Students’ Attitude and Oral Communication Performance

Abstract

Every student's educational path must include learning since it allows them to improve and advance their speaking, writing, listening, and reading skills. The goal of the current study was to ascertain how students' attitudes and oral communication performance related to one another. The study looked into the relationship between the prevalent attitudes that students frequently displayed in relation to their performance in oral communication. 226 Senior High School students from Opol National Secondary Technical School, Opol East District, Division of Misamis Oriental, who were enrolled in the HUMSS, STEM, and TVL tracks and strands participated in the study by responding to three sets of survey questions. The mean and standard deviation were employed to ascertain the predominant attitudes among the pupils about affective, behavioral, and cognitive attitudes. The students’ performance in oral communication was assessed using frequency, percentage, mean, and standard deviation. To ascertain whether there was a significant relationship between the independent and dependent variables, Pearson r correlation was employed. Because there was a strong association found between students' attitudes and oral communication performance, the study found that cognitive attitudes had a substantial impact on students' oral communication performance. This shows that the respondents' use of cognitive attitudes in scholastic oral activities is crucial since it has a big impact on how well they do. The results of the study imply that in order to assist students acquire positive behavioral and affective attitudes, educators and school administrators should employ a variety of activities that will help them refine their behavioral and affective skills.