Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

Laboratory Report #2:

The Effect of Communication Channels on Academic Performance of Psychology Students
in LSPU-SCC

Activity in
Experimental Psychology
PSY 2

Submitted to:

Lyella Mae N. Delgado, MSP, RPm

Prepared by:

CARAMOAN, Angelica B.

DUMALAG, Arabella Grace T.

EVANGELISTA, Mary Joy A.

JOYOSA, Floriza Mae H.

NABOL, Princess Diane F.

SAUNAR, Aj Denichelle V.

OSTAN, Guiana V.

RESURRECCION, Ayhen F.
 INTRODUCTION

A big aspect of education is student academic success (Rono, 2013). It is regarded as the

core around which the entire system of education revolves. According to Narad and Abdullah

(2016), the academic success or failure of any academic institution is determined by the

performance of the students. According to Signh, Malik, and Signh (2016), student academic

achievement has a direct bearing on a nation's socio economic progress. Farooq, Chaudhry,

Shafiq, and Behanu (2011) made a similar claim, claiming that student academic achievement is

the cornerstone for knowledge acquisition and skill development. Furthermore, Farooq et al.

(2011) underlined that for all instructors, student academic success comes first. Academic

performance, according to Narad and Abdullah (2016), is the information acquired that is

evaluated by a teacher through marks and/or educational goals set by students and instructors to

be attained during a specified period of time. They said that these objectives are measured

through ongoing evaluations or test outcomes. Learned knowledge is always the result of

effective teaching through various kinds of communication channels. According to Talib N,

Sansgiry (2012), Academic performance or achievement is the extent to which a student, teacher,

or institution has attained their short or long-term educational goals and is measured either by

continuous assessment or cumulative grade point average (CGPA). An excellent academic

performance is a result and effective way of teaching.

It is possible that some channels of communication are more effective in the academic

performance of students. Effective oral communication has its advocates. Its use as a means by

which a channel can convey to an ensemble through class discussion and formal presentations, it

is important for academic success and helps students improve their ability to articulate their

thoughts and ideas D'Aloisio (2012). The variations in the level of proficiency of communication
skills can improve academic performance in different ways. Oral communication can exist in

many forms, including informal conversations which occur spontaneously, and, in most cases,

the content cannot be planned in a structured environment (Rahman, 2010). Different types of

coursework, such as class presentation, participating in group discussions and meetings,

constitute one of the main factors leading to good academic performance, and they are

commonly covered by oral communication. Through effective communication, students can

learn to acquire the right skills, and their ideas, concepts, and initiatives can be shaped by

communicating effectively. Students’ prowess in verbal communication can also increase their

presentation skills. By performing as an effective communicator, a student will be able to interact

confidently in a variety of coursework requiring personal and academic performance.

Good communication skills are one of the keys to achieve success in the academic and

business world. According to Psychology Today, the results of the study have shown that the

people who are happier are the ones who go out of their way to have a social life. The major

components of communication are verbal and non-verbal communication. The verbal

communication is divided into two, one of them is oral communication. Oral communication is

the process of transmitting information and ideas to other people verbally. It is influenced by

pitch, volume, speed, and clarity of speaking. Oral communication can be formal and informal.

Some examples of formal communication are presenting information in a meeting and classroom

lectures while an example of informal communication is communicating with a friend.

According to PLOS ONE, oral communication is the primary way to interact on a day-to-day

basis for years. It is important to have effective oral communication because it builds reliability

and trust. Good oral communication skills can boost our morale, promote teamwork, and

improve performance.
 According to Sparks et. al (2014), written communication is one of the most critical

channels and/or competencies that must always be considered because it is critical not just in

terms of the academic performance of the students but also in terms of their careers. Most

educational institutions use written communication as one of their instructional approaches in

their curriculum. Anzaldo (2021) defines a written-based channel or printed-based learning as a

type of learning approach that uses printed or text-based materials that contain lessons, tasks, or

activities that learners must complete. According to Watts (2016), learners will study primarily or

solely from written texts in this type of channel.

