The Level of Verbal Communication Skills Among Accountancy, Business, and Management

Students

Angeline M. Mangogtong

Ellyjane B. Bernardo

Jordan O. Sigba

Rhejean V. Bernardo

Vincent B. Donggon

Research paper submitted to the faculty of the Department of Education, Lapuyan

National High School– Senior High School Department in Partial Fulfillment of the

requirements of the subject

Inquiries. Investigation and Immersion

May 2024
Approval sheet
 Abstract

Bernardo, E., Bernardo, R., Donggon, V., Mangogtong, A., Sigba, J. (2024). "The Level of
Verbal Communication Among Accountancy, Business, and Management Students."
Unpublished Research Paper. Lapuyan National High School, Lapuyan Zamboanga Del Sur,
Philippines.

Verbal communication skills play a pivotal role in conveying ideas, fostering relationships,
and presenting information effectively. This study delves into assessing the level of verbal
communication skills among Accountancy, Business, and Management (ABM) students,
encompassing fluency, clarity, pronunciation, and conversational proficiency. Through the
utilization of descriptive statistics, the research endeavors to unveil the landscape of verbal
communication proficiency within the ABM student cohort. The researchers employed
Random Sampling to identify respondents from ABM 11 and 12 classes at Lapuyan National
High School, distributing a comprehensive questionnaire to gather insights. The study
revealed a weighted mean of 1.92 for verbal communication, indicating a perceived low level
of proficiency among ABM students. However, the analysis concluded that students initially
experienced nervousness when honing their communication skills, yet with practice, their
confidence grew, leading to noticeable improvements in their verbal and interpersonal
abilities. The findings underscore the importance of consistent practice and engagement in
verbal communication for ABM students to enhance their skills and confidence.
Recommendations include encouraging students to actively participate in verbal
communication exercises, engage in conversations, and seek opportunities to refine their
communication skills for personal and professional growth.

Keywords: Verbal Communication Skills, Accountancy, Business, Management Students,

Fluency, Clarity, Pronunciation, Conversational Proficiency.
 Acknowledgment

This paper would not have been possible without the people who offered their time

and patience in sharing their wisdom and effort in the making of this paper. In line with this,

we express our sincerest gratitude to the following individuals with whom we are truly

indebted.

To our research adviser Mrs. Analie I. Cabanlit, who tirelessly allocated her expertise

in giving us recommendations, ideas, and inspiration in the process of making our paper

possible together with the panelist Mrs. Althea Pearl H. Ruben, and Mr. Raymond Silva

To Sir Veejay L. Lubosan, Ma'am Lenita L. Ellorin, and Ma'am Analie I. Cabanlit for

helping us validate our research instruments. Their expertise and willingness to lend their

support enriched our research instrument acceptable

To Mrs. Lenita L. Ellorin, for her immeasurable contribution to our paper, her efforts,

insights, guidance, and support drawn in accommodating our data and interpretation, have

been so valuable and immeasurable.

To our class adviser, Ma'am Rodelou T. Balucan, for her tireless effort and support

for constantly reminding us to strive and helping us find ways to finish our paper.

To the Principal, Ma’am Gloria P. Lanutan, for allowing us conduct the study on the

school premises, and also for providing the necessary support and resources needed to

conduct this study.

In conclusion, we are deeply grateful to every individual mentioned above and to all

those who have supported us along the way.

 Dedication

This research paper is dedicated with heartfelt gratitude to the parents of the

researchers, Mr. & Mrs. Eilan Bernardo, Mr. & Mrs. Reynold Bernardo, Mr. and Mrs.

Donggon, Mrs. Mangogtong and Mr. & Mrs. Danny Sigba, whose unwavering support and

continuous inspiration have been the guiding light throughout this study. Their provision of

resources and encouragement have been invaluable in the completion of this research.

Special recognition is extended to the dedicated teachers whose guidance and

mentorship have played a crucial role in facilitating the researcher's journey toward the

culmination of this study. Their expertise and encouragement have been instrumental in the

completion of this research process.

