Authors

Kaily Mae H. Balane*
Bohol Northern Star college, Inc.
Bohol, Philippines
Email: Kailymaebalane101@gmail.com

Edzeel S. Boyles
Bohol Northern Star college, Inc.
Bohol, Philippines
Email: Edzeelboyles05@gmail.com

Diana May l. Olaguir
Bohol Northern Star college, Inc.
Bohol, Philippines
Email: dianamaylim@gmail.com

Abstract

This study investigated the relationship between teachers’ verbal communication skills and the academic performance of students at Camambugan National High School during the academic year 2017–2018. Utilizing a descriptive-correlational research design, data were gathered from 47 teacher-respondents and 47 students through modified survey questionnaires. The teacher profile revealed a female-dominated faculty (74.47%) primarily composed of young professionals aged 21–30 (40.43%) with significant progress in graduate studies (38.30% with M.A. units). Results indicated that teachers’ verbal communication skills were consistently high across all competencies, with Oral Communication gaining the highest weighted mean (3.51), followed by written, listening, and reading competencies. Parallel to this, student academic performance showed a significant “uphill” trend, with promotion rates increasing from 93.08% to 98.76% over two years. Statistical analysis using the Pearson Product Moment Coefficient and Chi-square tests revealed that while sex and seminar attendance had no significant relationship with communication skills, age and educational attainment were significant factors (p<0.05). Notably, a significant positive correlation (r=0.186,p=0.001) was established between teachers’ verbal communication skills and students’ academic performance, suggesting that proficient communication serves as a “chief weapon” for increasing learning gains. The study concludes that younger, more educationally advanced teachers tend to utilize superior verbal strategies that directly enhance student outcomes. Recommendations include institutionalizing higher education pursuits for teachers and developing targeted communication-based intervention programs to sustain high promotion and retention rates.

Keywords: Verbal communication skills (oral, written, reading, listening), academic performance (promotion rate, retention rate, drop-out rate), teacher quality (educational attainment, age), Camambugan National High School, descriptive-correlational study, and pedagogical competency

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0404681

Recommended citation:
Balane, K. M. H., Boyles, E. S., & Olaguir, D. M. L. (2025). Teachers’ verbal communication skills in relation to students’ academic performance. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7475-7485. http://doi.org/10.69651/PIJHSS0404681

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