Communication is a two-way process in which information or messages are transferred

from one person or group to another. This process continues, with at least one sender and

receiver passing on the messages. These messages can be any combination of ideas, imagination,

emotions, or thoughts. According to Vedantu.com, written communication is a form of

communication that involves writing, typing and printing symbols, letters, etc. This form of

communication involves the use of Emails, chats, etc. which are the techniques that are

commonly used in the workplace. Written communication like the use of Email furnishes the

record of all documents in one place and keeps a systematic account of it. Furthermore,

according to Collaborative Research Group (CRG) USA, written communication is any type of

interaction that uses the written or textual word to transmit a message without requiring the

sender and receiver to be in the same place and time. It is composed of signs that are part of a

specific linguistic code, each with its own spelling and grammar rules. In addition to CRG USA,

Written communication is a unique human talent that sets humans apart from other animals since

it requires the use of reason and intellect to think out and produce a text, as well as motor skills

to execute the script.

 Authors such as Alfi (2011); Basker (2009); Freeman (2019) further described visual

communication as the conveyance and delivery of information to the viewers through the use of

visual elements that can be read and looked upon. Given examples by Alfi (2011); Wilmot Li &

Berthouzoz (2011) includes signs, typography, drawing, graphic design, infographics,

illustration, industrial design, advertising, animation, color, diagrams, sketches, charts,

photographs, video, objects, models, maps, slide presentation, animation and electronic

resources. In addition, visual information is presented through various interactive visual tools,

such as information and communication technologies (e.g., web services), and 2- and 3-D visual

environments said by Rodger et.al. (2009).

Additionally, visual communication can play an important role to support the teaching

and learning process in a way that graphics and texts work together to communicate the

instructional messages as cited by Clark & Mayer (2011). As cited by Eisenberg (2014), the

human brain processes images 60,000 times faster than text, and 90 percent of information

transmitted to the brain is visuals. While 75 percent of all information processed in the human

brain is from visual communication said by Sharma, Bhosle & Chaudhary (2012).

Effective communication is fundamental to success in many aspects of life. It

acknowledged the importance of language as a primary medium through which learning takes

place in educational and everyday experiences, asserting that all human experience is ultimately

social. It involves contact and communication. In order to interact successfully with others in

academic, workplace, and community settings, individuals must be able to communicate to

convey or exchange information, knowledge, and ideas clearly and effectively. Young learners

begin to develop their communication skills in oral contexts, but as they progress through K–12,

writing and visual skills become increasingly important, shifting in emphasis from the
development of foundational print literacy and transcription skills, to composing narratives about

one's experiences, to expositions or analyses of phenomena, and ultimately to more sophisticated

tasks, such as writing arguments or research reports. Using visuals in teaching results in better

learning Stokes (2021) because pictures have more advantages than words Dewan (2015). People

learn and retain information presented to them visually much better than information provided

verbally Hewlett-Packard Development Company (2011). Written communication is considered

one of the most critical competencies for academics. Written communication involves the ability

to effectively convey multiple types of messages, in multiple forms, to varying audiences,

through a written medium Markle et al., (2013). This made the researchers to further investigate

the differences between the communication channels and its influence on academic performance

of Psychology students in LSPU-SCC. Being engaged in different forms of communication

such as verbal, non-verbal, written and oral communication results in an effective

communication and active performance of an individual.

This study could benefit society by providing insight into what impacts the academic

performances of students based on the different communication channels being used to present

the context of learning materials. This will help to determine the right lecture approach which

can be used to improve the learning capabilities and academic performance of students who are

having a hard time understanding the learning content solely based on the teaching approach of

professors. This study can have an important impact on education as it represents the potential

use in teaching (passive learning) and the learning process of students (active learning).

