Conversional skills of third year students of the college of education in University of Rizal System-Morong Jessieri Mae L. Repompo... [et.al].

Thesis (Bachelor of Secondary Education major in English) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: The study aimed to determine the conversional skills of third year students of the College of Education during the academic year 2015-2016. Also, it determined the significant relationship between their academic performance in English 3 (Speech Communication) and their conversional skills which is subdivided into four clusters such as attentiveness, composure, expressiveness and coordination. The subjects of the study were the selected third year students of the College of Education who took their English 3, Speech Communication subject and were enrolled in the second semester in the University of Rizal System academic year 2015-2016. They were 48 respondents who were chosen using random sampling. Descriptive correlational method of research utilizing rating scale was used in gathering information. The rating scale was adapted from the Conversional Skills Rating Scale (CSRS) developed by Brian Spitzberg. Mean was used to determine the academic performance of the respondents as revealed in their grades in English 3 subject and the extent of their conversational skills. And to determine the significant relationship between the academic performance in English 3 and their conversational skills, Pearson-r was utilized. Based on the findings formulated, the academic performance of third year students of the College of Education in University of Rizal System-Morong in English 3 is very good. In addition, the conversational skills of the third year students of the College of Education in terms of four clusters namely: attentiveness, composure, expressiveness and coordination are good. It is concluded therefore that, the academic performance and the conversational skills of third year students of the College of Education are not related significantly in terms of attentiveness and composure since the mean score of their grades though lower compared with physical Sciences majors did not affect their performance during the focus group discussion. On the other hand, in terms of expressiveness and coordination, only the Physical Sciences majors obtained higher mean score of their grades and therefore their academic performances in English 3 are the determining factors on how they communicate well during the focus group discussion. And based from the findings and conclusion, the following are therefore recommended: integrate activities that enhance and develop the communication skills of students for it will serves as the groundwork for students towards deeper understanding on how communication works; expose students to varied activities that will surely engage teachers to relate each lessons to real world contexts for the students to learn and treasure the knowledge of having good communication skills, conversional skills per se and be able to use it in day-to-day social interactions; and conduct further studies considering the use of other variables.