.
Research Objectives
The purpose of this study was to determine the significant relationship
between Para-social Interaction and Communication Capabilities of Grade 10
students.
Specifically, this study sought to answer to the following objectives.
1. To determine the level of Para-social Interaction in terms of:
1.1.
storyworld thoughts;
1.2.
character description;
1.3.
emotional response; and
1.4.
direct address.
2. To determine the level of Communication Capabilities in terms of:
2.1.
understanding of others’ key ideas;
2.2.
valuing others’ perspectives;
2.3.
developing active assertions; and
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2.4.
3. To
developing shared understanding.
determine
the
significant
relationship
between
para-social
Interaction and communication capabilities of Grade 10 students of
Semong National High School.
Hypothesis
The null hypothesis which was tested at 0.05 level of significance
which stated that there is no significant relationship between para-social
interaction and communication capabilities of Grade 10 students.
Review of Related Literature
In this section, there were different readings from the authors in the
internet that are related to this study. The researchers consider the Parasocial Interaction (PSI) and Communication Capabilities of Grade 10 students.
Para-social Interaction
The para-social interaction is referring to the connection between
people with the form with media characters and specifically through watching
television. The interaction shows that some of the persons who watch
television is sending their thoughts via social media. It was found out that the
participants’ enjoyment is higher when they simultaneously used multiple
media. Since, these medias is great source of PSI (Jones, 2013).
Para-social interaction as a one-sided, non-dialectical relationship that
users develop with characters they encounter in the media. It was examined
the same issue and it is regarding how readers develop such interactions with
male and female sports magazine cover models. It shows the para-social
4
phenomenon to be impactful in the sense that the users develop such
intimacy to the characters in the media (Wasike, 2018).
Moreover, PSI exists in the structure of reality television set up that the
audience will form an attachment to the participants. Para-social interaction is
positively correlated to exposure or the amount of time spent watching the
show. Public voting increases audience participation. Thus, it causing the
audience to be further invested in the television figures and their lives
because they establish an attachment to the figures they saw (Tian and Yoo,
2015).
Para-social
interaction
describes
non-reciprocated
audience
interactions with media personae. These interactions are in many ways like
face‐to‐face interactions with the caveat that the response normally expected
from a social partner is missing. Para-social theory describes and attempts to
explain imagined social relationships and interactions with people who are
distant from us and who do not reciprocate individual communication or
interest. Early articles on para-social theory discussed para-social interaction
and para-social relationships without making much distinction between the
terms, but more recent studies have focused on the differences, with PSI
being the illusion of interaction during viewing and PSRs being the ongoing
perceived connection the audience members experience with the media
personae over a longer period of time. Para-social attachment occurs when
the viewer seeks regular proximity to the mediated experience in order to
experience an affective bond with a selected media persona (Stever, 2017).
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In addition, para-social relationship is one-sided relationships, where
one person extends emotional energy, interest and time, and the other party,
the persona, is completely unaware of the other’s existence. Para-social
relationships expand the social network in a way that negates the chance of
rejection and empowers individuals to model and identify with individuals of
their choosing who naturally elicit an empathic response. Also, para-social
relationships are cultivated by the media to resemble face-to-face
relationships. In the past, para-social relationships occurred predominantly
with television personas. Now, these relationships also occur between
individuals and their favorite bloggers, social media users, and gamers. The
nature and intimacy of para-social relationships has also matured. Reality
television allows viewers to share the most intimate and personal lives of
television personas, and celebrities openly share their opinions and activities
through various social media outlets such as twitter and Facebook (Bennett et
al., 2017).
Storyworld Thought. These are the thoughts refer to the plot and
action of the character as if they are real. It includes the past and future in the
events and as well as the commentary about and the reaction to the story.
This is considered as proxy to the involvement of the participants of PSI as if it
is happening in their real life situation. Also, storyworld thought is about
convincing the reader of the brilliance of your ideas as it is about expressing
the detail of the storyworld. It is a concise and very short distillation of the
essence of your story. In a feature film this is most often a sentence focused
on a particular Character, in a particular Place with a particular Problem
(Jones, 2013).
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Likewise, the storyworld thought is acknowledging the emergence of
the concept “world” on the broader cultural sense. It spans multiple portion
where the representation combined various types of signs and virtual in online
worlds which the stories is being filled with player citizen. Also, it represents
the transcend media which expands not only on its scope but beyond on its
native territory (Ryan & Thon, 2014).
In the other case, rather than defining first the sequences of the events,
the storyworld thought represents collections of the possibilities to be
combined in various ways. In that case, story plots can emerge in every use
of the story from the interaction between user and story-environment. The
process of constructing a story world highlights how the construction of it and
implies a different mental activity and skill development than traditional
storytelling (Dettori, 2016).
Character Description. This is to describe the attribute of the
characters of the media and it includes both the physical and mental. In this
level, the character deeds are not being accounted. In addition, the focus of
this is on what the character is and not as what the characters do. It
corresponds to the cognitive aspect of the participants and response
effectively to the PSI. But, descriptions are often found in the action of the
character (Jones, 2013).
In addition, character description illustrates the character. It attracts
viewers and readers’ attention and sets the mood or tone of the story because
they understand the character. Character description must be both vivid and
realistic because it creates awareness to viewers and for the reader that
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seems the character s are alive by offering crucial insight into this character’s
personality and background (Scheller, 2015).
Also, it describes how the setting and action of the story come into life
clearly and vividly. It also talks about how characters looks like and think. It
goes a long way to let the listeners and readers know the character. It creates
a specific image or it reveals important or emotional involvement to the
character. This involvement makes the audience more interested to the
character because they feel the same way as the character feels (Hauge,
2015).
Furthermore, character description brings the readers into the story
and keeping them engaged in the plot. Readers will be more interested in the
story if they can visualize what the character looks like and understand where
they come from. In this sense, visualizing characters helps the readers to
understand the plot. The key elements of a detailed character description
include the character’s appearance, personality, perspective and motivating
goals (Richardson, 2017).
