Mathematical performance and communication skills of bachelor Denzel Dymric A. Celles... [et. al]

Thesis Bachelor of Science in Guidance and Counseling University of Rizal System-Morong. 2016

EXECUTIVE SUMMARY: The purpose of the study was to determine the mathematical performance and communication skills of Bachelor of Science in Guidance and Counselling students in University of Rizal System-Morong. This study was conducted during the academic year 2015-2016 of the selected guidance and counselling students in University of Rizal System Morong. The researchers used sampling technique having 68 of students most of the students are female from second year level. In collecting or gathering data, the researchers made use of questionnaire checklist. The variables used in the study were the following: sex, age, year level, parent's educational attainment, and monthly family income. After the distribution of questionnaire-checklist, the data was gathered and carefully tailed, tabulated, analysed and interpreted. The researchers used the descriptive method because they found out that the method was appropriate for their study. Descriptive research method is concern with condition or relationship that exist, trend, practices and process that are going on. And the data gathered has been presented. On the average grade in mathematics of the respondents in terms of average grade in math, out of 68 respondents, the average grade in math are 1.8 to 2.5. The level of communication skills used by the Guidance and counselling students with respect to oral communication, it obtained an average of 3.07 which is verbally interpreted as "Satisfactory" in respect to written communication, it obtained an average of 3.17 which is verbally interpreted as "Satisfactory" and respect to listening skills, it obtained an average of 3.20 which is verbally interpreted as "Satisfactory". The level of communication skills to the different aspects has no significant difference in terms of oral communication, written communication and listening skills. In terms of sex, oral communication, written communication and listening skills are verbally interpreted as not significant; In terms of year level, oral communication, written communication and listening skills are verbally interpreted as significant; In terms of family income, oral communication, written communication and listening skills are verbally interpreted as significant; In terms of educational attainment of parents (Father), oral communication, written communication and listening skills are verbally interpreted as not significant; In terms of educational attainment of parents (Mother), oral communication, written communication are verbally interpreted are not significant and listening skills is verbally interpreted as significant. Based on the result obtained, the following conclusions were cited: most of the students are female, 16-19 years old, 2nd year, monthly family income of 5,000 below, and whose parents are high school graduated. The students have 1.8 to 2.5 as their average grade in mathematics are satisfactory. Sex, age, monthly family income, educational attainment of parents are not contributory to the communication skills of students but found in year level significant. Oral and written communication is related to the mathematical performance but not on listening skills. On the basis of foregoing findings and conclusions, the following recommendations are hereby offered. Workshop, seminars, and training on communication skills must be conducted by the institution to improve the communication skills of the students. Conduct different counselling sessions or activities in order for them to become a good communicator and to become an effective and efficient future guidance counsellor. Continue peer counsellors' training to all guidance and counselling students must be conducted to improve their counselling skills. Parallel study maybe conducted using other variables.