This paper is also dedicated to the students who may find themselves grappling with

the challenges of decision-making. Furthermore, this paper is also dedicated to the school of

Lapuyan National High School, which has provided a nurturing environment for growth and

learning. Their commitment to academic excellence has served as a cornerstone in the

development of this research.

Finally, this study is dedicated to the Almighty God, whose boundless strength,

knowledge, wisdom, and protection have sustained the researchers throughout the journey of

completing this paper. May His divine guidance continue to illuminate their path towards

academic fulfillment and success.

 Table Of Content
Title Page Page
Approval Sheet……………………………………………………………………………i
Abstract…………………………………………………………………………….……. ii
Acknowledgement………………………………………………………...……………...iii
Dedication……………………………………………………………………...…………iv
Table of Contents.………………………………………………………….……………v
Chapter 1- The Problem
Introduction…………………………………………….…………………….……1
Background of the study………………………………….…………….…………2
Conceptual framework……………………………………….……………………3
Statement of the Problem ……………………………………......……………….4
Hypotheses………………………………………………………………………...4
Scope and Delimitation of the study…………………………...………………….5
Significance of the Study………………………………………………………….5
Definition of Terms …………………………………………...……...…………....6
Chapter 2- Review Of Related Literature
Chapter 3- Research Methodology
Research Design…………………………….…………...……………………….13
Research Locale…….…………………………………………………………...14
Research Respondents…………………………………………………………...15
Sampling Technique………………………………………………………….... 15
Research Instrument…………………………………………….……………....16
Data Gathering Procedures…………………………………………….……...…16
Statistical Treatment…………………………………………………………......17
Ethical Consideration………………………………...……………………...…...18
Chapter 4- Presentation, Analysis, And Interpretation of Data
Chapter 5- Summary, Conclusion, And Recommendations
Summary of findings……………………………………………………………20
Conclusion………………………………………………………………………21
Recommendation………………………………………………………………...22
References
Appendices
Appendix A……………………………………………………………………...23
Appendix B……………………………………………………………………...24
Appendix C……………………………………………………………………...26
Appendix D……………………………………………………………………...27
Curriculum Vitae 1………………………………………………………………28
Curriculum Vitae…………………………………………………………….......29
Curriculum Vitae………………………………………………………………...30
Curriculum Vitae ………………………………………………………………...31
Curriculum Vitae………………………………………………………………...32
Table 1. Peer Influence…………………………….………………...…...20
Table 2. Students Interest…………………………………………….......21
Table 3. Test of Significant…………………………………………...…...23
 Chapter 1

The Problem

Introduction

Proficiency in verbal communication involves fluency, clear pronunciation, and the

capacity to participate in meaningful discussion and presentations. These skills are crucial for

expressing ideas clearly and building strong professional relationships. Accountancy,

Business and Management (ABM) students can improve their prospects for success by

mastering effective verbal communication, as employers value individuals who can express

ideas, work collaboratively, and inspire others.

The aim was to evaluate the verbal communication skills of Accountancy, Business

and Management students and to identify the factors influencing these skills. Good

communication skills are crucial for success in Accountancy, Business and Management

students. Among various communication skills, the ability to express oneself verbally is vital

for professional interaction, presentation, negotiation, and teamwork. It is important to assess

the ABM students’ proficiency in verbal communication in order to order to provide valuable

insight for improving their education and professional development.

The study’s findings are highly significant for the ABM education sector, as well as

for improving the curriculum and implementing intervention that target the enhancement of

verbal communication skills. Understanding the current status of these skills will provide

valuable insight into effectiveness of teaching methods, identifying areas that require
attention or improvement. Consequently, the research seeks to assist in creating customized

educational strategies to develop the verbal communication skills of ABM students.

Proficient communication is crucial for the achievement of Accountancy, Business,

and Management (ABM) students. In professional settings like meetings, talks, negotiations,

and collaboration, verbal exchange plays a key role. The capability of ABM students to

communicate verbally is critical as it impacts their employment opportunities, professional

advancement, and overall accomplishment in the corporate arena.