Emotional Response. This includes the emotional reaction of the
participants to the characters. Also, it comprises expressing likes and dislikes,
fear to the characters, and establishing sympathy to the characters. It also
makes the PSI more effective because of what the participants feel in the
portraying character. These responses are keys to achieve the objective of
the para-social interaction. So, the interaction become meaningful when there
is emotional inclination (Jones, 2013).
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In addition, emotional response is a reaction to a particular intrapsychic feeling or feelings, accompanied by physiological changes that may
or may not externally manifested but that motivates or precipitates some
action or behavior response. This is the superior predictor of cognitive
learning and state motivation. It can enhance our ability to experience our
environment and our relationships with others (Klamer, 2017).
Moreover, others’ emotional responses are an important source of
information which shapes the observer’s behavior. There are increasingly
relevant to the perceptions of other people’s emotion regulation tendencies
and its impact on how these observers construct a view of others’ emotional
(vicarious) response. Not being able to attune to others’ emotional
experiences can interfere with people’s efforts to directly alter others’
emotional reactions. Inaccurate judgments of others’ emotions may lead to
misperceptions of others’ feelings and needs as well as inappropriate
emotional and behavioral responses. Thus, studying further how an observer
may interpret others’ emotion regulation skills and vicarious emotional
responses can help explain the observer’s interactions with others, and
facilitate prediction of whether the observer is more or less likely to initiate
interpersonal emotion regulation (Parkinson et al., 2015).
Direct Address. This is when the participants are responding in the
character. These responses are behavioral because the actions are seen
from the participants. Actions that initiate by the participants are manifestation
of interaction from the media because of they are affected to the character’s
deeds or story in the media. It brings the PSI more behavioral because of the
reactions of the participants more visible (Jones, 2013).
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Additionally, direct address is a construction in which a speaker or
writer communicates a message directly to another individual or group of
individuals
as in securing the attention of that person. This process assures
that the message will be emphasized and impactful. The person who is
addressed may be identified by name, nickname or pronoun. The name of
the individual who's addressed is set off by a comma or a pair of commas
(Nordquist, 2018)
Moreover, direct address is a character who is named as the play’s
narrator from the outset and behaves as such throughout of the entire
performance directly address the message to the audience as a support to the
scene whereas the character portraying. This character is the traditional
narrator role, standing or sitting on the side of the stage, serving as the bridge
between the other characters in the play and the audience (Cash, 2018).
Communication Capability
Communication capability is one of the most important competencies in
the 21st century global citizen. The students’ communication skills can be
promoted by indicating the socio-scientific issues by increasing the
interaction, stimulation of students’ reasoning, and constructing shared social
knowledge. These issues have a large impact to the students’ ability to
understand the key ideas of others and to value others’ perspective and as
well as developing active assertion (Chung et al., 2014).
Communication is more than symbols. Behind those symbols,
language carries certain emotion. It can comfort or hurt. The meaning behind
language can make people happy, sad, be motivated or boil in anger.
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However, to send its meaning, these symbols cannot operate independently;
it is tied to context and media of communication. Recently, the rapid
development of ICT, as one form of communication media, contributes to the
growth of language varieties and evolution/changes of language (Suryani,
2013).
Communication capability relates to the ability in using the linguistic
process. It entails the transfer of ideas, thoughts or feeling by the sender to
receiver via verbal or nonverbal means. This transfer gains special
significance in business especially in the service provider's work with human
based on communication. In any sustainable plan or strategy, communication
capability plays a vital role in order to plan and develop strategies necessary
for people to express their selves internally and externally (Genc, 2016).
Moreover, communication capability is the ability to communicate
effectively with other users of the target language. Teaching to have the ability
to communicate in real, everyday situations is one of the most important to
practice in every classroom. It emphasizes the importance of communication
capability and also the fact that it involves quite a vast knowledge of different
language aspects, ergo, it may be perceived as a complicated process. It is
also requiring first and foremost a great deal of practice and exposure to the
target language (Kuśnierek, 2015).
Understanding Others’ Key Ideas. This is to understand the context
which the people who has the epistemological knowledge in order to shift
through the data. It is also tap the conception of the social justice and
elements of virtue and ethics. The active listening is highly necessary to
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understand what exactly the main points while engaged in conversation.
Thus, the main point of conversation is to have common understanding
(Chung et al., 2014).
Social cognition is the ability to understand other people's ideas and it
enables us to predict their behavior and thoughts. Moreover, it is also critical
to understand many nuances underpinning everyday speech, because people
frequently mean something different to what they actually say. Basically, it
involves you being able to identify the mental states of others like putting
yourself in someone else’s shoes (McDonald, 2014).
In addition, empathy is the most important thing in understanding the
other's key ideas. In order to have an effective communication, it will lead to
greater success personally, professionally, mentally and emotionally to
understand the other's ideas and will allow you to become happier the more
you practice of having this empathy. Usually, communication becomes
successful when the different parties are giving chance to understand each
other (Fowler, 2014).
The only way to truly understand what others are going through, or why
they think or act a certain way, is to see things the way they see them.
Empathy won’t give a power to read minds; it will get a pretty close. At the
heart of empathy is the idea of understanding others. Understanding an idea
is the key for relating to others, building trusting, and having open
relationships (Schmitz, 2017).
Also, arguments are a breeding ground for discontent. Yet many
arguments, especially with people we love, are birthed from simple
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misunderstandings that are blown out of proportion. Understanding other
people is a tall order because everybody is different but that’s what makes life
worthwhile. The time would be mundane if we all had the same personalities,
desires, values, and beliefs even with the myriad distinctions, we all want the
same things out of life which are happiness, purpose, and fulfillment (Millburn
& Nicodemus, 2016).
Valuing Others’ Perspectives. This is to value the perspective of
others by means of developing the ability appreciating and acknowledging the
different perspective that may or may not be consistent to others. This is a
significant situation because they have multiple varied perspectives that may
explore. Since, the importance of developing communication skills is to
respect the perspective of others (Chung et al., 2014).
