Perceived Assimilative Integration Approach in Assessment Indicator Practices of Enhancing the Soft Skills of Students in a New Normal

Abstract

In every educational intent, a student's soft skills and the teacher's approach are equally crucial. This is particularly relevant in a school context. Soft skills are crucial and will be necessary for success in the information systems industry. The purpose of this study was to ascertain whether the Assimilative Integration Approach?self-regulation, self-validation, and self-enhancement?have any bearing on improving the soft skills of LSPU-SPCC students including interpersonal, collaborative, communication, and critical-thinking abilities. The study used the descriptive-correlational research methodology. 228 undergraduates from the university's colleges, ranging from the first year to the fourth year, participated in this survey as respondents. The survey's items were adapted and modified from research and writings by Martin, S. (2022); Half, R. (2022); and Worksheets on Self-Regulation in the Classroom. The independent and dependent variable questionnaire was provided via Google Forms and sent through email. Tests of significance and descriptive statistics were employed by the researchers. The statistical tools employed in this study were frequency, percentage, weighted mean, and Pearson's r correlation coefficient. Cronbach alpha was utilized to establish the instrument's validity. The results showed that the assimilative integration strategy is well regarded by the respondents in terms of self-validation, self-regulation, and self-enhancement. The respondents have an affirmative impression of Self-validation, Self-Regulation, and Self-Enhancement on the Assessment indicator practices in Interpersonal Skills, Collaborative Skills, Communication Skills, and Critical Thinking Skills. This study identified the strengths and weaknesses of both the teachers and the students.