Background of the Study

Proficiency in verbal communication is indispensable for the academic and

professional advancement of students specializing in Accountancy, Business, and

Management (ABM). Effective verbal interaction is particularly crucial in various

professional contexts, including discussions, presentations, negotiations, and collaborative

endeavors. ABM students' verbal communication aptitude significantly impacts their job

prospects, career progression, and overall success in the business sphere.

This study aims to evaluate and scrutinize the verbal communication skills of

Accountancy, business, and Management (ABM) students. A comprehensive assessment of

their existing proficiency is imperative for identifying specific areas that require

improvement to enhance their communication competencies.

Busa (2024) identifies the fear of making mistakes and low self-esteem as

predominant factors contributing to the verbal communication challenges experienced by

ABM students. Alternatively, Rathee and Rajain (2018) contend that effective
communication skills not only facilitate the exchange of ideas but also foster positive

relationships among colleagues, thus emphasizing the significance of verbal forms of

communication. Moreover, robust verbal communication abilities are particularly critical in

today's workplace, especially for ABM students who are expected to assume managerial roles

and effectively lead teams. Research conducted by Chung et al. (2020) suggests that ABM

students with proficient verbal communication skills are more likely to prosper in their

professional endeavors. The observed trends in ABM students' verbal communication skills

underscore the urgency of the issue both locally and globally.

Based on the aforementioned details, our initiative is to evaluate the proficiency of

spoken communication abilities within the cohort of Accountancy, Business, and

Management students. The objective of this evaluation is to gauge the level of verbal

competence exhibited by students majoring in Accountancy, Business and Managements.

Conceptual Framework

The study focuses on examining the level of ABM students to their communication

skills. The diagram depicted below illustrates the conceptual framework.

Verbal communication Accountancy, Business,

skills and Management students

Figure 1. Schematic Diagram of the study

 The diagram in Figure 1 shows the importance of evaluating communications skills

among Accountancy, Business and Management (ABM) students. This study focuses

specifically on assessing the verbal communication proficiency of ABM students, with

communication skills being the sole variable examined in the thesis.

Statement of the Problem

The main goal of this study is to assess the communication skills level of ABM students.

Specifically, this research aims to address the following inquiries:

1. What is the level of their verbal communication skills among ABM students?

Scope and Delimitation

The primary objective of this study is to assess the communication proficiency of

ABM students in Lapuyan National High School. The research design involves the use of a

simple random sampling technique to select sixty-two (62) Grade 11 and 12 students from

the ABM strand. A checklist survey questionnaire will be administered to the chosen

participants, and subsequent data analysis will be conducted. It is important to note that the

study exclusively focuses on evaluating communication skills and does not address unrelated

matters. Therefore, the findings are specifically applicable to the campus environment and

are relevant only to the participating respondents.

Significance of the study

The findings of this study offer benefits to various individuals:

Respondents. This study allows individuals to carry out self-evaluation of their oral

communication abilities, offering them a chance to assess their existing level of

communication skills and identify specific areas that need further development.

Teachers. The investigation supports educators by providing them with insights into the

efficacy of their teaching techniques and communication skills instruction offered to

students, enabling them to pinpoint areas where they can give feedback and refine their

teaching methods.

Future Researchers. This research supports upcoming researchers in recognizing relevant

themes within the domain of communication skills in the ABM program, guiding them

towards addressing significant issues in the field, resulting in more impactful research.

Definition of terms

Verbal communication skills verbal communication is oral communication with words that

you or others speak out loud.

Accountancy, Business, and Management (ABM) strand would focus on the basic concepts of

financial management, business management, corporate operations, and all things that are

accounted for.
 Chapter 2

REVIEW OF RELATED LITERATURE

The following journal articles and resources, both foreign and local, that serves as a

foundation to support the claim of the present study. The researchers accumulated the

resources both from books in libraries and journals in the internet. The summarized articles

and studies below that are subjected to the enhancement of the present research are as

follows:

According to Jennifer M. Kinkito and Jessie L. Bontuyan (2023), implementing

communication in context as an instructional model has led to quantifiable enhancements in

posttest scores, signifying crucial educational proficiencies. This method acknowledges vital

learning competencies and promotes learning by exhibiting, stimulating critical thinking,

enabling the application of learned principles, and offering a distinctive learning encounter

for students. Evidently, students with high self-regard frequently encounter various

advantages, including enhanced academic performance, stronger interpersonal relationships,

better mental and physical health, and decreased antisocial conduct (Reamaen Elevazo et al.,

2023). Conversely, students with low self-regard may grapple with uncertainties regarding

their capabilities, which could obstruct active engagement in the educational process and

undermine their readiness to confront academic challenges essential for personal

development.