At the same point, it involves of being aware, supporting personal
perspectives, values, beliefs, and preferences perspective taking is that all
important skill of being able to look at things from a point of view other than
our own. In addition, whenever we are in the presence of another it is natural
to think about what they may be thinking (if we are not all self-centered) and
respecting their ideas is an ideal thing to do (Campbell, 2016).
In addition, in valuing other’s perspective there is a great value in
recognizing different perspectives in conversations because these enable us
to hear and react to things very differently. Considering the value of the
thoughts and their own perception of the person is very important before
reacting in the communication field. It is useful to value the perspective of
13
others because it establishes a support to whom you converse whether
positive or not (Surdek, 2016),
Perspective can be defined as a thought, a view, or a concept formed
in the mind about a particular subject. It’s a conclusion or belief held with
confidence but not substantiated by positive proof or knowledge. Because of
this, many people are fearful of accepting someone else perspective. On the
other hand, whatever the natural tendency may be, it is possible to learn to
appreciate or to value the ideas of others. When you do, you’ll find that your
ability to envision and implement new perspective will flourish and you’ll build
stronger relationships in the process (Smith, 2017).
Valuing
and
understanding
the
world
from
someone
else’s
perspectives is an important life skill. In order to work effectively with other
people, it is incredibly important that we are able to engage in perspective
taking. We need to understand how someone else sees the world to be able
to work together, communicate and show empathy and understanding. It is an
expectation of others that we will listen to and respect or value the opinions or
perspectives of other people (Rymaniwicz, 2016).
Developing Active Assertions. This is the ability to forecast how the
discourse between or among the individuals will happen. This is also the
capacity of individual to establish a certain goal in communication and the
process in achieving the goal effectively and efficiently. It is also anticipating
the probable consequences and choosing the effective lines in communication
because it is useful to the discourse if there is a common goal in interaction
(Chung et al., 2014).
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Moreover, developing the active assertion is a positive communication
skill and a learned behavior. Assertive people must communicate openly and
clearly with the other persons. Failing to be assertive leads to negative
communication skills like aggression and deference. In that sense, when
conversation has no goal to achieve, there are tendencies that the
communication is useless. It may cause misunderstanding for both parties
(Schmitz, 2017).
In addition, the active assertion has the potential contributor of graphic
design practice to the assertion of the cultural identity of people. It becomes a
common code to the people who have the consensus in establishing
systematic symbols for communication. It may increase the power of selfrepresentation and enabling to convey a recognizable identity, particularly
through the use of visual symbols. Also, it represents the invisible or
misrepresented groups (Leitão & Marchand, 2017).
Furthermore, assertion training helps someone learn how to think and
act more assertively. It makes a major difference in the lives of many people.
People have become less afraid of speaking up, friendlier and more outgoing,
more confident and competent handling difficult interpersonal situations, more
successful in their careers, and generally happier. By thinking more
assertively and learning key assertion skills, someone can improve your
interpersonal competence and be more confident in almost any type of
interpersonal situation with almost anyone (Stevens, 2017).
Developing Shared Understanding. This is often regards to the
ability to interpret and understand the experiences and the feelings of others.
15
In addition, the sense the psychological changes in others for receiving a
meaningful message through understanding and sharing others feelings and
experiences. It negotiates shared group of norms and actions within the
communication process (Chung et al., 2014).
Furthermore, it involves two or more people being agreed on the ideas.
Thus, developing shared understanding is the most efficient and effective
method of conveying information to and within a development team is face-toface conversation. It is the way to have an effective conversation if we
understand about what they've shared by cultivating each of their ideas and
form a one main thought (Magers, 2015).
Besides, shared understanding relies on a set of activities that applies
by the member of the group who are involved in the process. It is a subject
matter or process that cannot be measured objectively. Additionally, there are
parts of the process that occur by both shared understanding and other
entities like in group works. Members are making collaboration of their ideas
to form a general idea (Al-Qerem et al., 2016).
In addition, shared understanding refers to an ability to coordinate
behaviors towards common goals or objectives through meaning in use or
action perspective of multiple agents within a group or group level based on
mutual knowledge, beliefs and assumptions in content and structure on the
task, the group, the process or the tools and technologies used which may
change through the course of the group work process due to various influence
factors and impacts group work processes and outcomes (Bittner &
Leimeister, 2013).
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Shared understanding in a team is more effective, resilient, and
creative. Alignment without shared understanding is temporary and shortlived. In order to develop understanding about the ideas of others, you don’t
only have to share it with your team or with a person, but you also have to
share it across the entire organization then you are basically sharing context
all the time with others (Cutler, 2018).
Theoretical Framework
This study is anchored on the proposition of Ruben & Lievrouw (1989)
who found out that para-social interaction has a connection to communication
capability. The connection is found in the context of the relationship between
sociability and mass media use which incorporates to interactive arrangement
like communication. In this matter, this interaction is a construct related to the
use of computers and interaction. Hereby, it is a variable quality of
communication setting where interaction exists.
Moreover, this study is also anchored on the proposition of Kumar and
Benbasat (2002) who designed a framework which found out that the parasocial interaction has a connection to the communication capability. It refers to
the level to which a media facilitates a sense of understanding, connection,
involvement and interaction among the participating social entities. They
argued that the relationship between the media and the spectator should
characterize in much the same way that can be characterize as an interpersonal relationship.
Furthermore, from the past study of entertainment-education, the
process involving para-social interaction has the connection to communication
17
capability. This is in the sense of stimulating media which is called para-social
interaction and can affect the communication capability of an individual in
interaction to their peers. It can also a collective efficacy where the individual
perceive the information from the media (Papa, et al., 2000).
In addition, the para-social interaction and communication is being
studied in the realm of social media. As the result, the para-social interaction
has become a positive predictor and the communication is an inverse
predictor. The study examines the online communication attitudes that fosters
such interaction and shapes a perception. It also incorporates the source of
credibility which it perceives as possessing competence, sociability, character,
extroversion, and composure (Redd, 2012).