Another study conducted by David (2009) suggested that communication’s advantage

comes into play when it is applied in context. Oral communication skills are the results of

numerous tests and experiments conducted on individuals concerning their communication skills
(Ramirez, 2010). The oral channels of communication are prompt and valuable in obtaining and

exchanging information. Its immediacy promotes the understanding of relevant information and

simplifies the transmission of information between two people or more (Adler et. al, 2010).

In educational settings, learning success is the teacher's ability to communicate

effectively with students in a learning process. According to Mayhew (2017), without good

communication, teachers can make the learning process of students ineffective. When a teacher

communicates ineffectively with students, their comprehension drops, and they eventually lose

grasp of the subject. As a result, communication is important to successful teaching and learning.

One way of creating a community of learners, while also increasing satisfaction and

achievement, is thought to be active participation in discussion boards (oral/text based

discussion). Several studies, however, demonstrated that this is not necessarily so. As cited by

Cho and Tobias (2016), they discovered that participation in discussion forums did not affect

course satisfaction or achievement. Selhorst et al. (2017) also learned that online discussions can

lead to fatigue and result in lower student satisfaction and performance. These studies support

the idea that text-based discussions may not be the best way to engage students and create a

community of learners.

In accordance with Kirschner and Karpinski (2010), several research studies on the

adverse effects of trying to process multiple streams of information at once show that doing so

increases the amount of time needed to study in order to achieve learning parity as well as the

likelihood of making mistakes when processing information compared to those who process the

same information sequentially or serially.

Conforming to the investigation of Robert and Sampson (2011) it resulted that the

students who effectively participate in the learning procedure are seen to have a higher CGPA
(cumulative grade Point average). The primary purpose of teaching at any level of education is to

bring a fundamental change in the learner as cited by Tebabal & Kahssay (2011). To facilitate the

process of knowledge transmission, teachers should apply appropriate teaching methods that best

suit specific objectives and level exit outcomes. As cited by Adunola (2011), regular poor

academic performance by the majority of students is fundamentally linked to application of

ineffective teaching methods by teachers to impact knowledge to learners. Different ways of

teaching using different communication models greatly impacts the way of teaching of every

teacher. Substantial research on the effectiveness of teaching methods indicates that the quality

of teaching is often reflected by the achievements of learners. According to Ayeni (2011),

teaching is a process that involves bringing about desirable changes in learners so as to achieve

specific outcomes. According to Adunola (2011) in order for the method used for teaching to be

effective, she maintains that teachers need to be conversant with numerous teaching strategies

that take recognition of the magnitude of complexity of the concepts to be covered.

According to Clokie and Fourie (2016), employers of Graduates consider that effective

communication is important, and they arrived at the conclusion that employers demand

communication competences when hiring recent graduates, as well as the particular

communications skills required in a given industry. Also, according to Asrar, Tariq, and Rashid

(2018), good communication plays a part in building up the character and standard of student’s

learning. The skills and ways of communication of the teacher stimulate the learners to acquire

different abilities in the education field.

After citing related literature, the researchers define communication channels as a factor

influencing academic performance in this study.

 The researchers aim to know the answers on the objective they have made: the

researchers want to know if there are differences between the communication channels and its

influence on academic performance which will be assessed using the raw scores of the

respondents from the test they will take.

Given the objectives above, the researchers therefore made their hypothesis: The

researchers came up with the hypothesis that different communication channels have significant

differences on academic performance of Psychology students.

 METHODOLOGY

Participants

The participants of the study were composed of fifteen (15) selected second-year

Psychology students of Laguna State Polytechnic University Santa Cruz campus. The

participants were selected using the simple random sampling technique. The researchers then

requested the master list to determine which participants matched the numbers chosen at random

by the researchers. Researchers approached the fifteen (15) selected participants privately to

obtain their informed consent. The chosen participants were experimented under the three (3)

different interventions: oral intervention, visual intervention and the written intervention. In

every intervention, the participants answered an assessment quiz. Overall, the participants

answered 3 different assessment quizzes composed of 15 questions with the same level of

difficulty that was prepared by the researchers. The participants willingly participated in the

experimental study that was conducted by the researchers.