According to Malaon (2018), students pursuing the Academic Track in Business and

Management (ABM) are expected to have various essential skills, such as effective
communication. Malaon underscores the significance of proficient communication in the

context of business and management.

According to Busa (2024), the presence of anxiety related to making mistakes and

low self-esteem are important factors contributing to speaking challenges among ABM

students. Furthermore, inadequate grammar and pronunciation abilities, along with a

restricted vocabulary, are considered significant barriers. Similarly, Grade 12 ABM students

have identified a restricted vocabulary and insufficient grammar skills as the main causes of

their speaking difficulties. Miscommunication can occur when the recipient is unable to

comprehend the message or when the intended recipient of the message differs from the

actual recipient, which can lead to misunderstandings when communicating with customers

(UKessays, 2016).

Challenges in the advancement of communication skills in ABM students are

manifest. An exploration of the significance of communication abilities as a means to prepare

students for higher education and their future vocations (EduBirdie, 2024) reflects the

hurdles that students in this field face. According to Busa, A. Y. B. (2024), difficulties

encountered during their academic pursuits include grappling with comprehension of spoken

concepts, efficient time management, and refining decision-making proficiency, all of which

have an impact on the enhancement of their communication competencies. As per the

observations made by R. Y. Bhatia and N. E. Singh (2021), ABM students commonly

encounter challenges in articulating ideas clearly and succinctly, expressing their thoughts

effectively, and managing their emotions during communication. These obstacles may

impede their prospects of securing employment and succeeding in the professional

environment.
 According to Guevarra, R., & Cimanes, R. (2017), the study looks into the difficulties

ABM students face in grasping fundamentals of accounting, business, and management, as

well as the strategies they use to handle these challenges. It also investigates the hurdles

students face in oral communication and offers ways to improve it. ABM students often

struggle to understand complex accounting principles, deal with math calculations, manage

time efficiently, gain practical experience, have limited access to technology, and encounter

problems with communication and teamwork skills (Anonymous, 2024).

Students' lack of communication skills can be attributed to their fear of bullying and

concern about being evaluated by others, which prevents them from participating in

interactions. According to Canceran, Donita B. and Malenab, Conchita (2018), they worry

about making errors while speaking and are afraid of facing mockery for any mistakes in

their speech.

Daff (2013) found that students studying accountancy, business, and management

initially felt anxious about practicing their interpersonal skills. However, their confidence

increased over time, and noticeable enhancements were seen in their communication abilities

and outlook. This highlights the importance of educational institutions offering thorough

training programs that address different communication aspects, including verbal, non-

verbal, and written communication, to effectively equip students for their future careers.

(Huber, Masha et. Al 2020).

According to a study by Kim et al. (2019), students studying Accountancy, Business, and

Management (ABM) encounter difficulties in communication skills, particularly in

understanding non-verbal cues. These students struggle to effectively express their thoughts

and ideas through verbal communication, which could affect their future careers. Another
study by Leon Henri, D. D. P. and Jain, B. (2017) suggested that role-play activities can

provide practical experiences to help students develop better communication strategies and

improve their interpersonal skills. Moreover, business writing workshops have been found to

significantly enhance students' written communication abilities, including clarity,

conciseness, and professional tone, as stated in a study by Ballantine, J., & Larres, P.M.

(2021).