Conceptual Framework
The conceptual paradigm that is presented in Figure 1, the
independent variable which is Para-social Interaction that according to Jones
(2013) with the following indicators: storyworld thoughts is the acceptance of
thoughts in world story; character description is the thoughts toward the
characters’ attributes; emotional response is expressing reaction; and direct
address is the participant’s response.
On the other hand, the dependent variable of the study is the
Communication Capabilities which according to Chung et al. (2014) has the
following indicators: Understanding Others’ Key Ideas is the understanding to
the context; Valuing Other’s Perspective is appreciating and acknowledging
perspective; Developing Active Assertions is a set of goals for communication;
and Developing Shared Understanding is developing perspectives.
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Independent Variable
Dependent Variable
Para-social Interaction
Communication Capabilities

Storyworld thought


Character description

Emotional response

Valuing others’ perspectives

Direct address

Developing active assertions

Developing shared
Understanding of others’ key
ideas
understanding
Figure 1. Paradigm of the Study
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Significance of the Study
In conducting this quantitative research of para social interaction and
communication capabilities of the Grade 10 students, we provided significant
and beneficial information for some relevant reasons. This research paper
highlighted the effect of the para-social interaction to the communication
capabilities of the Grade 10 students. However, the role of that para-social
interaction plays on how the students communicate with others it is either
technologically or face-to-face.
Firstly, this study is helpful to the Department of Education (DepEd)
as their basis in constructing and developing curriculum that can be
implemented in the school.
Secondly, this study helps the school to be aware that the para social
interaction affects the communication capabilities of the Grade 10 students.
This also helps the school to make plan that is suited to the needs of the
students.
Thirdly, this study provides help to the teachers as the reference to
discover more about their students especially the teachers who are handling
Grade 10 students that they may have to consider the ethics and focused of
their students.
Fourthly, this study helps the students to be aware that para-social
interaction will affect their communication capabilities. This can help them to
find ways to improve their performance in communicating others.
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Lastly, this study inspires future researchers to conduct further
researches which are similar but deeper perspectives about para-social
interaction.
Definition of Terms
Basically, technical terms were used to define the idea and concept of
the study. Hence, the terms below were the essential words that purposely
defined to be used for the clear visualization and picture of the investigation.
Para-social Interaction refers to the illusion of face-to-face interaction
between the persona and audience through media (Tian and Yoo, 2015). As
used in the study, para-social interaction refers to the integration of a media to
interaction.
Communication capabilities is an ability or skill to communicate
effectively the thoughts to interact, it stimulates reasoning and developing
understanding (Chung et al., 2014). As used in the study, communication
capability is the capacity to communicate in real and everyday situation using
the language.
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Chapter 2
METHOD
This chapter outlined the research design, research locale, research
subject, research instrument, data collection and statistical tools.
Research Design
This study was a quantitative non-experimental research design using
correlation techniques. This method used to examine if changes in one
variable are related to changes in another variable and describe the variable
and the relationships that occur naturally between and among them. It is an
appropriate design to use in determining the impact of para-social interaction
to the communication capability of Grade 10 students (Sousa, Driessnack &
Mendes, 2007).
This descriptive survey dealt with quantitative data about the said
phenomenon. The quantitative aspect is an appropriate schedule for
gathering the data designed for the target respondents to answer the
questions. The process of gathering the data was based through the use of
questionnaires. The focus of the study was to determine the extent of parasocial interaction and the communication capability of Grade 10 students.
Research Locale
This study was conducted at Semong National High School. The
school is a DepEd managed partially urban Secondary Public School located
at Barangay Semong, Kapalong, Davao del Norte as being shown in Figure 2.
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Figure 2. Map
23
Research Respondents
The respondents of the study were the Grade 10 students enrolled in
Semong National High School with a total population of 58 students.
Table 1
Distribution of Respondents
Section
Total Population
Aquarius
29
Scorpio
29
Research Instrument
The study used a researchers’ based questionnaire to determine the
extent of para-social interaction and the communication capability of Grade 10
students. There were 5 items in each indicator in the independent variable
and in the dependent variable there were four (4) indicators and each
indicator has 5 items.
The parameter limits on the para-social interaction were as follows:
Range
Descriptive Equivalent
4.20 - 5.00
Very high
Interpretation
If the measure in the
item is practiced all the
time
3.40 - 4.19
High
If the measures in the
item is practiced most of
the time
2.60 - 3.39
Moderate
If the measures in the
24
item is practiced
sometimes
1.80 -2.59
Low
If the measures in the
item is rarely practiced
1.00 -1.79
Very Low
If the measures in the
item is not practiced at
all.
On the other hand, the same numbers of items were made for the
study to measure the level of communication capability of Grade 10. There
were 5 items in each indicator. The following parameter limits used were as
follows:
Range
Descriptive Equivalent
4.20 - 5.00
Very high
Interpretation
If the measure in the
item is practiced all the
time
3.40 - 4.19
High
If the measures in the
item is practiced most of
the time
2.60 - 3.39
Moderate
If the measures in the
item is practiced
sometimes
1.80 -2.59
Low
If the measures in the
item is rarely practiced
1.00 -1.79
Very Low
If the measures in the
25
item is not practiced at
all.
Data Gathering Procedure
After the approval of the panel members, the researchers underwent
the following steps and procedure in gathering data for the study.
Requesting Permission to Conduct the Study. The researchers
wrote a letter of permission to the principal for requesting permission to
conduct the study among the students and teachers. After the principal
approved it, the researchers prepared the panel’s validated questionnaires.
Distribution
and
Retrieval
of
Survey
Questionnaire.
The
researchers distributed the questionnaire to the students after the approval of
the principal and retrieved after the survey.
Collection and Tabulation of Data. After all the questionnaires
gathered and retrieved, the researchers got the result after the consolidation
of tallies and tabulation of questionnaire from the respondents and ready for
the statistics analysis guided by the statistician and researcher interpreted the
statistical result.