Measures/Instruments

The instruments that the researchers used in conducting this experiment are Google Meet

and Google forms. Google meet is used as a means of the primary source for completing the

experiment virtually. While the Google forms used, served as the main data-gathering

instrument. The prepared instrument was focused on providing a response to the statement of the

problem. Significant differences in the respondent’s academic performance in different types of

communication channels. After the experiment was conducted (using the Google meet), the

researchers provided the forms in the comment section. Multiple-choice questions with letters A,

B, C and D made up the data collection tool. Since the independent variables have different
levels, there were also three different questionnaires provided by researchers which have the

same level of difficulty.

Intervention

The experiment is divided into three sessions which happen between 4 day intervals: the

first is a 7-minute oral discussion in which the researchers discuss the given topic. Following the

discussion, the researchers question the participants orally. The assessment and options are

separated; the choices are in a Google Form and sent through a chat box in Google Meet. It's a

15-item quiz on the topic that was discussed by researchers. Second is the visual, in which the

researchers demonstrated the topic using a visual for 5 minutes then the assessment link is sent in

the chat box in Google Meet the visual intervention is open for 24 hours. The final session is the

written intervention, which took place in a Google Form and was sent via messenger.

Design

The researchers used comparative study to determine and quantify relationships between

two or more variables by observing different groups that either by choice or circumstances are

exposed to different treatments. Comparative study looks at two or more similar groups,

individuals, or conditions by comparing them.

To determine whether the groups created by the levels of the independent variable are

statistically different by calculating whether the means of the treatment levels are different from

the overall mean of the dependent variable, one-way ANOVA was used. F test is used by

ANOVA to determine statistical significance. Because the error is determined for the entire set of

comparisons rather than just for each two-way comparison, this enables comparison of many

means at once (which would happen with a t test).

 RESULTS

The number of items that the 15 respondents answered was a total of 15 questions per

intervention. This was the part of the experiment in which the first treatment (oral) happened and

the form contains only the answer choices of the questions dictated by the researcher.

The average correct answer attained by the respondents was 7.87 points. (1) got 1 correct

answer, (1) got 3 correct answers, (1) got 5 correct answers, (1) got 6 correct answers, (1) got 7

correct answers, (3) got 8 correct answers, (3) got 9 correct answers, (1) got 10 correct answers,

(1) got 11 correct answers, and (2) got 12 correct answers. (See illustration 1)

Illustration 1. Total points distribution for the oral intervention.

On the other hand, the average correct answer attained by the 15 respondents on the

second treatment (visual) was 10.6 points. (1) got 3 correct answers, (1) got 6 correct answers,

(1) got 8 correct answers, (2) got 9 correct answers, (4) got 10 correct answers, (1) got 12 correct

answers, (1) got 13 correct answers, (1) got 14 correct answers, and (3) got 15 correct answers.

(See illustration 2)
Illustration 2. Total points distribution for the visual intervention.

Last treatment was a written intervention. The average correct answer attained by the 15

respondents was 13.57 points. (1) got 6 correct answers, (1) got 11 correct answers, (2) got 13

correct answers, (6) got 14 correct answers, and (5) got 15 correct answers. Written intervention

had a greater average than the first 2 treatments which were the oral and visual. It shows that

academic performance is above expectation using written communication is given

(See illustration 3)

Illustration 3. Total points distribution for the written intervention.

Table 1. Computed Sum, Average, and Variance of the three treatments based on the

respondents’ raw scores.