Effective communication is essential for facilitating the accurate exchange and

comprehension of ideas. Strong communication skills are also crucial for enabling productive

collaboration among students, facilitating smooth teamwork, exchange of knowledge, and

achievement of common goals. According to Jackson, D. (2014), students who received

communication skills training demonstrated increased confidence, teamwork capabilities, and

presentation skills, leading to enhanced academic performance and better employment

prospects. Practical learning experiences, such as participation in case studies, simulations,

and role-playing exercises, not only contribute to the improvement of students'

communication skills but also strengthen their critical thinking, problem-solving, and

decision-making abilities (Evans, E. and Cable, D. 2011). According to Agarwal, S. and

Chintranshi, J. (2009), the training program significantly enhanced students' communication

skills, leading to improved interpersonal relationships, teamwork dynamics, and overall

academic success.

According to a study conducted by Allesa Gherlyn Joy et al. (2018), it was indicated that

senior high school students should possess the capacity to engage in professional

communication, given that they will soon be entering the professional workforce. The skill of

communication is considered supremely vital among all the skills essential for life. Our
capability to communicate serves as a distinguishing factor between humans and other

species on Earth. While some animals have their own means of communication, human

communication abilities are much wider in scope and intricacy. It is therefore imperative for

individuals to consistently improve these skills as they mature, aiming to evolve into more

adept communicators with time.

In conclusion, the existing academic literature surrounding communication skills in

students studying accountancy, business, and management provides valuable insights into the

significance and influence of proficient communication within these disciplines. Research

consistently emphasizes the pivotal role of communication skills in academic performance,

professional achievement, and overall student development. Studies consistently illustrate

that students with strong communication skills tend to excel academically, demonstrating

improved critical thinking, problem-solving abilities, and leadership traits. Additionally,

effective communication contributes to enhanced collaboration, teamwork, and interpersonal

relationships among peers and professionals in the business and management sectors. These

strategies have demonstrated positive impacts on students' communication proficiencies,

reinforcing their self-assurance and preparedness for the demands of their prospective

careers.

In conclusion, strong communication abilities are crucial for success in the ABM

industry. However, ABM students may face difficulties in developing these skills and may

not receive enough training to improve them. By including communication skills training in

ABM programs and providing students with chances to practice and improve these skills, the

gap can be bridged, and graduates can be better prepared for successful careers.

The evidence cited demonstrates the impact of communication skills on student success.
 Chapter 3

Research Methodology

This chapter delineates the research methodology utilized to examine the

communication skills of ABM (Accountancy, Business, and Management) students. The

methodology aims to collect thorough and dependable data, with a focus on elucidating the

research procedures and methods employed by the researcher to offer a systematic approach.

Specifically, it covers the research design, research setting, participants, sampling methods,

research tools, data collection procedures, and statistical analysis methods.

Research Design

This research uses a quantitative approach, specifically a descriptive research design.

According to Creswell (2023), quantitative research is used to investigate the significance

that individuals or groups attach to a social or human problem. This involves formulating

questions, collecting data in the participants' environment, analyzing data by identifying

themes from specific to general, and interpreting the data. The study aims to evaluate the

communication skills of ABM students using this research design.

 Descriptive research design, as mentioned by Shrutika Siri Silla (2023), is a powerful

methodology for gathering data about a specific group or phenomenon. It will be employed

in this study to observe and assess the development of verbal communication skills among

Accountancy, Business, and Management (ABM) students in their learning journey.

Research Locale

The research will take place at Lapuyan National High School, which was founded on

January 1, 1966, under the supervision of the Department of Education (DepEd) and holds

School ID: 303788. It consists of both Junior High School (JHS) and Senior High School

(SHS) programs, with about one thousand (1,000) students and fifty-six (56) faculty

members. The Junior High School (JHS) offers a Science, Technology, Engineering (STE)

track, while the Senior High School (SHS) offers Academic track with ABM (Accountancy,

Business, and Management) and HUMSS (Humanities and Social Sciences) and the TVL

(Technical, Vocational, and Livelihood) track, which includes Home Economics (HE) and

Information and Communication Technology (ICT) courses. Given its comprehensive

educational programs and significant student and faculty presence, Lapuyan National High

School is an ideal setting for our research.