Statistical Tools
After the collection and tabulation of data, the researchers used variety
of statistical tools to determine the extent and relationship of para-social
interaction and the communication capability of Grade 10 students.
26
Mean. This tool was used to determine the level of para-social
interaction and the communication capability of Grade 10 students.
Pearson-r Correlation Coefficient. This tool was used to determine
the relationship between the extent of para-social interaction and the
communication capability of Grade 10 students.
27
Chapter 3
RESULTS
The responses of the respondents on para-social interaction and
communication capability were presented and analyzed in this section. The
topic discussed were the level of
para-social interaction, level of
communication capability and correlation between para-social interaction and
communication capability of the students in Semong National High School.
Level of Para-social Interaction in terms of Storyworld Thought
The results presented in the Table 2 are the mean scores of the
respondents’ response on their level of the para-social interaction in terms of
Storyworld thought. The data revealed that the highest mean score was the
Item No. 5, feeling the characters’ emotions while doing some actions,
garnering a mean of 3.97 and had the descriptive equivalent of high. Item No.
3, imagining easily the events actually taking place got the lowest mean score
obtained in the level. Both of the highest and the lowest mean scores
indicated in the item were practiced most of the time.
The level of Para-social Interaction in terms of Storyworld thought has
a total mean score of 3.81 describe as high. It implied that the awareness of
the students in their para-social interaction indicated to storyworld thought is
responded as it was practiced most of the time by the students when they are
engaged with that interaction.
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Table 2
Level of Para-social Interaction among Grade 10 Students of Semong
National High School in terms of Storyworld Thought
STORYWORLD THOUGHT
Mean
Descriptive
Equivalent
1. picturing myself in some of the scenes in the
show.
2. thinking about parts of my life that were
related to what was happening in the story.
3. imagining easily the events actually taking
place.
4. thinking that scenarios in television really exist
in real world.
5. feeling the characters emotions while doing
some action.
Overall
3.95
High
3.83
High
3.64
High
3.67
High
3.97
High
3.81
High
Level of Para-social Interaction in terms of Character Description
The results presented in the Table 3 are the mean scores of the
respondents’ response on their level of the para-social interaction in terms of
Character Description. The data revealed that the highest mean score was
the Item No. 5, seeing the character whether it plays good or not, garnering
3.81 and had the descriptive equivalent of High. The conceiving the character
has qualities that similar to mine in Item No. 1 got the lowest mean score
obtained in the level. Both of the highest and the lowest mean scores
indicated in the item were practiced most of the time.
The level of Para-social Interaction in terms of Character description
had a total mean score of 3.74 described as high. It implied that the
awareness of the students in their para-social interaction indicated to
Character description is responded as it was practiced most of the time of the
student when they are engaged with that interaction.
29
Table 3
Level of Para-social Interaction among Grade 10 Students of Semong
National High School in terms of Character Description
CHARACTER DESCRIPTION
Mean
Descriptive
Equivalent
1. conceiving the character has qualities that
similar to mine.
2. seeing the character’s uniqueness from any
other character.
3. seeing the character reacts accordingly to the
situation.
4. feeling the character is thinking similar to what
I think.
5. seeing the character whether it plays good or
not.
Overall
3.59
High
3.76
High
3.78
High
3.78
High
3.81
High
3.74
High
Level of Para-social Interaction in terms of Emotional Response
The results presented in the Table 4 are the mean scores of the
respondents’ response on their level of para-social interaction in terms of
Emotional Response. The data revealed that the highest mean score was
from Item No. 5, feeling motivated when the character is striving harder to
meet its goal, garnering 4.17 and had the descriptive equivalent of High.
Liking to be more like the characters of Item No. 1 had the lowest mean score
obtained in the level. Both of the highest and the lowest mean scores
indicated in the item were practiced most of the time.
The level of Para-social Interaction in terms of Character description
had a total mean score of 3.97 describe as high. This implied that the
awareness of the students in their para-social interaction indicated to
character description is responded as it was practiced most of the time of the
student when they are engaged with that interaction.
30
Table 4
Level of Para-social Interaction among Grade 10 Students of Semong
National High School in terms of Emotional Response
EMOTIONAL RESPONSE
Mean
Descriptive
Equivalent
1. liking to be more like the characters.
2. liking the way the character handled his/her
problems.
3. affected by the character’s displayed emotion.
4. liking the way the character reacts to the
situation.
5. feeling motivated when the character is
striving harder to meet its goal.
Overall
3.88
3.93
High
High
3.95
3.93
High
High
4.17
High
3.97
High
Level of Para-social Interaction in terms of Direct Address
The results shownin Table 5 are the mean scores of the respondents’
response on their level of the para-social interaction in terms of direct
address. The data revealed that the highest mean score was the Item No. 3,
trying to predict what the character would do, garnering a mean of 3.86 and
had the descriptive equivalent of High. Interacting with my family in a way that
is similar to the character and his/her family of Item No. 2 gained the lowest
mean score obtained in the level. Both of the highest and the lowest mean
scores indicated in the item were practiced most of the time.
The level of Para-social Interaction in terms of Direct Address had a
total mean score of 3.71 described as high. This implied that the awareness of
the students in their para-social interaction indicated to direct address is
responded as it was practiced most of the time of the student when they are
engaged with that interaction.
31
Table 5
Level of Para-social Interaction among Grade 10 Students of Semong
National High School in terms of DirectAddress
DIRECT ADDRESS
Mean
Descriptive
Equivalent
1. done the same thing as the character in the
video or story.
2. interacting with my family in a way that is
similar to the character and his/her family.
3. trying to predict what the character would do.
3.71
High
3.64
High
3.86
High
4. treating my classmate in a way that is similar
to the character and his/her classmates.
5. judging things like the other characters do in
the story.
