Explication of Ineffective Group Communications Among The NDGM SHS Sector Through Online Mode of Learning A Qualitative Study KOLBE 3

Explication of Ineffective Group Communications
among the NDGM SHS Sector through Online Mode of

Learning: A Qualitative Study
In Partial Fulfillment of Requirements in Research in Daily Life 2 and English for

Academic and Professional Purposes by
BARRERA, KURT BENEDICT H. a

CRUZ, ALEXANDER JUSTINE L. b
DE VERA, JULLIEN S. c
DELA PAZ, DUSTINE KYLE O. d
DELA ROSA, EURO SEAN L. e
LUMAQUE, NASH GIENIEL C. f
MALIGRO, ANTONIA GRACE G. g
REYES, JOHN REY M. h
a b
Notre Dame of Greater Manila, Philippines Notre Dame of Greater Manila, Philippines
khbarrera96@ndgm63.edu.ph alcruz70@ndgm63.edu.ph
c d
jsdevera82@ndgm63.edu.ph dodelapaz77@ndgm.edu.ph
e f
eldelarosa62@ndgm63.edu.ph nclumaque52@ndgm63.edu.ph
g h
agmaligro07@ndgm63.edu.ph jmreyes38@ndgm63.edu.ph
Ms. Irish Grace I. Aquino

Research in Daily Life 2
Teacher-in-Charge
Ms. Alecs M. Sagal

English for Academic and Professional Purposes
Teacher-in-Charge
May 6, 2023
Abstract
The COVID-19 pandemic has necessitated the adoption of online learning methods in
education systems, leading to challenges in communication among group members. Effective
communication is crucial for exchanging ideas and information to achieve goals in the best
possible way. However, limited physical interaction in digital environments makes
communication difficult. Although research on efficient communication technologies for online
group activities and cooperation is scarce, this paper qualitatively seeks to explore the
differences between synchronous and asynchronous communication methods to develop tools
that enhance group learning. Ineffective communication is a primary cause of misunderstandings
within groups, leading to issues in relationships and productivity, and ultimately resulting in a
decline in collaborative performance. This study aimed to collect data on 35 NDGM Grade 11
students' responses to a group member's lack of participation and identify potential solutions.
Researchers used an open-ended questionnaire to gather responses from the sample. The data
was then categorized and analyzed to determine the most common solutions proposed by the
participants. Results indicated that the most frequent solutions were offering words of
encouragement and fostering comfort within the group. However, some participants also
suggested unhealthy solutions, such as threatening or intimidating group members. The study
underscored the importance of positive communication within the group. Results demonstrated
that groups promoting open communication and active listening are more likely to achieve better
outcomes. Nonetheless, the insights gained from this type of data can be invaluable in
understanding participants' experiences and perspectives, leading to the improvement of group
collaboration and participation.
Keywords: COVID-19, ineffective communication, collaboration, solutions

Acknowledgement
We would like to express our gratitude to Ms. Irish Grace I. Aquino, our Research
instructor, for having patience, encouragement and effort in helping us conduct this study. This
endeavor would not have been also possible without Ms. Alecs M. Sagal, our English for
Academic and Professional Purposes instructor, for her effort in checking to give feedback and
revising this study.
We, researchers, would also like to extend our sincere thanks to the research respondents
of this study and teachers, who cooperated and participated in gathering the data. This gratitude
also goes to the researchers who conducted this study with full cooperation, hard work and
patience in writing this paper. Lastly, we’d like to mention our appreciation to the researchers’
parents for all of their financial contribution and support.