Research Respondents

The research participants for this investigation encompass students in Grades 11 and

12 who are specifically enrolled in the ABM (Academy for Business Management) program

at Lapuyan National High School during the academic year 2023-2024. ABM is a

distinguished institution in the Philippines that specializes in imparting education related to

business management, marketing, and entrepreneurship. Renowned for its business

administration curriculum, the institution imparts knowledge and skills that are relevant

across a wide array of industries. As communication skills hold considerable importance in

the field of business management, it is expected that ABM students exhibit proficiency,

especially in verbal communication, aligning with the expectations of their future

professional roles. Thus, the selection of Accountancy, Business and Management (ABM)

students as the subjects of a study on communication skills aims to assess the levels of their

communication proficiency.

Furthermore, ABM students are likely to possess a sound understanding of the

communication standards and demands within their area of study. Consequently, utilizing

ABM students as study participants can offer valuable insights into their communication

aptitude and aid in devising strategies to enhance their communication competencies.

Sampling Technique

The researcher employs a method of simple random sampling, in which participants

are selected through a lottery process to ensure unbiased representation of the population.

This approach minimizes the potential for bias in the sample and enables the researcher to

draw conclusions that are applicable to a broader spectrum of ABM students at Lapuyan

National High School.

Research Instrument
 The study will utilize a checklist questionnaire, which, as per Manju Beth (2018),

comprises predetermined criteria for behaviors or qualities, checked by a researcher for their

presence. When using a standardized questionnaire, it is essential to consider variables such

as the target audience, research objectives, and the context of its application. Researchers

must ensure that the questionnaire is culturally accessible and acceptable to all participants.

The questionnaire for this study will focus on assessing the communication skills of students

in the Accountancy, Business, and Management (ABM) field. Respondents will indicate their

choices or responses by marking or selecting relevant items on the checklist.

The data collection tool will be structured in a tabular format, with respondents

choosing between the three scale options of "Usually," "Sometimes," and "Seldom."

Adopting this approach will enable the researcher to effectively collect reliable data and

assess the gathered information, thereby enhancing the credibility of the findings.

Data Gathering Procedure

The procedure begins with the formation of a checklist questionnaire, used for data

collection. Prior to its deployment, the questionnaire undergoes expert validation to ensure its

relevance and reliability. Subsequently, a formal request for permission to conduct the study

within Lapuyan National High School is submitted to the principal. Informed consent is then

obtained from the participants, who are selected through Random Simple Sampling.

During the data collection phase, the researcher explains the significance of the study,

particularly highlighting the focus on the communication skills of Accountancy, Business and

Management (ABM) students. Clarifications are provided to the respondents to ensure their

full understanding of the questionnaire’s purpose and their role in the study. The checklist
questionnaire is administered in a designated room, providing participants approximately 2-4

minutes to complete it. Once completed, the researcher collects the filled-out questionnaires

for tallying to acquire the necessary results. To facilitate appropriate data interpretation,

consultation with a statistician is sought.

Statistical Treatment

The research employs a quantitative descriptive methodology to ascertain the mean

level of communication abilities among students studying Accountancy, Business, and

Management (ABM). The study utilizes weighted mean calculation within the framework of

descriptive statistics. As defined by BYJU’S (2023), the analysis of descriptive statistics

involves the computation of a weighted mean, which is derived by assigning varying weights

to specific individual values. This approach is utilized to gauge the average communication

skill level of ABM students across a range of data points.

Formula:

(∑ FW )
WM¿
N

Where:

F= Frequency

W= Assigned Weight

N= No. of Respondents

Sigma= Summation Symbol

WM= Weighted Mean

Standard deviation formula

Where;

= sample standard deviation

= sum of

= each value

= sample mean

= number of values in the sample

Ethical considerations

This paper attests to the fact that the aim of our research is to determine the

level of the Leadership skills of the ABM students at Lapuyan National high school. The

researchers will send a checklist questionnaire to the respondents to gauge their level of

preference. The extent of the study’s confidentiality, their right to decline or participate in it

and their entitlement to a copy of the results. As evidence of their consent for us to collect the

data and that the researchers are not in any way coercing them.
 Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the findings, discussion, and interpretation of data gathered,

where the objective is to describe and assess the level of Communication Skills of

Accountancy, Business and Management (ABM) Students.