Overall
3.67
High
3.67
High
3.71
High
Summary on the Level of Para-social Interaction
Table 6 presented the mean score of the indicators of para-social
interaction which had an overall mean score of 3.81 with a descriptive
equivalent of High or it was practiced by the students most of the time. The
high level result could be attributed by the high rating given by the
respondents to all indicators. This means that the respondents practiced most
of the time the terms, storyworld thoughts, character description, emotional
response, and direct address.
The total mean rating for the indicator, emotional response, was 3.97
with descriptive equivalent of high or it was practiced most of the time. The
high level result of this indicator indicated that the para-social interaction in
terms of emotional response was practiced most of the time of the
respondents.
In the same way, para-social interaction in the terms of character
description had a total mean rating of 3.74 with the descriptive equivalent of
32
high. This means that this indicator of para-social interaction shows that it was
practiced most of the students by the students. This indicator had the lowest
gained mean among other indicator in the variable, para-social interaction.
Table 6
Summary on the level of Para-social Interaction among Grade 10 students of
Semong National High School
Item
Mean
Descriptive Equivalent
Storyworld Thought
Character Description
3.81
3.74
High
High
Emotional Response
3.97
High
Direct Address
3.71
High
3.81
High
Overall
Level of Communication Capability in terms of Understanding of Others’
Key Idea
In Table 7, the data showed the mean scores of the respondents’
response on their level of the communication capability in terms of
understanding of others’ key ideas. The data revealed that the highest mean
score was on the Item No. 2, Drawing my own conclusion from the other
side’s argument and check whether I understand correctly during the
conversation, garnering 3.86 and had the descriptive equivalent of High.
Summarizing the thoughts of others to ensure better understanding of the
Item No. 3 gained the lowest mean score obtained in the level with an
average of 3.55. Both of the highest and the lowest mean scores indicated in
the item were practiced most of the time.
The level of Communication Capability in terms of Understanding of
Others’ Key Ideas had a total mean score of 3.71 which described as high in
descriptive equivalent. This implied that the awareness of the students in their
communication capability indicated by understanding of others’ key ideas is
33
responded as it was practiced most of the time of the student when they are
engaged with communication.
Table 7
Level of Communication Capability among Grade 10 Students of Semong
National High School in terms of Understanding of Others’ Key Idea
UNDERSTANDING OF OTHERS’ KEY IDEAS
As I’m communicating, …
1. summarizing and checking what the other side
intends to say and then argue back to deliver
what i want to say
2. drawing my own conclusion from the other
side’s argument and check whether i
understand correctly during the conversation.
3. summarizing the thoughts of others to ensure
better understanding.
4. understanding
everyday’s
words
and
expressions easily that everyone familiar with.
5. preferring to find out the thoughts and views of
others through the use of open ended
questions.
Overall
Mean
Descriptive
Equivalent
3.78
High
3.86
High
3.55
High
3.72
High
3.64
High
3.71
High
Level of Communication Capability in terms of Valuing Others’
Perspectives
In Table 8, the data displayed the mean scores of the respondents’
response on their level of the communication capability in terms of valuing
others’ perspectives. The data revealed that the highest mean score got by
the Item No. 2, Staying open to the other person’s opinion even if it is different
than mine and try to understand, had a result of 4.00 and descriptive
equivalent of High. Trying to see their perspective which is the Item No. 4 got
the lowest mean score obtained in the level averaging 3.64. Both of the
highest and the lowest mean scores indicated in the item are practiced most
of the time.
34
The level of Communication Capability in terms of valuing others’
perspectives had a total mean score of 3.84 which described as high in
descriptive equivalent. It implied that the awareness of the students in their
communication capability indicated by of valuing others’ perspectives is
responded as it was practiced most of the time of the student when they are
engaged with communication.
Table 8
Level of Communication Capability among Grade 10 Students of Semong
National High School in terms of Valuing Others’ Perspectives
VALUING OTHERS’ PERSPECTIVES
Mean
Descriptive
Equivalent
1. focusing more to understand the other
person’s argument rather than to criticize in
group discussions.
2. staying open to the other person’s opinion
even if it is different than mine and try to
understand.
3. paying attention to what others are saying, as
people could have different views.
4. trying to see their perspective.
5. observing their body languages usually to
interpret the meaning of our communication.
Overall
3.84
High
4.00
High
3.93
High
3.64
3.79
High
High
3.84
High
Level of Communication Capability in terms of Developing Active
Assertions
In Table 9, the data displayed the mean scores of the respondents’
response on their level of the communication capability in terms Developing
Active Assertions. The data revealed that the highest mean score was on the
Item No. 5, Trying to communicate with a tone of voice that varies to
emphasize key points, had a result of 3.90 and descriptive equivalent of High.
Not hesitating to use facial expressions and gestures beyond verbal
expressions to make sure to deliver the message that I intend to say of Item
No. 2 had the lowest mean score obtained in the level with an average 3.45.
35
Both of the highest and the lowest mean scores indicated in the item are
practiced most of the time.
The level of Communication Capability in terms of Developing Active
Assertions had a total mean score of 3.72 which described as high in
descriptive equivalent. It implied that the awareness of the students in their
communication capability indicated by of Developing Active Assertions is
responded as it was practiced most of the time of the student when they are
engaged with communication.
Table 9
Level of Communication Capability among Grade 10 Students of Semong
National High School in terms of Developing Active Assertions
DEVELOPING ACTIVE ASSERTIONS
Mean
Descriptive
Equivalent
1. taking the lead in communication or
discussion even though i meet people for the
first time.
2. not hesitating to use facial expressions and
gestures beyond verbal expressions to make
sure to deliver the message that i intend to
say.
3. preferring to have direct eye to eye contact
when communicating others.
4. adjusting to the different styles of
communication depending on the specific
culture of specific place i gone through.
5. trying to communicate with a tone of voice that
varies to emphasize key points.
Overall
3.79
High
3.45
High
3.74
High
3.71
High
3.90
High
3.72
High
Level of Communication Capability in terms of Developing Shared
Understanding
In Table 10, the data displayed the mean scores of the respondents’
response on their level of the communication capability in terms developing
shared understanding. The data revealed that the highest mean score was
the Item No. 1, Understanding how the other party is feeling by reading
36
his/her facial expressions or gestures, had a result of 4.09 and descriptive
equivalent
of
High.