TABLE OF CONTENTS
TITLE PAGE i
ABSTRACT ii
INTRODUCTION 1
REVIEW OF RELATED LITERATURE 5
METHODOLOGY 11
RESULTS AND DISCUSSION 18
CONCLUSION AND RECOMMENDATIONS 26
BIBLIOGRAPHY iii
APPENDICES iv
Appendix A v
Appendix B vi
Appendix C vii
Appendix D viii
The Authors ix
Chapter I
Introduction
Online Mode of Ineffective Communication
Since the pandemic started, education systems have had to switch to an online mode of
learning. Teachers and students must adapt these new learning methods in order for students to
maintain collaboration and interaction, but so far, there is an obvious conflict among online
group members. To exchange ideas and information effectively, thinking, learning, and
information so as to achieve the goal or intention in the finest way conceivable. In other words, it
is simply the sender's opinion expressed in a manner that the receiver can understand because
communication and physical interaction are limited in the digital environment. Though there is
an absence of research indicating the sort of communication technologies are efficient for
developing online group activities and cooperative abilities. Consequently, this research focused
on the present. Data gathering and analysis for these studies yield responses to an inquiry, "What
is the distinction between synchronous use and asynchronous use's effects?”. Developing
communication tools for online group activities strengths for group learning (O’Donnell, 2006).
Communication starts here to have a smooth flow of conversation. If the students do not have a
net, students won't understand each other and things won't go well. Here in online mode, there
are people who have difficulty communicating.
One of the primary causes of group misunderstandings is ineffective communication. It
creates problems with group relationships and productivity. Contributing to a predictable decline
of a collaborative performance rate. Students will naturally and eventually lose trust in their
group, and work independently. This will make it difficult for the group to achieve its goal. Each
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member of the group must be given detailed information about the overall plan of the task.
Encourage members to participate by sharing their ideas, observations, and feedback (Editors
Public Spectrum Editorial Team, 2020)
Background of the Study
Students’ Motivation
Online collaborative learning is an internet-based collaboration with students in online
learning. It is a less-intimate version of face-to-face collaborative learning. This emphasizes that
collaborative learning is a social activity that needs interaction between 2 or more people (Bonk,
& Cunningham, 1998). Online learning environments provide students with development in
terms of their competencies in real-world situations with the support of the possibility and
accessibility of multilevel interaction, communication, and critical thinking activities (Oliveira,
Tinoca, & Pereira, 2011). The students' expandable online learning can create their own
interaction and collaboration. However, there are still some problems with online collaborative
learning even though it is beneficial for students.
There are some possible causes that students might encounter in terms of ineffective
communication that is engaging. The poor motivation of students in learning activities is one of
the possible causes of ineffective communication that causes them to not participate in
discussions even in online collaborative learning. Hassanien (2007) also found that poor
communication and poor attendance at group meetings are involved in the main challenges that
students face. Along with a lack of interaction skills that may cause conflicts and
misunderstandings among students. Interaction skills are effective group communication as they
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will determine how students will participate in their groups as well as they will help encourage
other students to participate. Assuming that students’ lack of interaction skills is present in the
group, it could result in negative consequences for the motivation and determination of each
student in their group.
Social-related Variables
Poor communication among formed groups even allows for more negative and
fundamental effects on students. Resulting in poor grades, poor mental health, and poor
relationships with people. Other than the said downsides of the online mode of learning, it still
favors communication, as well as the goals of face-to-face communication: relationship building,
information exchange, and being heard and understood. This does not always apply to online
communication. Students who are demotivated continue to cause ineffective comprehension.
(Alawamleh, M., Al-Twait, L., and Al-Saht, G., 2020).
Recalling, because the online mode of learning still deals with the presence and absence
of communication, the solutions itself for the effects of ineffective group communication still
transport through by means of communication. A non-communicating/non-participating student
who is obliged to communicate is brought to the spotlight by solutions like scheduling regular
updates among group members; setting deadlines for every task; fairly distributing tasks among
members; adding more strictness, and gently threatening group mates with justifiable
consequences. But what if a student, through an online mode of learning, is helping but in an
incorrect method/manner? Everyone may encourage another to practice it as a norm of asking for
others’ opinions.
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Statement of the Problem
With physical interaction being limited in the digital environment, groups that are
digitally formed and obliged to perform online tasks experience a lot of ineffective group
communication and its effects are beyond issues concerning health, grades, and social
relationships. Students obviously have their reasons/know the reasons of others for not
communicating well with their group members at certain times, yet these are rarely expressed
nor acknowledged. Most students still face ineffective group communications not knowing nor
applying solutionary methods.
Purpose of the Study
It is necessary to give attention to, acknowledge, and analyze this conflict. The research
is conceptually focused on the effects of online communication among the limited participants in
order to study their perspectives on communication and known reasons for ineffective
communication. To point out what are the things a student should expect of what comes after a
series of little-to-no communication in the circle of a group drawn to earn grades and work
together without the lack of basic social skills for collaboration. Not only to inform students or
other researchers but to help guide them when they think they are in a hopeless state without any
chance of succeeding in their goal.
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Conceptual Framework
Figure 1 Conceptual Framework
Figure 1 shows an input-process-output (coded as red-yellow-green, respectively) model
of the researchers' methodological process: from researching about ineffective group
communication in Notre Dame of Greater Manila through an online mode of learning to develop
an online interview survey to a gathering of data obtained from the participants via the interview
survey broken down into factors, effects, and known solutions to ineffective group
communication; preceding the researchers' data analysis process using pattern analysis
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technique, and lastly; the researchers' formulation and explication of possible solutions for the
said issue. Only the mean branching information (for factors, effects, and possible solutions) is
included in Figure 1, yet the researchers will be furthermore elaborating a complete data
interpretation that summarizes the clean and tabulated data. The same case goes for the possible
solutions as more are to be developed in their study's Chapters IV and V.
Research Questions
The study aims to answer the following research questions:
1. What are the causes and effects caused by ineffective group communication?
2. What excuses of group members are considered valid when they fail to participate?
3. What solutions can be found if a member/s of a group is not participating/fails to
participate?
Chapter II
Literature Review
Foreign Literature
Student Resistance
Although many studies have demonstrated advantages to using Collaborative Learning,
instructors frequently encounter student resistance (Burke, 2011). Student resistance is described
by Tolman and Kremling (2017) as "a consequence, a motivational state in which students reject
learning chances as a result of systemic issues". Student resistance is a variable motivating
condition that can be modified rather than a feature of a student's nature that endures over time
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(Tolman & Kremling, 2017).
It is important to study communication, particularly in the educational sector since it can
enhance student learning and foster a healthy learning environment when instructors and students
communicate with one another. Information transfer from one person to another is the definition
of communication with another person or group. The practice of exchanging ideas, thoughts,
knowledge, and information in order to effectively achieve the goal or intent is known as
effective communication. In other words, it is simply the sender expressing their opinions in a
manner that the recipient may most easily grasp. The same goals of face-to-face communication
apply to online communication as well: building relationships, exchanging information, and
being heard and understood. (Alawamleh, M., Al-Twait, L., Al-Saht, G., 2020).
When asked to participate in Collaborative Learning, students exhibit strong levels of
resistance because they are so ingrained in passive learning strategies. They may also experience
the same emotions that people go through during trauma and grief (denial, anger, bargaining,
depression, and acceptance) (Kübler-Ross, 1969). When engaging in CL classes, students may
experience anger because they believe the instructor has altered the standards of a suitable
learning environment (Howard, 2015). Due to the nature of groups, including accountability for
group tasks, students frequently express a dislike for Collaborative Learning. Group projects
need students to cooperate, communicate, delegate, and depend on one another, which is difficult
for introverts, people with dominant personalities, or people who work independently (Taylor,
2011). While working in a group, personality conflicts or other challenges may occur, leading
students to voice their dislike for other group members (Vîrgă, Curău, Maricuţoiu, Sava,
Macsinga, & Măgurean, 2014).
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Effective Communication
Effective communication occurs when separate people's deliberate or unplanned
information sharing results in a desired outcome that is carried out in the intended way. Along
with preventing message distortion, this influences the exchange of contracts. The desired effect
will be realized and maintained through effective communication, with the ability to enhance the
message's influence. Effective communication thereby fulfills the function for which it was
designed or created. Possible goals include bringing about change, inspiring action, raising
awareness, imparting knowledge, or communicating a particular thought or point of view. Good
communication involves both speaking and listening (Velentzas and Borni, 2014). For success in
the modern workplace world, communication skills are becoming more and more important.
(Ihmeideh et al., 2010). Schools must educate students on the need for understanding and
adhering to the sender and receiver's roles in order to improve communication (Lunenburg,
2010).
Many students find online learning appealing because it provides flexibility in
participation, accessibility, and convenience. Additionally, online education will remain a crucial
component of higher education (Croxton, 2014). No matter how the students feel about using
technology in the classroom, it is unavoidable. In order to meet the needs of a rising knowledge
society for education, training, and retraining, technology has become vital (Berge, 2007).
Participation. The appeal of virtual classrooms includes the simplicity of participation. The
student's readiness to participate in a mixed learning environment, either asynchronously or
synchronously, is one of the many adaptable features of cyberlearning. From blogs to mailing
lists to course management systems like Blackboard, education can take many different forms.
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Students can post to forums or newsletters to engage in synchronous or asynchronous chat in real
time (Morrison et al., 2019). By having all those tools, When it comes to communicating with
the teacher or other students in the class, kids are offered simpler methods. The field is leveled
for communication, and all students are welcome to participate.
Local Literature
Collaborative Learning
Collaborative learning is defined as a teaching and learning strategy that involves
students working together in small groups or teams to achieve shared learning goals. This
approach emphasizes the social nature of learning, where students actively participate in the
learning process, exchanging ideas, sharing knowledge, and constructing new knowledge
together. Collaborative learning promotes critical thinking, problem-solving skills,
communication skills, and teamwork skills. In a collaborative learning environment, students
take on different roles, such as leader, facilitator, researcher, and presenter. They learn to listen to
others' perspectives, ask questions, and offer feedback, leading to a deeper understanding of the
subject matter. This approach also encourages students to take responsibility for their own
learning, develop self-regulated learning skills, and learn from their peers. (Johnson, 2015)
Mental Health
De La Salle University is discussing a study that aims to explore the relationship between
self-care practices, online student engagement, and the barriers to practicing self-care among
undergraduate students during the COVID-19 pandemic. The transition to online classes due to
the pandemic has exposed students to an increased risk of mental health problems, which can
negatively impact their educational engagement and learning outcomes. Therefore, the study
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aims to identify ways to protect students' mental health through self-care practices. (Cleofas,
2021)
The quantitative results of the study indicate that certain domains of self-care practices
are statistically linked with students' background characteristics and online student engagement.
In conclusion, the researcher suggests that the COVID-19 pandemic and the shift to online
classes have created challenges for students' mental health and educational engagement.
However, practicing self-care can help students protect their mental health and improve their
academic outcomes. The study aims to identify the specific domains of self-care practices that
are most beneficial to students during the pandemic, as well as the barriers that prevent students
from practicing self-care.
Cognitive and Decision-making skills
On the other hand, the Lyceum University of the Philippines’ study regarding this matter
found that as people age, there is a decline in cognitive function, which can affect their
decision-making and critical-thinking abilities. However, the study also notes that age does not
always correlate with the complexity of one's thinking, as some younger individuals may possess
more complex thinking skills than older ones. The researchers mentioned in the study that older
adults may experience some decline in decision-making abilities when faced with complex
decision situations.
However, the study also reports that older adults perform just as well as younger adults in
simple decision situations. The study was conducted by psychologists from the University of
Basel and the Max Planck Institute for Human Development and published in the academic
10
journal Cognition. Overall, the researchers suggest that age can play a role in the collaborative
learning process, as older individuals may have different cognitive abilities and decision-making
skills than younger ones, particularly in complex decision-making situations. (Basel, 2015)
Chapter III
Methodology
Research Design
To get precise and applicable results, the study used a qualitative research design. Using a
three-part questionnaire which is an online survey, the researchers measured the students'
responses to the ineffectiveness of group communication in Notre Dame of Greater Manila using
the pattern analysis technique. Pattern analysis technique will be used for observing the pattern
of the participants' answers regarding the effects caused by ineffective group communication, the
aspect in the participant's life that is affected, how they describe effective communication, and
what solutions can they share in terms of each group problem given. Be them having
similar/repeating/dissimilar answers. Analyzing the patterns of the mentioned data will help us in
writing the conclusion. To adapt to the recent pandemic and the so-called "new normal" and
follow the health guidelines established by the government, internet surveys were used. The
online surveys contained open-ended questions that would support the researchers in their study
entitled “Explication of Ineffective Group Communications among the NDGM SHS Sector
through Online Mode of Learning: A Qualitative Study”. The safety of every student could be
guaranteed without the need for direct communication between the researchers and the
responses. In addition, the solution that the researchers came up with to ensure the safety of the
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students and to also collect data in accordance with the Data Privacy Act Law, they plan to use
their respective school accounts to communicate with the respondents.
Participants and Settings
The researchers of this study chose Notre Dame of Greater Manila as the setting of the
study which is a private school that provides a hybrid mode of education with more online mode
of learning days for Senior High School. The participants of this study are the 35 SHS students
of Notre Dame of Greater Manila school year 2022-2023. The locale and participants were
chosen because of the limited arrangement time available, the connection of the researchers to
the participants, and the sample covers as near as adjacent sections of the researchers in the same
batch. The population target is the Grade 11 Senior High School Students of NDGM = 332
students. With 35 as 10.54% of 332. The researchers think that this sample size would be enough
for conducting the research. The sample size of 35 is composed of STEM, HUMSS, and ABM
Students of NDGM Grade 11 SHS Sector who experienced ineffective group communication
through the online mode of learning.
Sampling Techniques
This research used multi-sampling techniques, Quota, Snowball, and Availability Sampling
Techniques.
Quota Sampling Technique is used as the researchers tend to be collaboratively decisive
in order to judge whether the chosen sample size is enough or not enough, researchers aim to
have an adequate sample. And at the same time, the researcher depends on their accessibility in
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terms of distributing the survey interview, the highest number of participants in each section is
the one they are the most accessible to. Having a fair equal number of respondents is also
complex because some strands are only composed of lesser sections than the other strands.
Snowball Sampling Technique is used as well. The Grade 11 batch has a lot of students,
which makes them like a big range of snow, the researchers cannot achieve the expected sample
size without the help of other students. Using the technique of snowball sampling, the researcher
has the chance to increase the response rate to grow bigger as the survey interview rolls down to
invite more and more participants. Strategically choosing the snowball’s direction, the
researchers cannot ask the participants to send it to their respective section group chats, unless
students in their section would give the time and heart to participate in this research. With that
aspect, the researchers are still obliged to choose wisely which student would ask to passingly
share the interview survey.
The researchers applied the Availability Sampling Technique as well as the Grade 11
students have different struggles in their own group, the researchers aim to get information from
respondents who are willing and convenient in their time to participate in this research. They can
share their own experience and how they handled them without others judging them. In order to
unlock Snowball Sampling Technique in an effective manner, researchers need to re-ensure
connections with available trusted students from other sections which will be the researchers'
friends/acquaintances. By the time the researchers are able to develop and be ready to give out
the survey questionnaire to participants, the researcher's available contacts among the
participants will be the researcher's first respondents and additional distributors of the interview
survey.
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Criteria/Qualifications to be the Participant
The qualifications to be the participants of the study are; they must be a Grade 11
Student of NDGM of the school year 2022-2023, as the researchers’ setting is limited to their
batch of Notre Dame of Greater Manila Grade 11 SHS students. With this, the participant is
basically a Grade 11 Student of NDGM; must be imparted/was imparted in online academic
groups, aside from being an NDGM Grade 11 Student, the participant must know the mental
environment of being in an academic group; must be experienced/experiencing ineffective
group communications through online mode of learning, the participants must be experienced
to be able to empathize with the gist of the researchers’ research problem.
Instruments
A three-parted online survey questionnaire was used to measure the study's variables. The
participants' age, gender, year, section, and demographic information were included in the first
section, along with the first set of open-ended questions. Open-ended questions allow the
respondents to express their opinion about the question that is being asked without the influence
of the researchers (Foddy, 1993). Two questions, still regarded as open-ended but covering two
distinct topics—variables: actions and values—made up the remainder of the instrument.
Additionally, those two sections concentrate on addressing the "hows" and "whys" of the subject.
The researchers would then be able to more thoroughly and broadly determine the topics' factors.
Data Collection Procedure
The Senior High School Principal and the Research instructor will be sent a letter
requesting approval for the researchers to conduct a survey on the campus of NDGM. Following
14
clearance, researchers will compile a list from the individual sections' lists that includes the
names, sections, and email addresses of the selected participants. The chosen participants will be
contacted via Messenger for them to receive the consent form proceeded by the
survey-questionnaire link. The respondents will be given a limited amount of time to submit their
forms using Google Forms as the setting for online survey platforms. The researchers will
tabulate the automatically-arranged gathered data from Google Forms and are going to utilize
Google Sheets and Google Docs for data analysis after the data collection has finished. The
researchers' data collection will come to an end once the target sample size of 35
participants/respondents has been reached.
Participant Selection Process
The researchers, as interviewers, will be using the Quota, Snowball, and Availability
Sampling Techniques. Therefore, they will choose their participants by judging an adequate
amount of sample from the whole population of the Grade 11 SHS Sector, having in mind
the qualitative amount of data expected, and by looking at the participants’ common
variables/characteristics that are appropriate for the research topic.
Beginning from the step of formulating and preparing the unstructured interview survey questions
that the participants will be asked to fill up. The researchers will stop receiving responses from a
section once the expected number of respondents for that certain section has been reached. The
division of 35 respondents coming from all sections will be elaborated into: St. Juan Diego -
3, ; St. Francis Xavier - 3, ; Bl. Jozef Cebula - 4, ; Ven. Anthony Kowalczyk - 4, ; St.
Therese of Lisieux - 4, ; Bl. Joseph Gerard - 5, ; St. Padre Pio - 5, ; and from the section of
St. Maximilian Kolbe - 7. If the numbers are distributed, the mode of having the most number
15
of respondents (St.Maximilian Kolbe) is based on the researchers’ amount of accessible
connections in the particular class section, while the sections having the least desired number of
respondents (St. Juan Diego & St. Francis Xavier) are of the opposite reason, least availability of
contactable participants. The participants that the researchers will be choosing shall fall
under their ‘Criteria/Qualifications to be the Participant’ (stated in Methodology) for them
to be qualified to take the interview survey.
After sorting out the participants’ eligibility as part of the first page of the survey to be
distributed, only then they will have a higher chance of giving clean data for the researchers’
survey. When the time comes for the distribution of interview surveys, the contacted available
participants will be asked to distribute it to another Grade 11 student imparted
mutually/non-mutually in the same section. And upon finishing the data-gathering process, the
researchers will be checking if it will be necessary to find more participants for the
betterment of having enough data to support their data analysis & conclusion.
Method of Analysis
The results of the questionnaires distributed to respondents will be reviewed with the
utilization of Google Sheets, as it is to be qualitatively analyzed using pattern analysis
techniques. The researchers will seek out the best solutions that students can use to improve
group communication. In order to know where and how to develop such solutions for an online
learning mode, the researchers will identify which ineffective group communication factors are
the most problematic. After enumerating the effects of ineffective group communication
including its variables, the researchers are eventually supported with the gathered data to develop
solutions and form a descriptive conclusion.
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17
Chapter IV
Result and Discussion
This study focuses on the causes and effects, valid excuses, and solutions for ineffective
group communication. The results were demonstrated using a pie chart figure showing what are
the factors and solutions which will be used for answering the following research questions:
RQ1: What are the causes and effects caused by ineffective group communication?
RQ2: What excuses of group members are considered valid when they fail to participate?
RQ3: What solutions can be found if a member/s of a group is not participating/fails to
participate?
Causes and Effects of Ineffective Group Communication between Grade 11 Students.
The study focused on investigating the reasons for ineffective group communication in
online learning among Grade 11 NDGM students using a three-part survey questionnaire. The
study aimed to identify the factors that hinder the participation of some group members in online
learning. The data gathered from the questionnaire was coded and analyzed using the Pattern
Analysis Technique, which helped to categorize the responses into 16 categories presented in
Figure 2. One of the significant findings of the study was that the students identified mental
health issues as one of the most common reasons for ineffective group communication. Mental
health issues such as stress, anxiety, and depression were mentioned by the respondents as
factors that affect their participation in group activities. Lack of communication was also a
significant factor that affects group communication according to the respondents. They pointed
out that ineffective communication leads to misunderstandings and conflicts among group
members.
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Figure 2 Effects of Ineffective Communication
The study revealed that impeding the development of leadership skills was the least
mentioned cause and effect of ineffective group communication. This suggests that students did
not view the absence of leadership skills as a critical factor impacting their group
communication. However, this result may only apply to the Grade 11 NDGM students who
participated in the study. This indicates that other more pressing factors may contribute to
ineffective group communication and warrant attention. Addressing these factors could lead to
enhanced communication and improved performance in group projects. The study underscores
the importance of understanding students' perspectives and experiences concerning group
communication to effectively tackle issues and boost outcomes.
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The findings suggest that addressing mental health issues and promoting effective
communication can improve group communication in online learning, and it is essential to
consider these factors when designing online learning programs and activities that involve group
work. In conclusion, the study highlights the need to pay attention to the mental health and
communication skills of students in online learning environments. Moreover, these data provide
useful information for educators and administrators to improve the effectiveness of group
communication in online learning wherein further research can build upon these findings to
identify strategies that can help overcome the challenges of group communication in online
learning. To add, as the researchers dig deeper into this particular topic, they have learned that
there is no literature at the moment that can be compared regarding the findings found that
answered RQ1. With that being said, although the studies did not revolve around this particular
research question, it can be concluded that there is zero to none literature that has dealt with this
research idea. Overall, this study offers valuable insights into the elements that influence group
communication among students, informing interventions aimed at improving communication and
collaboration.
Valid Excuses of Grade 11 Students
A three-part survey questionnaire was used for RQ2 to obtain valid excuses for students
when their group members fail to participate in the online mode of learning. The gathered data of
the 35 Grade 11 NDGM Students were coded and categorized using the Pattern Analysis
Technique. With the 35 responses, the researchers came up with 7 categories. Based on the
result, most grade 11 students mentioned that the most valid excuse that they can accept is
having an unstable internet connection for online mode of learning. Personal issues, such as
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poor mental health, personal errands and poor communication skills, and Family-related issues,
such as funerals, gatherings, and messy family circumstances, were also significant findings that,
according to respondents, were a valid excuse for their group mates to fail in participation. This
is summarized in Figure 3.
An interesting finding of the study was that academic/management issues were the least
mentioned response for a valid excuse to fail in participation in online learning. Only a few
students see this factor as a valid excuse to not participate in activities that require group work.
However, one should note that the sample of this study was limited to NDGM Grade 11
Students. Figure 3 shows that most of the respondents also consider the Illness as a valid reason
along with unstable internet connection, family-related issues, and personal issues. These
significant findings may relate to other findings that researchers’ obtained. The respondents
pointed out these excuses as considerable because they claimed that it is difficult to overcome
and it takes time to resolve.
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Figure 3 Pie Chart of Valid Excuses
Unstable internet connection was the most common problem of group members in online
learning that has been causing them to fail in participation. This was linked to the technical
issues of the students while engaging in online learning. This finding is supported by Baticulon
et al. (2021) where they revealed that during the COVID-19 pandemic, students experienced
issues with online learning due to a lack of devices, a poor, unstable, or no internet connection,
which made it difficult for them to communicate with one another. A study of Omodan and Ige
(2021) also claimed that most of the group members had difficulties accessing internet
connectivity, which hindered their academic performance. Moreover, researchers also saw the
connection of students’ personal issues and family-related issues, which involved their mental
health, as factors of not participating in online groups. This could back-up Cleofas' (2021)
statement where he suggested that the COVID-19 pandemic and shifting of traditional learning
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to online learning have created challenges for students’ mental health and academic engagement.
The findings of this study enable researchers to associate the results with each other
obtained from the respondents. With that being said, illness may be related to the emergencies
that students have mentioned because of its medical involvement. This factor was backed up by
the statement of Dewa, C. S., and Lin, E. (2000) as they claimed that the physical health of
students is often linked to their intellectual capacities and academic performance and that if they
have poor physical health, it is unable for them to participate well or communicate. Due to the
limited sample of the study, researchers could only get a limited result, hence, future researchers
could seek additional factors for failing to participate by conducting further investigation.
Researchers, however, still believed that having a limited sample does not affect the outcome of
the current study. In conclusion, the study emphasizes the considered valid excuses for failing to
participate in online learning, which are an unstable internet connection, family-related issues,
personal issues, and illness. Important findings have been provided through these research
findings, especially for group leaders and educators, to consider these valid excuses for not
participating in online collaborative activities.
Solutions for Active Grade 11 Students
The open-ended questions part of the three-part survey questionnaire that composes
entirely of variables & participants’ actions-related questions helped the researchers obtain their
sample’s responses on what solutions they propose when a group member fails to participate to
be an answer for RQ3. The categorized data for the participants' responses for encouraging group
mates to be active are as follows: Giving words of encouragement, ; setting goals to mobilize
group work, ; increasing comfortability within the group space, ; reminding inactive members of
23
consequences that may be served after hand, ; by communicating and explaining necessary
information that has to be delivered to group mates, ; by providing alternative tasks that are
within the group members' capacity to work, ; setting and reminding assigned deadlines to
provide time limits for each task, and ; an option of threatening or scaring group mates to
communicate and work more actively, as stated by the participants. Words of encouragement and
increasing comfortability are both taking leads among the quantity of each categorized gathered
data (shown in Figure 4).
Judging from the data obtained and categorized, not all students have a positive way of
responding to a group member that fails to participate. Some of the participants deal with the
problem through unhealthy threats, and some choose to go into more progressive solutions.
However, the most abundant and non-identical response from the respondents is the method of
increasing comfort within the group society as this also complies with human standards and
mental welfare. Increasing individuals' comfort inside the group culture entails cultivating a
sense of belonging, trust, and mutual respect. This can be accomplished through a variety of
methods, including encouraging open communication, promoting active listening, and cultivating
a supportive environment. Individuals feel more at ease expressing their opinions and ideas as a
result, leading to increased participation and interest in group activities. In the majority, most
students still prefer healthier options for handling members who fail to participate.
24
Figure 4 Pie Chart of Solutions
The results obtained from the analysis as shown in Figure 4 reiterates the momentousness
of comfortable social connection within a group through an online mode of learning. Based on
the findings, it is evident that not all students respond positively when faced with a group
member who fails to participate. Having a group that enlightens appreciative communication is
most likely to achieve better results. The University of Queensland (2019) stated that negative
communication causes the group to fail and misinterpret what they need to do or what has been
discussed. Having limited data from the study, future researchers could seek more solutions on
how to encourage members of a group to do their tasks more effectively and actively
communicate. However, the insights gained from this type of data can be invaluable in
understanding participants' experiences and perspectives and can lead to the development of
more differing interventions and strategies for improving group collaboration and participation.
25
Chapter V
Conclusions and Recommendations
This study has explored and determined the effects of ineffective group communication
in the online mode of learning that Grade 11 Students of NDGM have experienced, as well as the
valid excuses to fail in participation, and the solutions to overcome these circumstances. The
result of the study shows that most of the students struggle in different ways whenever they
encounter ineffective communication among their groups.
Ineffective communication during online group activities can result in several issues
impacting productivity and interpersonal relationships. It may also cause misunderstandings,
leading to tasks being performed inaccurately or left incomplete. Educational institutions should
focus on student's mental health and communication skills to improve group interactions in
online learning environments. Teachers and administrators can develop programs and activities
that support students' mental well-being, such as counseling services and stress management
workshops. Additionally, students should be encouraged to communicate effectively with their
peers, with educators providing training or resources/educational materials to promote effective
communication. Moreover, this study emphasizes the need for further research to identify
successful strategies for enhancing group communication in online learning environments.
Future research could explore the effectiveness of specific strategies, such as peer mentoring or
team-building activities, in improving group communication in online learning settings. It is also
recommended that educators and administrators adopt a student-centered approach to online
learning, ensuring that educational institutions offer effective and inclusive learning experiences
26
that cater to students' needs. This approach involves engaging with students and actively seeking
their feedback regarding online learning programs and activities.
All in all, this particular question in this study offers valuable insights into the factors that
impede successful group communication in online learning environments. The findings indicate
that student's mental well-being and communication skills are vital for fostering effective group
interactions in virtual classrooms. These results emphasize the importance of adopting a
student-centered approach to online learning, providing inclusive and meaningful educational
experiences that cater to individual student needs. Future research may focus on identifying
effective methods for overcoming group communication challenges in online education, with
particular attention paid to addressing students' mental health needs. Institutions should ensure
that students have access to the necessary digital tools and resources to promote effective group
interactions in online learning environments. Additionally, this study underscores the importance
of encouraging collaborative learning and teamwork skills to help students develop robust
communication abilities, essential for success in both academic and professional settings. This
research adds to the ongoing discussion about group communication in online education and
highlights the need for educators to devise and implement effective strategies to improve
communication and enhance student's learning experiences in virtual classrooms.
The study has explored the valid excuses of a group member to fail in participation,
which resulted in focusing on the four factors for the inability to engage in online collaborative
learning. The research identified seven categories of legitimate reasons for students' inability to
27
engage in online learning, with an unstable internet connection being the most prevalent.
Personal issues, family-related issues, and illness also significantly impacted students'
participation. Out of all the categories, these factors were mostly experienced by students mainly
because of the COVID-19 pandemic, which was the cause of online learning. These insights can
assist educators and group leaders in becoming more understanding and adaptable when
addressing students facing these challenges. It is essential to address these problems and offer
support to help students overcome them, thereby improving their academic involvement.
Furthermore, the study underscores the necessity for educators to prioritize students'
mental and physical well-being. The COVID-19 pandemic has introduced new obstacles to the
education system, making it vital to supply resources, such as gadgets and internet connection,
and assistance to students grappling with mental and physical health concerns. Educators and
group leaders ought to take proactive measures to tackle these issues, such as offering counseling
services and flexible assignment deadlines. Further research can expand on these findings by
investigating additional factors that may influence students' participation in online learning. Such
factors may include socio-economic status, gender, and cultural background, which could
potentially affect students' ability to engage in online education. Gaining insight into these
factors can assist educators and policymakers in devising strategies to guarantee equal access to
online learning opportunities for all students. This study's findings hold significant implications
for educators. By recognizing valid reasons for students' lack of participation in online learning,
educators can better address their student's needs and provide the necessary support, ensuring
equal opportunities for success. As the COVID-19 pandemic continues to impact the education
system, addressing these issues is essential to enable students to learn and thrive despite the
28
challenges they may encounter.
One of the primary findings in the study is the diverse ways students react to group
members who do not participate. While some employ negative communication and engage in
unhealthy threats, most respondents favor more positive and supportive approaches, such as
offering encouragement, establishing goals, and enhancing the group's overall comfort level.
These constructive strategies are aligned with humane standards and mental well-being,
potentially leading to improved outcomes in group work. The study also underscores the
significance of nurturing a sense of belonging, trust, and mutual respect within the group
dynamic. This can be accomplished through various techniques, including fostering open
communication, advocating active listening, and establishing a supportive atmosphere.
Implementing these measures can enhance student engagement and involvement in group tasks,
ultimately cultivating a positive learning environment for all. Educators and group leaders should
prioritize fostering an inclusive environment that encourages active participation and open
communication. This can be achieved by inviting students to share their opinions and ideas,
offering alternative tasks tailored to their abilities, and establishing a supportive and safe space
for all. Taking these steps can significantly enhance collaboration and engagement among
students in online group work.
Further research may be conducted to investigate additional solutions and strategies that
encourage group members to complete tasks effectively and communicate actively. Such
findings can aid educators and group leaders in devising more efficient interventions for
29
enhancing group collaboration and participation. The insights derived from this data can prove
invaluable for understanding participants' experiences and perspectives, ultimately leading to the
development of diverse approaches for improving group collaboration and participation. This
study emphasizes the significance of fostering positive communication, inclusivity, and mutual
respect within a group culture to enhance student engagement and participation in online group
work. By prioritizing these values and implementing effective strategies, educators and group
leaders can establish a supportive and collaborative learning environment that benefits all
members.
30
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34
Appendices
Appendix A. Survey Interview Questionnaire
Effects of Ineffective Group Communications among the SHS Sector of Notre Dame
of Greater Manila
In accordance with RA 10173, or the Data Privacy Act of 2012, all personal and/or sensitive
information solicited and disclosed from this questionnaire shall be only used for the study only.
Rest assured that your responses in this form will be kept confidential. Maraming Salamat sa
Oras upang mag sagot ng aming Survey sana masarap ulam mo ngayon at kakayanin para rin
sayo yan kaya pagbutihan!! :)
Good day/evening to you, Damer! (^^)/~~ Our Research Group #3 of the section St. Maximilian
Kolbe invites you to be a participant of our study. Our study entitled, "Effects of Ineffective
Group Communications among the SHS Sector of Notre Dame of Greater Manila through Online
Mode of Learning" aims to acknowledge, analyze the said conflict, and develop resolution
methods with the help of the survey results coming from our respondents. Your answers for our
survey will be analyzed qualitatively as they will be confidentially used to also build our
conclusion regarding the conducted study. Our study's objective is to point out what are the
things a student should expect of what comes after a series of little-to-no communication in the
circle of a group drawn to earn grades and work together without the lack of basic social skills
for collaboration. Not only to inform students or other researchers, but to help guide them when
they think they are in a hopeless state without any chance of succeeding for their goal. The
ineffective group communication conflict we have been studying actually focuses on the setting
of online mode of learning and is limited only at the Grade 11 SHS Sector of NDGM Campus of
S.Y. 2022-2023.
Conditions/qualifications to be a participant in our research are:

- Grade 11 Student of NDGM of school year 2022-2023
> Our setting(stated at the preceding paragraph) is only limited at our batch at Notre Dame of
Greater Manila
Grade 11 SHS sector. With this, the participant is basically a Grade 11 Student of NDGM.
- Imparted/was imparted in an online academic group
> Aside from being a NDGM Grade 11 Student, the participant must know the mental
environment of being in
an online academic group.
- Experienced/experiencing ineffective group communication through online mode of learning
> The participant must be experienced to be able to empathize with the gist of our research
problem.
35
You may contact us via the following :-) :
Barrera, Kurt Benedict ---- khbarrera96@ndgm63.edu.ph
Cruz, Alexander Justine - alcruz70@ndgm63.edu.ph
De Vera, Jullien -------------- jsdevera82@ndgm63.edu.ph
Dela Paz, Dustine Kyle -- dodelapaz77@ndgm.edu.ph
Dela Rosa, Euro Sean ---- eldelarosa62@ndgm63.edu.ph
Lumaque, Nash Gieniel - nclumaque52@ndgm63.edu.ph
Maligro, Antonia Grace - agmaligro07@ndgm63.edu.ph
Reyes, John Rey ----------- jmreyes38@ndgm63.edu.ph
Consent(read the choices carefully)