Communication Skills

Table 1. shown the level of Communication Skills of Accountancy, Business and

Management (ABM) students in terms of their Verbal Communication Skills.

Table 1. Level of verbal communication skills bases on their verbal communication

skills

Statements WM SD Interpretation
Verbal communication
1. I am confident in speaking in front of a many 1.98 0.5586 L
people
2. I think before I speak because I am aware of 2.18 0.52866 L
how words may not mean the something to
other people.
3. I restate the essence of the speaker’s message in 2.06 0.508 L
 my own words as a way of checking on the
accuracy of what I heard.
4. I listen actively and give feedback when 1.94 0.62387 L
conversing with others.
5. As I communicate to someone, I am looking for 2.45 0.61876 L
cues that my message is being perceive as I
intended it to be received.
6. I adapt my speech according to the audience 2.18 0.49668 L
level of understanding.
7. I use jargon with those who may not understand 2.40 0.55691 L
it.
8. I am capable of giving appropriate verbal 2.06 0.62387 L
feedback, such as nodding to show
understanding or agreement.
9. I make my message as precise and to the point 1.95 0.6121 L
as possible
10. I recognize that how I say something is just as 2.19 0.56796 L
important as what I say
11. Before I communicate verbally, I fully 2.03 0.65205 L
understand who is my receiver is and how my
message might affect his or her reception of my
message
12. I find it easy and comfortable to talk with 2.61 0.63646 A
friends.
13. I find it easy and comfortable to talk with co- 2.18 0.6408 L
workers
14. I am confident when giving a presentation to 2 0.60055 L
different audience.
15. I am confident in pronouncing and using words 2.12 0.58629 L
correctly.
OVERALL TOTAL 1.92 0.0493 L
Legend: WM =weighted mean, SD = standard deviation, I = Interpretation; 4.21-5.00= Very high 3.41 4.20=
High, 2.61-3.40= Average, 1.82-2.60= Low, 0-1.00= Very Low

As indicated in the table, Statement that has only one (1) response interpreted as

Average, it is average in terms of; I find it easy and comfortable to talk with friends, item

twelve (12). These items receive average scale score in the range of 2.61, suggesting that the

students can only be confident and comfortable in their verbal communication when they are

communicating with their friends

 As indicated in the table, there are fourteen (14) statements have responses

interpreted as low. They were low in terms of, item one (1), “I am confident in speaking in

front of a many people” Item (2), “I think before I speak because I am aware of how words

may not mean the something to other people.” Items (4), “I listen actively and give feedback

when conversing with others.” Items (5), “As I communicate to someone, I am looking for

cues that my message is being perceive as I intended it to be received.” Items (6), “I adapt

my speech according to the audience level of understanding.” Items (7), “I use jargon with

those who may not understand it.” Items (8), “I am capable of giving appropriate verbal

feedback, such as nodding to show understanding or agreement” Items (9), “I make my

message as precise and to the point as possible.” items (10), “I recognize that how I say

something is just as important as what I say” Items (11), “Before I communicate verbally, I

fully understand who is my receiver is and how my message might effects his or her

reception of my message” Items (13), “I find it easy and comfortable to talk with co-

workers.” Items (14), “I am confident when giving a presentation to different audience.”

Items (15), “I am confident in pronouncing and using words correctly”. The assessment of

these items yielded a score within the range of 2.18-1.94, signaling that student majoring in

Accountancy, Business, and Management exhibit limited proficiency in verbal

communication. A deficiency in communication skills refers to the challenge individuals

encounter in articulating their thoughts, conveying their ideas, or expressing their emotions

effectively to others. This inadequacy may manifest in different forms, such as difficulties in

clear self-expression, miscomprehension or misinterpretation of others' communications, or a

deficiency in active listening skills.