Keeping
thinking
how
the
other
side
would
understand/interpret my comment which was the Item No. 3 got the lowest
mean score obtained in the level with an average 3.74. Both of the highest
and the lowest mean scores indicated in the item are practiced most of the
time.
The level of Communication Capability in terms of developing shared
understanding had a total mean score of 3.93 which describes as high in
descriptive equivalent. This implied that the awareness of the students in their
communication capability indicated by of developing shared understanding is
responded as it was practiced most of the time of the student when they are
engaged with communication.
Table 10
Level of Communication Capability among Grade 10 Students of Semong
National High School in terms of Developing Shared Understanding
DEVELOPING SHARED UNDERSTANDING
Mean
Descriptive
Equivalent
1. understanding how the other party is feeling
by reading his/her facial expressions or
gestures.
2. trying to think how my friends would feel if i
snap at them with frustration.
3. thinking how the other side would
understand/interpret my comments during the
conversation.
4. preferring to communicate openly and clearly
with the other party.
5. cooperating with the group if we have the
same goal.
Overall
4.09
High
3.91
High
3.74
High
3.86
High
4.05
High
3.93
High
37
Summary on the Level of Communication Capability
The Table 11 presented the mean score of the indicators of para-social
interaction had an overall mean score of 3.80 with a descriptive equivalent of
High or it was practiced by the students most of the time. The high level result
could be attributed by the high rating given by the respondents to all
indicators. This means that the respondents were practiced most of the time
the terms, storyworld thoughts, character description, emotional response,
and direct address.
Consequently, the indicator that contributes highest rating to the
total mean score of the communication capability is developing shared
understanding. It had the mean score with 3.93 or high in terms of descriptive
equivalent. It corresponded that this indicator was practiced most of the time.
Subsequently, the Understanding of Others’ Key Idea as an indicator of
communication capability obtained the lowest total mean rating of 3.71 and
had descriptive equivalent of high. This means that this communication
capability in terms of Understanding of Others’ Key Idea was practiced of the
students most of the time.
Table 11
Summary on the level of Communication Capability among Grade 10 students
of Semong National High School
Item
Understanding of Others’ key idea
Valuing of Others’ Perspectives
Developing Active Assertion
Developing Shared Understanding
Overall
Mean
Descriptive Equivalent
3.71
3.84
3.72
3.93
3.80
High
High
High
High
High
38
Significance Relationship between Para-social
Communication Capability Relationship
Interaction
and
Presented in Table 12 was the actual r- value and p- values of each
indicator when paired to the dependent variable. In the first indicator, the data
revealed that Storyworld thought had an r- value of 0.789 and a p- value of
0.000, since the p- value is lesser than the significance α= 0.05, thus, this led
to the rejection of null hypothesis and confirmed that there is significant
relationship between para-social interaction and communication capability in
terms of storyworld thoughts.
Secondly, the indicator, Character description, had an r- value of 0.700
and a p- value of 0.000, since the p- value is lesser than the significance α=
0.05, thus, this led to the rejection of null hypothesis and confirmed that there
is significant relationship between para-social interaction and communication
capability in terms of character description.
Thirdly, emotional response which is the third indicator had an r- value
of 0.693 and a p- value of 0.000, since the p- value is lesser than the
significance α= 0.05, thus, this led to the rejection of null hypothesis and
confirmed that there is significant relationship between para-social interaction
and communication capability in terms of emotional response;
Lastly, the direct address had an r- value of 0.838 and a p- value of
0.000, since the p- value is lesser than the significance α= 0.05, thus, this led
to the rejection of null hypothesis and confirmed that there is significant
relationship between para-social interaction and communication capability in
terms of direct address among Grade 10 students of Semong National High
School.
39
Table 12
The Significance on the relationship between para-social interaction and
communication capability of Grade 10 students
Independent
Variables
Storyworld
Thoughts
Character
Description
Emotional
Response
Direct
Address
Mean
SD
3.81
0.63
3.74
0.70
3.97
0.66
3.71
0.73
Dependent
Variable
Communication
Capabilities
Mean
3.80
SD
rvalue
Pvalue
Decision
@ = 0.05
0.789
0.000
Reject Ho
0.700
0.000
Reject Ho
0.693
0.000
Reject Ho
0.838
0.000
Reject Ho
0.59
40
Chapter 4
DISCUSSION
The data of para-social interaction and communication capability
among Grade 10 students of Semong National High School were presented in
this chapter and said discussions were based on the findings appeared in the
previous sections.
Level of Para Social Interaction of Grade 10 students of SNHS
The respondents’ level of para-social interaction was generally high in
terms of the following indicators: storyworld thought, character description,
emotional response, and direct address. This was parallel to the study that
attempts to explain imagined social relationship and interactions with people
who are in the media, in distant from us and who do not reciprocate individual
communication or interest. It perceived the connection of audience members
experience with the media personae (Stever, 2013).
The level of para social interaction in terms of storyworld thought
revealed at high level. This means that the respondents were greatly involved
in media in which they thought that scenarios are really happening in the real
world.
This
story-based
learning
developed
life
to
strengthen
the
communication relationship around the child, young person and vulnerable
adults (Malcomess, 2018). This is also congruence to the study which states
that story plots can emerge in every use of the story from the interaction
between audience and the performer. The process of constructing a
41
storyworld highlights how the construction of it and implies a different mental
activity and skill development among the audience (Detorri, 2016).
As observed, the respondents’ level of para social interaction in terms
of character description revealed that there was a high manifestation of the
items appended in the study. Beginning with an effective character description
attracts the viewer’s attention and sets the mood or tone in the scene. Great
character description is both vivid and realistic; it creates a visual image for
the viewer that seems to come alive by offering crucial into this character’s
personality and background (Taylor, 2018). This was also supported in the
study states that character description creates a way to know the character. It
creates a specific image or it reveals important emotional involvement to the
character. This involvement makes the audience more interested to the
character because they feel the same way as the character feels (Hauge,
2015).
