Abstract
ABSTRACT: The purpose of this study is to examine the relationship of self-concept and interpersonal communication skills to academic achievement. 320 students from eight schools in Johor Bahru were picked at random using the simple random method. The assessment instruments used in this study were the “Tennessee Self-Concept Scale” (TCS) and the Malay version of “Interpersonal Communication Skills Inventory” (ICSI). The reliability level of the assessment instruments was 0.7498(TSCS) and 0.7587 from the pilot study done on a group of twenty respondents. The data was analyzed using the Pearson’s correlation and descriptive statistics. The students’ levels of self-concept and interpersonal communication skills were identified. The levels of students’ self-concept were positive, average or negative while the student’s interpersonal skills were high, average or low. The students’ PMR examination results were used as the academic achievement indicator. The results indicated that the majority of the students possessed the average level of self-concept and interpersonal communication skills. Self-concept was found to correlate quite significantly with interpersonal communication skills but it was found that self-concept does not correlate significantly with academic achievement. Suggestions were put forth to improve the students’ interpersonal communication skills and their self-concept. One of the suggestions is that communication skills should be introduced as a subject in the school curriculum from the primary level. This will not only develop a student’s self-confidence but also enhance his self-concept. (Keyword: self-concept, interpersonal, communication skills and academic achievement)
Highlights
The article reviews empirical studies which emphasize that the relationship of self-concept and interpersonal communication skills to academic achievement. 320 students from eight schools in Johor Bahru were picked at random using the simple random method
This study focused on the relationship between self-concept and interpersonal communication skills to academic achievement
The findings on the level of Interpersonal Communication Skills shows 46 or 14.4% of the respondents were at the high level of Interpersonal Communication Skills, 272 or 85% were at the moderate level while 2 or 0.6% were at the low level of Interpersonal Communication Skills
Summary
It is not that students do not have ideas or do not know how to answer the teacher’s questions, but it is their inability to express themselves due to their lack of communicational skills and the lack of courage for fear that they will be assessed by their teachers and peers especially if their opinion is not accurate and fails to meet the teacher’s requirements (Martinot, Delphine and Jean–Marc Monteil, 2000). This situation is the result of the lack of interpersonal communication skills of a student and a negative or low level of selfconcept. A student with communication skills can communicate effectively with his teachers and peers both inside and outside the classroom
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