Ｏ I give my consent for the said researchers to use gather, analyze, and use my data to contribute
to their study as I am willing to participate in this study.
Ｏ I do not give my consent for the said researchers to use gather, analyze, and use my data to
contribute to their study and I am willing to participate in this study as I am not willing to
participate in this study.
Other
🥲
Participant's Demographics
Are you ready? Don't worry, demographics palang iyan. Name is optional btw, you may input
your name if you insist on giving so, and you may just leave it blank if not.
Name of student(Surname, Given Name, M.I.): ______________________________________

Grade 11 Section: ______________________________________
Age: ______________________________________
Pronouns(he/she/him/her/et cetera): ______________________________
Which SHS strand are you taking?
Ｏ STEM
Ｏ HUMSS
Ｏ ABM
Ｏ GAS
Ｏ OTHER: ___________________________
Kaya mo ba ngayon yung kinuha mong strand?
Ｏ OMSIM
Ｏ May choice ba
Ｏ Maski ako tinatanong ko sarili ko
Ｏ Dehins :(
Have you experienced ineffective group communication via online mode of learning? No or
yes?, If yes what kind of group/s have you been affiliated with? (Please type what kind of
36
group/s have you been affiliated with on the next rectangle)
Ｏ No, I have not.
Ｏ Yes, I have
(Based on the previous question) What kind of group/s have you been affiliated with via online
mode of learning?
________________________________________________________________________
PART I. - Open-ended Questionnaire(Effects)

Feel free to answer this part because this is not a time-pressured test, and be honest in your
answer; this will help a lot. This is based on your point-of-view opinion, so take your time to
answer. :)
1. Why do you think ineffective group communication occurs?

________________________________________________________________________
2. In what aspects of life does ineffective group communication have a bad effect on a person,
specifically, you as a student?
________________________________________________________________________
3 Based on your answer on the previous question, what are the specific & additionally branching
effects of your answer?
________________________________________________________________________
4. What are the worst outcomes when you or a group mate is not participating well?
________________________________________________________________________
5. Which effect of ineffective group communication through online mode of learning do you
think needs the most resolutionary attention?
________________________________________________________________________
PART II. Open-ended Questionnaire(variables)

Hello againnnn, we still have the last part after this to finish our survey and again thank you for
your time and efforts for answering!! :)
1. If you have observed poor group communication in an online group from school, what factors
were your reason/s for communicating poorly?
________________________________________________________________________
2. Did you overcome these reasons and eventually performed well? If yes, how?
________________________________________________________________________
3. Have you ever known the reasons of your group members who are not communicating well in
your online group? If yes, please type their excuses.
37
Ｏ Yes
Ｏ No, honestly, in my whole online life, God never gave me a poor-communicating group mate.
Ｏ Other: _____________________________________________________________________
PART III. Open-ended Questionnaire(actions & values)

YEHEEEEEYYYY!! You're in the final section of the survey, so take a moment to take a few
deep breaths to help your mind remain calm.
1. If you are the leader, how will you manage a group member who is helping but in a wrong
procedure/manner?
________________________________________________________________________
2. If you are a member, how will you communicate with your online group mates to progress
better?
________________________________________________________________________
3. On the other hand, if you are one of the people responsibly being active in your online mode
of group, how would you encourage your group mates to mobilize work and to communicate
actively?
________________________________________________________________________
4. How would you facilitate your groupmate to communicate with you through chat if you
discover that he/she will not be available for online meetings due to his/her unstable network?
________________________________________________________________________
5. What kind or type of excuses for ineffective communication do you think are valid?
(assumingly through our online mode of learning)
________________________________________________________________________
End of Survey
We deeply thank you for answering our survey and being a participant for our study! May you
also have effective communications with your groups and earn great grades! (^^)
Muli, maraming maraming salamat sa pagsagot sa surbey na ito sana masarap tulog mo and wag
kakalimutang magpahinga. That's all and have a nice day!! <3
- Grade 11 - St. Maximilian Kolbe, Research Group # 3
Survey declined(if participant did not give his/her consent)