On the measure of para-social interaction in terms of emotional
response, the result showed that the respondents always manifested the
items appended in the study. People who do good job of managing emotions
in order to response appropriately in a given situation know that it is healthy to
communicate or express their ideas and feelings. They know that their
response influence what happened next including how other people respond
to them and the way they feel about themselves (Lyness, 2014). This study
was related to a study which states that false emotional response can
interfere with people’s efforts to directly communicate and alter others’
emotional reactions. Inaccurate response of others’ emotions may lead to
42
misperceptions of others’ feelings and leads as well to inappropriate
emotional and behavioral responses (Parkinson, Sanchez, & Perez, 2015).
Likewise, para-social interaction in terms of direct address was favored
by the respondents. This means that all of them always manifested the items
appended by this study. Direct address is a construction in which a persona
communicates a message directly to another individual or group of individuals
as in securing the attention of the audience. This process assures that the
message will be emphasized and impactful (Nordquist, 2018). This is parallel
to the study stated that when the participants are responding in the character.
These responses are behavioral because the actions are seen from the
participants. Actions that initiate by the participants are manifestation of
interaction from the media because of they are affected to the character’s
deeds or story in the media (Jones, 2013).
Level of Communication Capabilities of the Grade 10 Students of SNHS
The other important variable studied is communication capabilities of
the students centered on understanding others’ key ideas, valuing others’
perspectives,
developing
active
assertions,
and
developing
shared
understanding.
Data indicated that students practice most of the time when they were
engaged with communication. Further, the analysis revealed that students
develop personal and social capability as they learn to understand themselves
and others, and manage their relationships, lives, work and learning more
effectively. Personal and social capability involves the students in a range of
practices including recognizing and regulating emotions, developing empathy
43
for others and understanding relationships, establishing and building positive
relationship, making responsible decision, working effectively in in a group,
and handling challenging situations constructively.
The result was in consonance with the findings of Chung, Yoo, Kim,
Lee, and Zeidler (2014) whose study stated that the enhancement of students’
communication skills and that the students’ capability in communication have
about large impact on their ability to understand the key ideas of others and to
value others’ perspectives, as well as a marginal positive effect on developing
active assertions. In addition to Genc (2016), who studied the importance of
communication, it was being stated that communication is essential almost in
every field of life, from school to home even to work. In any field,
communication capability plays a vital role in order to understand, value,
shared understanding, as well as in active assertions that is necessary for the
people to express themselves internally and externally. As the data indicated
that communication is mostly practice of the respondents, therefore, the
students really engaged their communication capability in para-social.
Correlation between Measure
Generally, one important purpose of the study was to determine the
significant relationship between the two variables. The correlation between
two variables revealed that there was a high association between para-social
interaction and communication capability among Grade 10 students of
Semong National High School. This implied that the students’ level of
communication capability was contributed by the para-social interaction.
44
The correlation between two variables revealed that there is a
significant relationship between para-social interaction and communication
capability among Grade 10 students of Semong National High School. This
indicated that para-social interaction affects the communication capability of
the students. This finding conformed to the concept of Giles (2010) which said
that para-social interaction is about encountering a figure through the medium
and then treating that figure as if it were another human being helps them to
improve their communication capability.
Conclusion
Based on the findings of the study, conclusions are drawn in answer to
sub-questions raised in the previous chapter. The respondents from Semong
National High School were in high level of performance in terms of para-social
interaction which means that it was highly evident in the terms of storyworld
thoughts, character description, emotional response, and direct address.
On the other hand, based on the result in communication capability of
the students, it can also be drawn that the level of the communication
capability among the Grade 10 students was in the high level which means
that there is highly evident of communication capability among the students.
Overall correlation of the two variables revealed a significant
relationship between the two variables which was the para-social interaction
and communication capability of the Grade 10 students of Semong Naional
High School. The measure of para-social interaction used in this study had a
high relationship on the communication capability interpreted. Therefore, the
result between the two variables was statistically highly significant.
45
The results conformed to the concept that para-social interaction helps
to develop the communication capability of the students. The ability of the
students to relate themselves to the medium being used in interaction
increases their skills in communicating. The students’ competence in relating
themselves to the media adopts the language of how the communication was
being done. Consequently, the behavior of communicating was evidently
manifested because of the interaction undergone of the students. Then, the
students accommodate the communicative behavior of others they perceive
as socially desirable (Goode & Robinson, 2013).
Recommendation
Since the findings of the study revealed that para-social interaction had
high significant relationship on communication capability, it means that this
independent variable may affect the communication capability. There was a
high level of association between para-social interaction and communication
capability, therefore; the variables should be applied.
From the four indicators of para-social interaction, the direct address
was the lowest gained mean in the indicator but has a descriptive equivalent
of high. Thus, students must be engaged in the interaction that students must
participate or there should be some behavioral interaction. Giving the students
a time to express their emotion freely develops their communication. Since,
the respond of the students will become authentic because they have given a
chance to express their emotion.
Since there was a high correlation between para-social interaction and
communication capability, it was recommended that teachers must use para-
46
social interaction activities for the students because it helps them to improve
their proficiency in communication. In such way, this can cater the students’
needs of uplifting their communication capability. This is a help to widen the
capability of the students to communicate to the other people.
Furthermore, the teachers’ activity which has the presence of parasocial interaction improves the students’ communication skills because they
actually bring emotional aspects of the students. In that way, the process of
communication will become meaningful since students are not cage for
context only but also they understand the deep connection to who they are
communicating.
Therefore, through the use of activities which need storyworld
thoughts, character description, emotional response, and direct address, the
students can develop their communication capability. It is not only for the
knowledge on how to communicate, but also they must be given a chance to
communicate themselves. When the students expose with the interaction in
the media or in not usual interaction, they absorb more learning because it
catches more their interests.
47
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