Table 2. Output of the One-way ANOVA

A one-way between subjects ANOVA was conducted to compare the effect of

communication channels on academic performance in oral, visual, and written conditions. Since

the p value 4.12 is greater than the alpha level 0.05, researchers therefore conclude that there was

no significant effect of communication channels on academic performance at the p<.05 level for

the three conditions [F ( 2,42) = 12.96, p = 4.12]. And thus, researchers have accepted the null

hypothesis. Hence, there is no statistically significant difference between the means of the

different levels of the communication channels.

 DISCUSSION

The researchers ran an experiment to evaluate their claims about the use of

communication channels for information exchange in order to see if there were any significant

effects in students' academic performance. As per the given result, communication channels have

no significant effect on the academic performance of students. The following are related studies

and literature that have a great impact and support or contradict the results of this study.

As cited by Cho and Tobias (2016), they discovered that communication channels did not

affect course satisfaction or achievement.

In contrast with the results, as cited by Adunola (2011), regular poor academic

performance by the majority of students is fundamentally linked to application of ineffective

teaching methods by teachers to impact knowledge to learners. Different ways of teaching using

different communication models greatly impacts the way of teaching of every teacher.

Substantial research on the effectiveness of teaching methods indicates that the quality of

teaching is often reflected by the achievements of learners. It says that communication is

important to successful teaching and learning. One way of creating a community of learners,

while also increasing satisfaction and achievement, is thought to be active participation in

discussion boards (oral/text based discussion).

As students move through grades K–12, writing and visual skills take on more

significance. The emphasis shifts from the development of foundational print literacy and

transcription skills to the composition of narratives about one's experiences, to expositions or

analyses of phenomena, and finally to more complex tasks, like writing arguments or research

reports.
 As per Kirschner and Karpinski (2010), a number of studies on the detrimental effects of

attempting to process multiple streams of information at once demonstrate that doing so

increases the time required to study in order to achieve learning parity as well as the likelihood

of making mistakes when processing information compared to those who process the same

information sequentially or serially.

The researchers have accepted the null hypothesis in the objective they have stated,

which asserts that communication channels have no significant effect on students’ academic

performance. This null hypothesis has been supported by the relevant literature and study

mentioned above.

This result may have more to do with the kind of literacy exercises and questions that

were performed in this study. As a result, academic performance at various levels of

communication may have been weaker. If this study were to be repeated with various sorts of

questionnaires, it might be discovered that oral, written, and visual forms of communication all

have an impact on academic performance. It would certainly be an interesting and beneficial

study to conduct.

This study was limited within the main campus of Laguna State Polytechnic University

within a particular time frame which was 20 minutes held last December 20, 26, and 31 at

different time periods to avoid schedule conflict of each respondent. The researchers believe that

this might have an impact on the collected data and findings. Therefore, the researchers advise

that this study be conducted with a bigger sample size and over a longer period of time to collect

more participants for better research validity.

References:

Abaidoo, A. (2018, November 16). GRIN - Factors contributing to academic performance of

students in a Junior High School. Retrieved December 21, 2022 from
https://www.grin.com/document/450284

Academic Performance. International Journal Of Education And Research. Vol. 6 No. 7 July
2018. Retrieved December 20, 2022 from
Https://Www.Ijern.Com/Journal/2018/July-2018/10.Pdf

Anzaldo, Geraldine. (2021). Modular Distance Learning in the New Normal Education Amidst
Covid-19. International Journal Of Scientific Advances. Volume 2. 263-266. Retrieved
December 22, 2022 from
https://www.ijscia.com/wp-content/uploads/2021/05/Volume2-Issue3-May-Jun-No.79-263-266.p
df

Brame, C.J. (2015). Effective Educational Videos. Retrieved December 21, 2022 from
http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Brew, E. A., Nketiah, B., & Koranteng, R. (2021). A Literature Review of Academic
Performance, an Insight into Factors and their Influences on Academic Outcomes of Students at
Senior High Schools. Open Access Library Journal, 8(6), 1–14. Retrieved December 21, 2022
from https://doi.org/10.4236/oalib.1107423