Thank you for your integrity! Have a great life!
38
Appendix B. Raw Data
Participant's Demographics
Name of student(Surname, Given Name, M.I.) (optional)
21 responses out of 36 participants
Estrera, Krizelda Marie L.
Nicole Nombre
Gajitos, Lyza Kathrina J (Vere is preffered name)
Arong, Paul Ageluz B.
Urbina, Robert Danielle L.
Nablo, Mikaela Angela J.
Chan, Kyla
Perez, Reeya Grace E.
Alviar, Hannah Jairah M.
Rapada, Harriet Valerie C.
Roca, Shaun Stephen O.
Dela Cruz, Angel Joy M.
Jayona, Miguel Luis G.
Acosta, Steven Carl, A.
Poncio, Aldrich Jolan D.
Paulino, Andrew
Lim, Mary Jobie Danica, V.
De Lara Kyle Bryant C.
Lopez, Elisha Mari A.
Librando, Vergel
Diaz, Althea, Cruz
Grade 11 Section
36 responses
Sections No. of respondents
Ven. Anthony Kowalczyk 4
Blessed Joseph Gerard 5
39
Blessed Jozef Cebula 4
St. Juan Diego 3
St. Padre Pio 5
St. Maximilian Kolbe 7
St. Therese of Lisieux 4
St. Francis Xavier 4
Pronouns(he/she/him/her/et cetera)
36 responses
Responses No. of respondents
He 5
He/They 1
He/him 1
She/her 2
any 1
he 3
he him 1
40
he/him 4
huhu uhh WBAHAHAHAHA they 1
she 5
she/her 10
she/they 1
they/them 1
41
(Based on the previous question) What kind of group/s have you been affiliated with
via online mode of learning?
20 responses out of 36 participants
Research groupings
Both Cooperative and uncooperative group members
Project groups
Performance task groupings
Throughout my online learning experience, there have been times when the group I was in was not very cooperative.
There have been some instances where each member has not been so responsive. We most likely procrastinate,
which results in poor output.
Unresponsive groupmates.
Group projects
trio
School groups
A lot of groupings for our projects. I experienced a lot of ineffective communication there.
Group in basic cal, 'di na gets yung tanong tapos wala pang comms
Group of friends/classmates
42
Our research group and groups on activities and projects
There were groups that were unresponsive and members that were hard to reach.
i have not
Some of my groupmates are hard to contact, sometimes it is because of poor internet connection that is why our
meeting was delayed but there are times that we are complete.
Research and reporting groups
group work, during school for discussion and project making.
Academic groups (e.g. research group)
PART I. - Open-ended Questionnaire (Effects)
Why do you think ineffective group communication occurs?