 In summary, the verbal communication skills level is determined to be low with a

weighted mean of 1.92. This indicates the necessity for students to actively improve their

verbal communication in order to enhance their capacity for effective self-expression and to

form stronger interpersonal relationships.

This aligns with the findings of other research (Busa, A. Y. B., 2024), which indicate

that fear of making mistakes and low self-confidence is responsible for speaking challenges

among ABM students. Inadequate grammar and pronunciation abilities, along with a

restricted vocabulary, are also considered significant barriers. Nonetheless, consistent

practice and improvement of skills can improve their oral communication.

Chapter 5

Summary of Findings, Conclusion and Recommendation

This chapter provides an overview of the findings, as well as the conclusion and

implication derived from the analyzed data. It also includes the recommendations that the

researchers consider valuable based on the study.

Summary of Findings

The research aimed to assess the degree of verbal communication skills among 62

respondents from the Accountancy, Business, and Management (ABM) strand in grade 11

and 12. To do this, the researcher developed a questionnaire with 15 items are gauge the level

of this skills.
 The investigation presents the results of the data collected from the study on the verbal

communication skills of Accountancy, Business, and Management Students.

1. What is the level of verbal communication skills among ABM students?

The level of communication skills of Accountancy, Business and Management students in

terms of verbal communication is low supported by the weighted mean of 1.92 and with the

standard deviation of 0.0493.

Conclusion

The aim of this research is to assess the proficiency in communication skills of

students majoring in accountancy, business, and management (ABM). The initial findings

indicate a low level of verbal communication skills, as evidenced by a weighted mean of

1.92. This implies that enhancing verbal communication skills requires commitment and

regular practice. It is recommended that students be patient with their development and be

provided with ongoing support and opportunities for enhancement. This conclusion is

consistent with Daff's (2013) study, which revealed that students in the field of accountancy,

business, and management initially experienced apprehension when honing their

interpersonal skills. However, with continued practice, their confidence grew, leading to

significant improvements in their communication and verbal abilities.

Recommendation

Based on the findings and conclusion of the study researcher recommend the

following.
 1. Teachers and principal should encourage and motivate student participation in class

discussions and group work or a group discussion that can help them to grow in their verbal

communication, as this will help them develop their communication and teamwork skills

and; provide professional development opportunities for teachers and school administrators

to learn more about effective communication skills and techniques to teach students how to

communicate effectively. This will help them model and reinforce these skills with their

students.

2.Students should practice communicating with others like participating in your class

discussion, work in a group discussion as much as possible to build their confidence and

skills. Seek guidance from teachers, counselors and family to help you boost your confidence

on communicating other

3.Parents should encourage and motivate your child to engage in group discussion

and activities at school. Doing so will provide opportunities for them to enhance their

communication abilities and develop self-assurance and; discuss with your child's teacher or

coach about how you can support your child in enhancing their communication skills. They

might offer valuable advice or recommend specific techniques and resources to aid in this

process.

4.Future researchers should conduct further studies to explore more the level of

communication skills, such as active listening, critical thinking, and public speaking, on

ABM students' academic performance and professional development

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Appendix 1

statements usually Sometime seldom

s
1. I am confident in speaking in front of a many people.
2. I think before I speak because I am aware of how
words may not mean the something to the others.
3. I restate the essence of the speaker’s message in my
own words as way of checking on the accuracy of
what I heard.
4. I listen actively and give feedback when conversing
with others.
5. As I communicate to someone, I am looking for cues
that my message is being perceive as I intended it to
be received
6. I adapt mt speech according to the audience level of
understanding.
7. I use jargon with those who may not understand it.
8. I am capable of giving appropriate verbal feedback,
 such as nodding to show understanding or
agreement.
9. I make my message as precise and to the point as
possible
10. I recognize that how I say something is just as
important as what I say.
11. Before I communicate verbally, I fully
understand who is my receiver is and how my
message might affect his/her reception of my
message
12. I find it easy and comfortable to talk with
friends
13. I find it easy and comfortable to talk with co-
workers
14. I am confident when giving a presentation to
different audience
15. I am confident in pronouncing and using
words correctly

Appendix 2