David, D. (2010). Advantages of Oral Communication over Written Communication. Retrieved

December 21, 2022 from
http://www.saching.com/Article/Advantages-of-oral-communication-over-written-communicatio
n/4243. https://files.eric.ed.gov/fulltext/EJ1288746.pdf

Dr. Zaeema Asrar (2018) The Impact of Communication Between Teachers and Students: A
Case Study of the Faculty of Management Sciences, University of Karachi, Pakistan. Retrieved
December 21, 2022 from URL:http://dx.doi.org/10.19044/esj.2018.v14n16p32

Elvis Munyaradzi Ganyaupfu (2013) Teaching Methods and Students’ Academic Performance.
Department of Economic and Business Sciences; PC Training & Business College; South Africa.
Retrieved December 21, 2022 from www.ijhssi.org

Jamal, R. (2016) The Role Of Visual Learning In Improving Students’ High-Order Thinking
Skills. Journal Of Education And Practice. Vol.7, No.24, 2016 Retrieved December 19, 2022
from Https://Files.Eric.Ed.Gov/Fulltext/EJ1112894.Pdf

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers
in Human Behavior, 26(6), 1237–1245. Retrieved December 21, 2022 from
https://doi.org/10.1016/j.chb.2010.03.024
Murphy, J.; Swartzwelder, K.; Serembus, J.; Roch, S.; Maheu, S.; Rockstraw, R.; Leggieri, A.
(2021) Text-Based Versus Video Discussions To Promote A Sense Of Community: An
International Mixed-Methods Study. Journal of Educators Online. V.18 No.3 Sep 2021 Retrieved
December 20, 2022 from Https://Eric.Ed.Gov/?Id=EJ1320679

Ramirez, V.A.C. (2010). Students’ perception of their oral participation. Retrieved December 21,
2022 from http://repositorio.utp.edu.co/dspace/bitstream/11059/1911/1/372452C355.pdf
Sparks, J.R., Song, Y., Brantley, W. and Liu, O.L. (2014), Assessing Written Communication in
Higher Education: Review and Recommendations for Next-Generation Assessment. ETS
Research Report Series, 2014: 1-52.

Talib N, Sansgiry SS. (2012) Determinants of academic performance of University students.

Pakistan. J Psychol Res. Retrieved December 21, 2022 from
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03461-0#ref-CR3

Vanichvasin, P. (2022) Effects Of Visual Communication On Memory Enhancement Of Thai

Undergraduate Students, Kasetsart University. Published By Canadian Center Of Science And
Education. Retrieved December 20, 2022 from
Https://Files.Eric.Ed.Gov/Fulltext/EJ1288746.Pdf

Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review

of the literature. Quarterly Review of Distance Education, 17(1), 23–32. Retrieved December 22,
2022 from https://eric.ed.gov/?id=EJ1142962.
 APPENDICES

The participants in the study are described in this section, with their names and gender

listed in this section. Also included in this section are the questionnaires used during the

experimentation process.

APPENDIX A

This section provides a detailed list of the participants, along with their gender and code

name. The over-all list of the respondents is also included in this part.

CODE NAME GENDER

M.R Female

A.E Female

D.A Male

C.A Male

B.H Female

O.M Female

C.S Female

D.G Female

G.J Female

C.R Female

V.G Female

C.E Female

A.B Male

K.Y Female

E.G Female
 APPENDIX B

This section provides the questions that the researchers used during the experimentation

process. There were 3 different questionnaires given to the respondents that correspond to the

three conditions: oral, visual, and written.

ORAL QUESTIONNAIRE
VISUAL QUESTIONNAIRE
WRITTEN QUESTIONNAIRE
 APPENDIX C

This section emphasizes the breakdown of the participants’ scores from oral, visual and

written conditions.
 APPENDIX D

This section provides the photo documentation for the experimentation process.

Image 1. Oral

Image 2. Visual
Image 3. Written