36 responses
I think ineffective group communication occurs when there is not sufficient understanding between the parties involved.
lack of focus, inequality of group members, negativity, lack of cohesion, poor leadership, lack of confidence.
In my opinion, ineffective group communication occurs when a group of people do not exert effort to understand each other
and do not make time to comply with their assigned tasks in their respective groups.
Occurs when a member/s have a reluctance to communicating or they might not be clear on what theyre communicating
Internet problem
The other person is not cooperating/trying to communicate back. Another is the difficulty of connecting online.
I would say a lack of commitment of the members on the project and tends to be as a more background characters rather than
on the forefront in the project.
The reason of the occurrence of ineffective group communication is because the members of each group have different
objectives. Some might feel like not doing the tasks, but there are some who are determined to be organized and productive
enough to accomplish them.
Some people might be busy and some really just don't check their messages.
Misunderstanding, lack of proper wifi or signal,
inequality of group members
There are a lot of factors causing that. However, I think when it comes to an online setting, it is mainly because of a personal
43
reason. Something probably that has to do with one’s household situation (e.g: relationship with their parents).
Lack of focus is when team members are unable to focus on the overall objectives or goals
Lack of confidence.
Ineffective group communication occurs mainly because of proximity and medium of communication.
when people misunderstand each other and not listening to everyone's opinion.
Ineffective group communication occurs for the reason that both side of the groups or their members are sometimes
misunderstood. There are instances that a person in that group doesn't give clear messages, and vice versa.
Ineffective group communication occurs because its on the internet and not face to face, where people can talk and provide
ideas instantly, you have to wait for your group-mates to reply back to you for an indeterminate amount of time.
When the members is not communicating like nagseseen lang, hindi sumasagot sa question ng leader, walang paramdam at all
and hindi sila nagpaparticipate during group discussion or meeting
Different priorities
Ineffective group communication happens because of unwillingness. Some students are forced to be put into a group together
with no assurance that all will be cooperating.
Lack of participation or lack of willingness to participate. Another thing is shyness because people don't voice out things
leading to misunderstandings.
I think because of lack listening and lack of socialization is the one the reason why ineffective group communication occurs
It occurs mostly on students who only use data in communicating with their groupmates.
People may misunderstand each other. The sender and reciever might misinterpret each other
people has many other things to do, and it becomes ineffective not about what they do, but the time they can't give to their
group that causes not being able to communicate
lack of trust and confidence
In an online setup, I believe ineffective group communication occurs because of the difficulty in the medium of
communication & the low interactiveness.
For me it depends on the modes but for online, usually a group member may be too shy to communicate or they have problems
with their network/devices.
No chemistry and lack of communication.
Because of the inavailability and lack of time of others, also it is because of others not participating
I think the fact that many opinions clashing and colliding often causes misunderstanding. However, it becomes ineffective if
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the members are not open-minded in receiving feedbacks and opinions.
Maybe because of the lack of responsibility from other group members.
Ineffective group communication occurs due to the type of learning (online learning) that we implement right now.
because of unparticipative members
Ineffective group communication can be caused by different factors such as a person being shy to communicate as they adjust
to the new environment, unclear goals, overdependent on other people, lack of focus, close-mindedness, and lack of
enthusiasm.
In what aspects of life does ineffective group communication have a bad effect on a person,
specifically, you as a student?
36 responses
Ineffective group communications could lead to less than desirable results for group outputs that can cause low scores when
grading.
causes students' comprehension levels to drop, and may affect their academic progress negatively.
Ineffective group communication affected me badly in terms of mental health. It causes stress and a feeling of overwhelm.
Reluctance to communicate and unsaid animosity
Talking in meetings
Group projects that affect a group grade.
As a student, it would create trust issues within and outside the group. When the next project occurs, it would be hard to
determine if each and everyone of the members is capable and up for the job.
I think that ineffective group communication will affect both my ability and my grades as a student.
In worst case scenarios, the student will most likely to fail because of miscommunications with their groupmates.
Pahirapan sa pagawa ng mga projects maslalo na pag group projects palagi may pabuhat
Ineffective communication can lead to many misunderstandings or disagreements. As a student, it may cause mistakes or
completing tasks incorrectly, causing arguments, having your feelings hurt or distancing yourself from others.
Having a poor group communication can lead to a student’s low academic performance.
lack of focus and Inequality of members
Miscommunication as a student may result into numerous conflicts.
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Ineffective group communication impacts my academic performance whenever my groupmates do not participate.
since bad communication can't be avoided especially with a classmates, sometimes we chose to distant ourselves and feel
ashamed to communicate also, when it comes to our studies it's hard to ask about academics especially when we are not close
to them.
As a student, when I experience ineffective group communication it affects me mentally, personally, and academically. A
simple ineffective communication could cause a huge damage to one person.
The aspect of life that ineffective group communication has a bad effect on me is at school.
As a student, I don't like to be pabigat in my groupmates, I communicate and participate with them as good as a I can so that
our work will be perfect and finish on time. However, there are students who didn't communicate and participate lagi nilang
inaasa sa leader nila ang mga gagawin and that what makes ineffective group communication. Leaders ang mas nahihirapan
dahil sa mga students na ganto, and based from my experienced it's draining and it affects my mental health so much.
personal schedule
Ineffective group communication affects me negatively as a student because group works are already stressful enough what
more if the members of your group aren’t keeping an open line of communication. It puts more stress and pressure on me as a
student.
It affects my performance in school. Because there is ineffective communication, the output of the project can be a little
subpar.
As a student, an ineffective group communication really happens when you have one member's who doesn't follow the
instructions, group arguments, based on my experienced, it can have bad effects on the person, the person can have mental and
social health problems
It badly affects mostly all of students. Without communication, misunderstanding will occur.
It affects me negatively, since it is a disruption of failure in the process communication, especially we’re in a distance learning
it can disturb your personal time by not having a proper communication with all of your groupmates.
creates an environment where arguments can arise easily with fellow groupmates
It is actually quite stressful to deal with people who are unresponsive especially with my schoolworks since it affects the
output of my group.
The value if teamwork won’t be practiced.
As a student, ineffective group communication can have negative effects on different aspects of their life. Poor academic
performance, strained personal relationships, lack of productivity, difficulty developing leadership skills, and negative career
outcomes are all potential consequences of ineffective group communication. Misunderstandings and a lack of clarity in
communication can lead to missed deadlines and poor academic performance. Inefficient communication can also cause
personal relationship issues and emotional distress. Poor time management skills can result from ineffective group
communication. Furthermore, ineffective group communication can hinder the development of leadership skills and negatively
impact a student's future career prospects
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Ineffective group communication can cause misunderstanding that will lead to making mistakes and arguments.
I think me being an emotional person makes me create a bond with these people. Having ineffectiveness to communicate
makes me feel sad and pressured. Also, the fact that these ineffectiveness doesn’t help with deadlines given there are many
tasks left to do.
As a student, having ineffective group communication or substandard communication in general affects our lives in several
ways. One of which is the lack of confidence we get from naturally speaking with others.
It has a bad effect on me as a student as it affects my academic performance.
it will have a bad effect on me academically
Ineffective group communication can cause a toll on our mental health where we worry and think too much about a certain
topic that should be discussed through group communication. It can also affect our social life and the way we communicate to
others as we get influenced by an ineffective communication.
Based on your answer on the previous question, what are the specific & additionally branching
effects of your answer?
36 responses
Miscommunication within the group can cause disputes and a less-than-ideal product which results in lower possible grades
and more disputes between members.
decrease in productivity
N/A
I become reluctant to communicate with people who don’t communicate with me. I’m naturally quiet with people I’m
comfortable with but extremely quiet to those that won’t adjust even when I do. The animosity also lingers because of that.
None
Being unfair to the people who try and effort and give the freeloaders high grades.
I would say that when that happens, a lack of collaboration will occur where all the backseaters will push their work to their
leader and their more competent members. Also, during and after the project rumours will bound to be spread of the
backseaters causing them to be the last picks after other groups are formed on the next project.
I believe that ineffective group communication had an impact on my grades, as those who worked hard and those who
participated less received the same grades because we were working as a group. In addition to that, if my group doesn't
perform well, I might question my ability and myself as their leader.
Fail.
Mga tinatamad kasi nasa bahay
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*
It is understood that when a group does not communicate effectively, it results to having a poor quality work/outcome. Thus,
this affects one’s academic performance. Which may also lead to having a poor mental health because nowadays, students are
a lot more concerned with their academic performance.
Lack of focus because sometimes you can't think clearly or focus on a task.
Mistakes can be made.
I do not work well with groupmates that do not communicate with me effectively.
shyness or difficulty making friends.
For example, I experienced an ineffective group communication regarding our project, that experience led me into being
unmotivated to do my task, also wanting to distance to think clearly.
none
It caused mental breakdowns, in some scenario I have to cram our ppt all by myself because no one is helping me and the due
date is the next day. I had several breakdowns before I finished our ppt and we all have the same grade and for me that is so
unfair.
more responsibilities
Expounding more on my answer, the effects of ineffective group communication normalizes freeloading and puts unnecessary
amount of pressure on the responsible students.
Because it affects me in school, it affects my sleep too because I usually worry about it, leading me to lose sleep.
Like what i said Through misunderstanding and arguments in group has a big impact on our mental health because it can
change your mood immediately. And what i noticed and experienced before not participating well in group meeting is the one
reason why Ineffective group communication occur.
It affects our grades and performance
Its difficult to communicate and participate with other activities
n/a
tension with groupmates can cause anxiety and trust issues and can affect the quality of work output
The output of our group projects may not be what I expected and it also affects my mental health since miscommunication in
our group can lead me to be stressed.
Mistrust and stress
none po
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Misunderstanding in a group is usually normal but it can cause you your friendship of your groupmates because
misunderstanding might be the start of an argument.
I think more time pressure is put on me and it makes it feel really heavy that I tend to be more burnt out in the end.
A lack of confidence typically leads to losing chances, since people are often afraid to take risks in order to improve their
selves.
motivation, technical problems, etc.
we might have a failing score on the activities
Since ineffective communication can cause a toll on our mental health, and from my experience personally, it can branch out
to other effects such as a bad performance in academics and in our personal life since mental health plays a huge role in our
life. Overthinking and worrying may affect the way we perform in our everyday lives as it occupies our mind about a certain
topic.
What are the worst outcomes when you or a group mate is not participating well?
36 responses
They did not participate at all during the entire process of making the requirements.
It will be harder for the task to be completed as a task that should be divided through the group is only done by one person
The worst outcome when a groupmate is not participating is, of course, getting a low mark in a group activity. Because
everyone's performance and cooperation affect the quality of the work you're doing.
We usually end up with animosity and one carrying the other’s load.
Domino effect where the group will all fail to commit to the responsibility
Also being affected when it comes to having low grades.
It tends to have the work going behind schedule and it tends to be late in passing it.
If any of us failed to complete or participate in the task, the other members would soon follow and fall apart like a domino
effect. The end result won't be all that great. Our lack of teamwork and communication will result in poor performance.
They will miss out a lot of things.
Low grades
we will not finish what we needed to be done
The worst outcome might be having no work done.
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many students feel that keeping quiet and listening to the class discuss but participating in class is an important part of
developing communication skills.
May result in one doing all of the task themselves.
The worst outcome would be that the output that we are required to do will be submitted late.
the work is always late or it is done late because there is no proper communication.
The worst outcomes when me or a group mate is not participating well are low quality projects or tasks and low marks.
The worst outcomes when I or a groupmate is not participating well is
The worst outcome is were late in submission or as a leader nagka-cram ako ng aming project everytime dahil hindi sila
nakakapagsa ng task nila on time.
bad output
The worst outcome of my group mate not participating well is that they never contributed anything at all to the task at hand yet
our teacher would tolerate it and ask me, the leader, to understand my group mate’s unwillingness to cooperate.
Low grades. Because the topic was not thoroughly discussed and understood, we end uo with with different outputs, and those
outputs clash with one another, leading to our grade being low.
The worst outcomes here is you may not be able to follow the discussion of your group. And with that, it is possible that your
grades will fail in the subject.
Hindi agad matatapos yung gawa ninyo
We cannot finish the assigned work immediately
it can cause not being able to contact them immediately when there's a problem, also it can be a way to pass your work late.
a lack of cohesion that causes your output from your work to be of lesser qualit
It is not healthy for my mental health & it leads me to cram our work because of the time I waited for my groupmate/s to finish
their work.
The project may not meet the deadline on time or the outcome of the project may not go as expected.
Low scores on activities ofcourse. And also having additional task for other members.
The group work will not be as good as when a group work on it together. Additionally, the leader will be exhausted because of
taking care of the part that a groupmate did not do.
As i previously said, missed deadlines, stressed group mates, and ineffectiveness in group work.
Less people working on a project will lead to having decreased quality.
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We won't be able to give the best quality of work that we can provide
we might have not finished the tasks and have a failing grade
The worst outcome that I personally experienced from a group mate that is not participating well, is when it affected my plans,
sleep schedule, and even my grades on other subjects as I had to sacrifice working overtime for their part and other
requirements that I should be working on.
Which effect of ineffective group communication through online mode of learning do you
think needs the most resolutionary attention?
36 responses
I think the most important part is the final product because this is where the teacher will determine if the product is satisfactory
and deserves a high grade.
lack of confidence
I think the stress that it causes to students who do their jobs well and on time.
The animosity, definitely.
calls.
Having an effective mode of communication that can be accessible to all.
A less effective timetable of work where the dues is not yet done and as a result, losing cohesion in the project.
Unequal participation, in my opinion, is the consequence of poor group communication that requires the most attention. The
other group members who put in more effort than those who participated less will be the ones who will be most affected by
this.
Always participate that's the only reason how they will help themselves it's not because of the leader but the persons
themselves if they want to pass they will know what to do.
Miscommunication
misunderstanding and disagreement
In my opinion, the effect on a student’s mental health needs the most resolutionary attention.
Inequality of group members these are inequalities within and between group based on learning.
Miscommunication.
The medium of miscommunication.
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the groupings whenever there is an activity because it is better if the teacher itself chooses groups so that no one is to blame or
everyone in the group can communicate and participate.
The effect that needs immediate attention is the slow response time that it takes everytime a message is sent in a chat.
the students who didn't participate in the projects are the ones who need an attention
Bad Output
The effect of ineffective group communication that needs the most attention is the stress it bring and how we shouldn’t tolerate
these kinds of students.
Misunderstanding is definitely my answer for this as due to ineffective communication, it leads me and my groupmates to end
up misunderstanding and confusing one another.
Some students or member's of groups is uncontactable or difficult to contact. That i think it is needs more resolutionary
attention
Connection and time management
Ofcourse, the negative effects that is the barrier of miscommunications
time management
not responding to groupmates on time or at all
I think that one should focus on the mental health of those who are suffering the most from group miscommunication
misunderstandings
Among the effects of ineffective group communication through online mode of learning, I believe that poor time management
needs the most attention. In online learning, students have more flexibility in managing their time, which can be both an
advantage and a disadvantage. Ineffective group communication can result in a lack of productivity and poor time allocation,
which can hinder a student's academic performance and overall success in their studies.
I think it is poor communication.
People who are most absent in meetings and people who don’t respond are the deficiency in groups.
The way we communicate with our group mates are lack laster, often only using messenger, google classroom or gmail,
making it easy for people who don't care to ghost us.
Technical issues
unparticipative members
I believe that the toll caused by ineffective group communication to a member in both their physical and mental health, should
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be given the most attention or acknowledgement. They should be given more time to work on other requirements since
working overtime for a certain group work may cause a domino effect to other works, making it draining for the member or
student.
PART II. - Open-ended Questionnaire (Variables)
If you have observed poor group communication in an online group from school, what factors
were your reason/s for communicating poorly?
36 responses
A difference in the envisioned final product caused the poor communication among our group.
I never communicated poorly, it was my groupmates who did
inactivity of a groupmate on a platform that we use to communicate.
Reluctance , exhaustion from external factors
They dont cooperate and commit to the task
Low end devices/poor internet connection
I think it would be the lack of commitment on the project as a whole and even late in responding messages regarding the
project.
Having different availability schedule is one of the contributing factors to poor communication in an online group. I think it's
because we're all acting responsibly by fulfilling our obligations as both students and as members of our family.
My factors would include late nagising, inutusan sa house, or nasa gala with family.
Yes, some factors is that the person is shy or afraid to speak up and just agrees with everything.
negativity
If this question is about me having a poor communication with my group mates, then I have not. I always try my best,
whatever the situation is to cooperate.
causes students comprehension levels to affect their academic process negatively. it could also lead students lacking
motivation and believing themselves to be unable to achieve.
Lack of confidence.
Slow internet connection, proximity, etc.
different opinion cause misunderstanding, lack of focus, cohesion and leadership.
53
Based on my observation, there are reasons regarding being busy with other responsibilities in life not only academically.
Those reasons sometimes led into misunderstandings or an ineffective communication.
I am not always online in messenger apps
other member was too shy to open up their ideas, and yung iba naman ay hindi talaga tumutulong or nagcocommunicate sa
group nila
Closeness / proximity
I would always communicate with my group mates, I couldn’t imagine myself being the burden of my group.
I think I don't communicate poorly. I think I communicate as much as possible with my groupmates. If I do however, it's
probably shyness. Probably.
I think lost of internet/Data connection is the one of reasons why the groups has a poorly communication.
Slow internet connection, don't have time for communicating because of overloading school works
I’ve mostly experienced poor internet connection
some of the things are having mental health problems, or family matters that results on isolating theirselves
general awkwardness
One of the factors for poor communication is the medium of communication, I think that using Messenger or other forms of
communication tool that we use today is not that effective compared to a face-to-face communication.
no clear tasking
unmotivated, nahihiya sa sagot, and bullied dati.
The factors are time, effort, and inavailability.
I could recall the moments I was vulnerable and depressed. However, I still made time to communicate, but it was just a tad bit
harder for me to understand people or make people understand me given my situation .
lack of communication methods were one of the main factors, since some of my classmates were not using facebook.
Technical issues, family responsibilities, etc.
unstable connection and have other task from other subject to finish
As far as I know, I have been communicating effectively as much as I can, and if there could be a reason why I communicated
ineffectively, it could be rooting from my co-members not communicating. Once they do not communicate back, there is
already a poor group communication in the group even if I try to communicate effectively as a leader.
54
Did you overcome these reasons and eventually performed well? If yes, how?
36 responses
Yes, we did manage to resolve our issues and came to a similar understanding which lead to a compromise so that our final
output would be satisfactory for both all the members.
Yes, by improving the quality of my work, introducing myself to good time management, and having patience in a group
activity.
No
No, because they are either tired, lazy or have some important errands
Yes, meeting up with a person that is near and doing the task with them.
Well, I have overcome this reasons a long time ago by being a bit more not passive and more active as possible in our group
projects.
Yes, as someone who had encountered the same situation, I always asked my group members when they were available. If all
of us have different times when we're free, I'll plan our task first, then just send it to our group chat. After sending it, I'll also
ask them if there are any suggestions or changes they want, so that we can fix it properly. Furthermore, as a leader, I have to
delegate the task and set a deadline to finish it. And so, when we have time, we'll finish the task we were given and make sure
everyone takes part.
Yes I always do, by doing my part and still manage to finish it on time.
Yes, maingay ako naging kaclose ko sila ehh nasanay sa kalokohan ko
by not paying attention to the negativity and keeping the vibe positive
yes because of more teamwork or group work is a great way to take the focus off competing with one another and concentrate
more on working together
Yes, by thinking of other ways of communicating.
Yes, by means of doing the designated task earlier.
yes, one of the things I did was avoid shyness and be positive to communicate. Also, I showed that I listen to their opinion as a
group member and I also showed that I am happy to be part of their group so that somehow we can all get along.
Yes I have overcome those reasons by being more understanding and putting their shoes unto mine.
No
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Yes by making my groupmates comfortable. With that they will be confident to express their ideas and opinions.
sometimes, it takes courage to speak up
I’m a student who’s always willing to cooperate.
As stated, I don't think I communicate badly.
Yes, personally losing internet is very difficult especially if it's an online class. we can't stop it from happening. in this
situation you can find a way such as downloading or contacting your group mates that you have lost internet/data. That way
they will be aware and not worry about you and they will also be able to keep your attention in an activity.
Yes, by using an alternative way. If my wifi is slow, I have a backup internet data to use. I schedule my time on doing
schoolworks and communicating with my group
Yes
No, I'm still not overcoming those kinds of things I said
Yes, forcing myself to talk to them
Somehow yes, because I needed to think of new ways on how I can properly communicate with my groupmates.
Yes, we one of us eventually spoke up and be the leader of the group and provided the others with a task and a deadline. If
some are communicating or not responding, we try to reach out to them via private messages so that we can understand their
situation.
Yes, for me having a stoic mindset can achieve almost everything. Facing every responsibilty and doing it for greater
improvement.
No
Probably, I saw how I adjusted better with keeping up and submitting earlier in group works even when I feel negativities.
Sometimes, my group mates can't be arsed and I end up doing the activity alone or with fewer members than intended.
Yes, by managing my time well.
yes, by having a data when there is no wifi and by having time management
Unfortunately, I haven’t overcame this problem yet as most of my members until now are still not participating and
communicating, no matter how much I try to convince them to.
Have you ever known the reasons of your group members who are not communicating well in
your online group? If yes, please type their excuses.
36 responses
56
Family circumstances
Asleep, "may ginagawa", "wala sa bahay"
They are busy. They just saw our group chat's messages. They weren't in their house at the moment they saw the messages.
Wifi , exhaustion , external factors
None
Yes
Yes
Yes, most of them were sick or not feeling well, some members had an unstable internet connection, others had to go
somewhere, and some also had other responsibilities as both students and members of their family.
Yes
Yes
No, honestly, in my whole online life, God never gave me a poor-communicating group mate.
Yes, it’s about their personal problem. I try not to ask anything more from their reason because they might feel uncomfortable
sharing it with me.
Yes
No.
Yes
actually shyness is the common reason.
Busy with house chores and other responsibilities.
Sometimes they are sleeping and sometimes they are playing basketball
Yes
busy
they’re busy, they have personal issues to resolve, and they aren’t home so they’re not available to chat.
I do not know their reasons.
The following are some reasons of my group mates who did not communicating well... this is what i have experienced
only..Internet lost, Famili
57
Yes
Yes
No, honestly, in my whole online life, God never gave me a poor-communicating group mate.
Yes
Yes
Yes
depressed, unmitivated, tamad, nahihiya, needs help, and doesnt know what to do.
Yes, they are always saying that they are not home, they are doing something more important than our group work, they don't
have internet, etc.
Yes
"sorry, I didnt get your message." "Sorry, I was busy." "Sorry, I was sick and couldn't help."
Yes
i haven't known their reasons
No, since they would not communicate or talk about the reason why they can’t at all.
PART III. Open-ended Questionnaire (actions & values)
If you are the leader, how will you manage a group member who is helping but in a wrong
procedure/manner?
36 responses
I would personally message them to ask about their current situation while inquiring if they need any assistance in their
assigned task.
I will tell them directly, but politely that what they're doing is wrong.
Based on my experiences, each member has a different situation inside their households that we cannot blame them for having.
So as the leader, I always use the approach of talking to them privately and asking for their situations if they're having a hard
time with their assigned task, and I give them an extension for their task if it is possible given the deadline set by our subject
teachers.
I’ll reach out and ask them to redo it without showing hostility, instead providing examples
58
I will advise him/her to focus and remember his responsibility
Talking to them and trying to make them change the mistakes they did.
If I was a leader, I would appreciate their help but reminding them that every step is recorded by the teacher and theirs is not
right and so should correct it, otherwise, the project will go down.
If I encounter that situation, I'll assist my members myself and talk to them. As a leader, I have a responsibility to tell them the
truth about what is right and wrong. I have to encourage and motivate my members to do their jobs well. This way, we'll be
able to avoid any conflict and maintain effective communication.
I'd be glad to kindly help them out with their wrongdoings.
Patience, and help them correct their wrong doings
I will talk to them privately to talk things out and tell them that they have to watch sensitive on what they say to others
I will talk to them in a respectful, kind manner, and guide them to do how it should be done.
if I become a leader I will help my team mate to work together and be a good leader cooperate with them listen to their
opinion and listen to their ideas.
Directly messaging them.
I would remove them from the group.
I have actually been a leader many times so when there is a scenario like this I always really help them and I don't show them
that they are wrong but I see that there is more to improve in their work and of course communication is the key for groupings
to be successful.
If I am the leader, I will gather all my thoughts and organize them before talking to a group member calmly, so it will be
somehow effective.
I will immediately use any means to inform them of their error, whether I have to call them or message them I will do it.
I will talk to him/her privately about that matter
message them and explain
I usually approach this certain situation by first, appreciating their efforts to help no matter what. Second, I’d talk to that group
member and be open, I’ll tell them lightly that there’s changes that need to be made. Lastly, I’ll offer my help to them.
By reminding them theough the groupchat. If they do not cooperate, I'll do their work then just give them a low grade if there
is an evaluation.
Personally, I will still be polite if he makes a mistake in the work procedure. I will correct him properly instead of laughing
and saying hurtful words.
Talakan yung kagroupmate at hindi na intindihin yung sitwasyon hahaha
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I can correct them right away in a good manner, to correct the mista
Well, I'm just gonna ask them if they wanted to pass this schoolwork by doing it inappropriately, or worse, I'll just give it to
someone elseke immediately
I will try to correct them politely and guide them in a correct manner
I always think of ways on how I can help them improve by revisions
I will simply and kindly say that they should do the proper procedure instead and explain why.
Ignore them since the only person that will teach them is thereselves. Life today is just tiring why make their problem your
problem.
I will to talk to them personally and ask why they are doing the task in a wrong manner. I will tell them that if they don't want
to do it, they can not do it. I can pass their name to the teacher as a not well-mannered groupmate.
I will kindly ask for them to do their work in the way I envisioned how they would do it. However, if they still don’t comply, I
would ask for an authority for help like teachers. The last measure is asking for them to leave the group.
As a leader, I carry the responsibility to ensure that my members are in the right direction, once they are astray I should be the
one to guide them down the right path.
I'll encourage them and guide them as they do the work.
i will message them and tell them what should be done instead of what they did
If I am the leader in this circumstance, I would simply talk to them privately and explain to them the right procedures. I would
also give a reminder to the group about the right procedures, for their knowledge as well.
If you are a member, how will you communicate with your online group mates to progress
better?
36 responses
I would try to be active and encourage my fellow members to steadily progress our work.
I will initiate to start the progress
I do messaging online. I talk to our leader or members to have better group communication.
Inform them of suggestions and solutions
Always talk and communicate
Doing your own part and taking initiatives in doing a task.
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For me, it would still be texting in messenger facebook.
Being open is the key to effective communication. As a group, we ought to be receptive to ideas and suggestions that will
motivate us to work harder. In order to effectively communicate with my online groupmates, we must be honest with one
another and tell each other what we have to improve on.
By replying to their message once in a while.
I will always speak up in group chats and do my part.
i will talk to them politely but energetic and enange with them as much as possible so we can be comfortable with each other
First, I would ask for the others’ opinion about our progress. Then, I would ask for their suggestions and eventually give mine
and unanimously consult our leader about it.
I will always cooperative with my group mates because the most important in a group is teamwork and discipline each
members.
By encouraging and allowing them to have their freedom to speak whenever they need to.
Staying participative always and replying to the group chat.
I am actually the member who is asked about what needs to be done and always asks for an update or always gives an opinion.
Also, I communicate cheerfully so as not to be awkward and always respect their opinion.
If I am a member, I will make time to communicate effectively and in a friendly manner with my online group mates to
progress better.
I will create a group chat so that we can all communicate effectively.
I open up my ideas and opinions about the task were given and make it on time
i won't haha i don't make the first move
If I’m a member, I would stay active as much as possible. I would do what our leader has ask of us and accomplish the task
I’ve been asked to do.
By speaking out first. People are usually shy in a groupchat, so if they see someone participating in discussions, they might
feel less shy and participate more.
by reminding them and giving them motivation, I can help them perform well in their assigned task.
By being responsible and being on time when meetings will occur
We mostly preferred through video chatting to communicate better
I'll ask most of the time if they still have to do, so I can help with that.
asking for what tasks need to be done and get myself to be assigned on said tasks
61
I always ask for my parts & how I can help
I will update the others about the progress of my task and I will not be afraid to ask for help.
Not rushing every activity.
I will talk to them that our grades lies on our work that is why we need to work together.
Though I believe not everyone has the capabilities, the efforts they show speaks. I will show them that it’s okay to feel
pressured and I understand the shortcomings ahead of time, I just need to find their best.
Always take initiative, especially in the online platform, most people hesitate to make the first move since they are usually
scared or nervous.
I will communicate with them politely because they are still my classmates at the end of the day.
i will start my task and initiate the progress
Responding to the group chat and letting them know about my ideas or thoughts are the simple ways for me to communicate
with my group mates better.
On the other hand, if you are one of the people responsibly being active in your online mode of
group, how would you encourage your group mates to mobilize work and to communicate
actively?
36 responses
I would tell them the benefits of getting our work done faster and earlier since it allows us additional time to check and
finalize our work.
Share your vision and set clear goals. Give positive feedback and reward your team. Give them the task they are good at or
they are willing to do.
I would encourage them by introducing how they can easily complete their tasks, like by dividing them into small parts, so
that if it is heavy to do for them, they can do it one by one or by taking it step by step.
Not require text answers (reactions are enough) and inform the others on external factors
Encourage them to talk much more freely
Giving them a specific time and date on when they should pass their parts in a group.
In my experience, it would be to start cracking jokes because it helps the mood lighten a little and make us a bit more
motivated.
To encourage my co-members to work and communicate actively, I have to trust them and their abilities. If there are some
circumstances where they have to improve, I have to build a bond in which I can talk to them in an understanding manner and
62
in a way that they'll be motivated to do better.
By setting deadlines or being strict.
Let them remember than their grades are on the line.
Usually when this happens, I would get to know my group mates more to create a bond where they’re comfortable and
encouraged to work and communicate actively.
communicate openly and honestly so team members understand just as much about the project as you do and communicate in
teams is more than just efficient work it allows everyone on the team to be educated on any topic that may affect their work.
By being approachable and by constantly reminding them that communication is important as a group.
Giving warnings to them when they are not working properly.
I always say that we can do it and I motivate them especially when there is reporting.
I will inspire them and not pressure them so that they will not act rudely.
I will annoy them by alerting them and calling the whole group to get their attention.
I motivate them for the sake of our task and the group as well
tbh idk
I would encourage them by reminding them that the project or assignment isn’t a solo task, and that it’s meant for us finish
together. I’ll remind them of the deadline and the possible consequences that all of us might face if we wouldn’t be able to
pass the task on time.
I don't know. I don't do that pala eh.
I will contact my other group mates who did not attend our meeting. I will say that if he has a question and does not
understand something, he is free to ask me and I will help him and I will explain to him what to do. Through that, he will
somehow be motivated and be active.
Telling them that we'll finish early if we cooperate and be responsible in communicating in meetings
I assigned them a work and set a deadline, so that they’re required to work
I'll be asking them what they are struggling to do so I can help them, and when in communicating, I can't push them to just
state what they want to do, so I'll just try to say to them that if they can't talk with others, maybe with me.
pep talking them individually if they are not cooperating as well
By thinking of ways on how I can motivate them
63
I will ask let them choose their task/s so that everyone won’t feel forced on a certain task they don’t like. I will also assure
them that I am open for questions or help if needed.
giving them time and not being rude
I honestly don't know the answer but scaring them that I will report them to our teacher is one of my thing to make them work
on our group work.
Maybe making them feel like they’re in a safe working environment and fostering a healthy study place communication.
One trick I've utilized my whole academic life, is to be polite to those who are being a pain in the ass.
I can encourage them by praising them and their works from time to time.
tell them that if they don't do their task, their grades will be at the disadvantage
I would encourage my group mates in a way that I would ask them questions about their thoughts or ideas about the topic or
plan since asking them can put them engaged and have their focus on the group.
How would you facilitate your groupmate to communicate with you through chat if you
discover that he/she will not be available for online meetings due to his/her unstable network?
36 responses
I would try to be persistent and also ask fellow members and possibly even our teacher to try and communicate with the said
groupmate. This also allows me to raise the concern to our teacher so that they are well informed on the situation.
I will create a file / a note wherein everything we discussed in the meeting will be put so they will be informed
Well, as a leader of a group, I am used to creating and sending minutes of every meeting that we set. So that those who
couldn't attend can still take note and keep up with the latest updates.
A text document of the gist of our meeting
Will try to help as much as possible
If the person is nearby, meet up with them and if they are far away, give them more time to submit their part.
I mean if that happens either the group chat will be the effective way of that member to communicate with us or trying to find
other meet sites for us to communicate with that member.
If he/she will not be available for online meetings, all I have to do is to give them a task in order for him/her to continue
participating in the task that has been assigned to us.
By private messaging them.
I will be fine with it and send them notes about our online meeting for they can keep up.
64
*
I would still keep him/her/they updated with our group’s discussion via chat and reassure that it’s alright to not be able to
attend the online meeting.
write down expectations and specific consequences and Identify the causes of the problem.
I will understand her circumstances and proceed with meeting through online messaging.
Assigning their task to other members who can do their work.
in the chat, it's better if we talk in a private message so that I can ask him/her for an update on when he's/she's free and to give
him/her time to do his/her part.
I will understand his/her reasons, and will just update her regarding the discussion. I will also tell them to make sure that on
other meetings, they will attend.
I will inform them of our discussion during our online meetings and will ask their opinion regarding it.
I will understand her/his situation and make a list of what we discussed in the meeting and send it to him or her so that alam
niya parin yung mga gagawin.
let him be i guess
I would assist that group mate of mine by understanding their situation. I would just inform them of the things that have
occurred while they weren’t able to join our meetings.
I would listen to them in an understanding manner and look for a solution. Not necessarily fixing their issues, but finding a
way to work around it.
maybe I will contact him if his connection is better and I believe that the internet or data connection will come back and will
come back so I will talk to him there. but I understood if his internet was really weak because I had experienced something
like this before.
By understanding the situation
I often di is screen record the online meeting, sl he/she can watch and send insights through chat
I'll try to contact her friends or her parents, to know where they live, or I can provide load for their networks if they really have
problems about internet connection
fill her in for what we discussed on said meetings she missed and indicate what her responsibilities and workload are
I will ask the reason & communicate with them through private message
I can simply ask for their idea via messages and voice it out to the group in meetings and after an online meeting, I will
explain to them what the group talked about and what we have planned and ask for their opinion.
Sometimes bad things may occur and thats life. We should give them atleast considerations. Kahit teachers nga di pumapasok
65
dahil sa net student pa kaya.
I will consider it but they must participate even a little because it is a groupwork.
It will be better if they inform us that they will not be on time and that they will catch up to work with other school activities.
There is bound to be obstacles wherever we go, the best we could do is to work with what we've got. Maybe wait for their
network to be stable or to start without them.
I can facilitate them by checking up on them from time to time.
I can facilitate them by checking up on them from time to time.
I would give them the option to communicate with me in some other time and setting, once they are available enough to do so
before a given deadline.
What kind or type of excuses for ineffective communication do you think are valid?
(assumingly through our online mode of learning)
36 responses
I would accept messy family circumstances like the death of a family member. To me, this is the most valid reason since this
could be a difficult time for everyone personally involved.
Family Gatherings (funerals, reunions, important family celebrations), Sick
- emergencies at home
- connectivity problems
Wifi , blackout , emergency/crisis
Internet and personal errands
Device updating, low end devices, line maintenance
Like, lack of internet connection and headset or earphones mic defection. Laziness and the likes are invalid to me.
If a member struggles to work well in groups, valid excuses include a poor internet connection, being ill, and emergencies.
Inutusan (only because it's their parents), gala with family (some people have quality time with parents).
Unstable network, using phone, in a noisy area.
unstable internet connection, personal problems, health problems
Anything that has to do with their device malfunctioning, unstable network, personal problems are valid excuses
66
Poor communication skills and Interrupting other people.
Unstable network.
Internet connection instability, personal problems, health problems, etc.
those who don't have an internet connection or those who have technical difficulties with their gadgets because not everyone
has wifi or internet so I understand those who are only loaded because I've experienced it before, it's really difficult especially
5 or 6 subjects per day so it's really easy to run out of load and as for gadgets, not all have good gadgets that can access all
websites or apps, especially whenever there is a meeting for groupings or activities. So the communication is affected in this
excuses which need to understand each other.
I think all excuses are valid. It is their conscience who will hunt them not ours. So, we cannot really determine which is valid
or not.
The excuses I believe are valid are, unstable wifi, they are sick, and they are answering a time sensitive quiz or test
Unstable Connection, Mental Health issues, Family Issues
medical emergencies
What I think are the most valid excuses are they’re sick, unstable connection, and really heavy personal issues that can’t be
fixed in a day.
Funerals, doctor's appointments, unstable internet connection
for me lost of connection as in lost connection, Family problem or there is an emergency that is important that I think is a valid
reason.
Slow internet connection, overload of schoolworks, tired doing chores in home
Poor internet connection, because all of us mostly experienced this
Well, I think I won't know the valid and invalid reasons because I'm not the one feeling that things, so I'll just try to understand
it as long as I can
unstable networks, conflicting schedules, any kind of health issues
Personal Reasons
Family emergency, unstable network, and lack of equipment for online communication.
Unstable net, namatayan, and in hospital (injured, maysakit etc.)
I can't think of any.
Poor mental health, death of a relative/important figure, sickness, and other things I couldn’t think of
I think that the only valid excuses are if you are sick, mentally, or physically unable to communicate/help in group activities.
67
Technical issues, family problems
unstable connection, family issues, and emergencies
Unstable network, anxiety, or other problems that may affect the way a person socializes with other people are some of the
excuses that I think are valid. Nevertheless, I believe that as long as a person can give a heads up or back up for their reason,
then I think that it is valid enough.
End of Survey
68
Appendix C. Letter of Permission to Participants
Notre
Dame
OFGREATERMANILA
12th Avenue, Grace Park,

Caloocan City, Metro
Manila 1400 Philippines
☎ +63 2 366 63 30 to 34
www.ndgm.edu.ph
January 16, 2023
Survey Respondents
Notre Dame of Greater Manila
SUBJECT: PERMISSION TO CONDUCT AN ONLINE SURVEY
Dear Participants:
Good day,
We are students from St. Maximilian Kolbe in Grade 11, and we would like to
request permission to conduct our research entitled, EFFECTS OF INEFFECTIVE
GROUP COMMUNICATIONS AMONG THE NDGM SHS SECTOR THROUGH
ONLINE MODE OF LEARNING. In this study, we would like to determine the
various factors that lead to ineffective group communication, as well as the
possible solutions that groups may implement to avoid this problem. In accordance
with this, we are inviting you to take part in our online survey questions via Google
Forms.
Attached here are the consent form and survey questionnaires that you will be
answering.
69
Rest assured that the confidentiality of your answers would not be compromised
and will purely be for our research.
If you have any questions regarding our paper, please do not hesitate to email us
at khbarrera96@ndgm63.edu.ph.
Thank you so much, and we are looking forward to your favorable response
regarding this matter.
Respectfully yours,
Kurt Benedict H. Barrera

Researcher
Noted by:
Research Adviser
Approved by:
Mrs. Verlygail C. Magallanes
GA Strand Team Leader
70
Senior High School Sector
Consent to Participate in a Research Study
Title of the study: Effects of Ineffective Group Communication among the NDGM
SHS Sector through Online Mode of Learning
Researchers: Barrera, Cruz, De Vera, Dela Paz, Dela Rosa,

Lumaque, Maligro, Reyes
Affiliation: Notre Dame of Greater Manila

Email: alcruz70@ndgm.edu.ph / khbarrera96@ndgm63.edu.ph
Contact no.: 09******** / 09*********
Research Adviser: Ms. Irish Grace I. Aquino
INTRODUCTION
As a part of the Grade 11 students here in Notre Dame of Greater Manila, you are
being asked to participate in this study by answering a three-part online survey
questionnaire using Google Forms. We ask you to carefully read this consent form
and ask questions that you may have before agreeing to be a part of this study.
PURPOSE OF THE STUDY

● It is necessary to give attention to, acknowledge, and analyze this conflict.
The research is conceptually focused on the effects of online communication
among the limited participants in order to study their perspectives on
communication, and known reasons for ineffective communication. To point
out what are the things a student should expect of what comes after a series
of little-to-no communication in the circle of a group drawn to earn grades
and work together without the lack of basic social skills for collaboration. Not
only to inform students or other researchers but to help guide them when
they think they are in a hopeless state without any chance of succeeding in
their goal.
71
DESCRIPTION OF THE STUDY PROCEDURES
If you agree to participate in this study, you will be asked to do the following tasks:
● Provide your demographic information

● Fill in this consent form with your name, signature, and the date
● Answer the first set of open-ended questions.
● Then, another set of open-ended questions, but it is now focused on two
variables, namely, actions and values. To add, those questions will answer
the “hows” and “whys” of the subject.
BENEFITS OF BEING IN THE STUDY

Your participation will provide you with the opportunity to determine the problems
caused by ineffective group communication and the possible ways to resolve it.
Knowing these would help you understand and improve your academic
performance and achieve a healthy relationship with your peers.
CONFIDENTIALITY
This study is completely anonymous. Rest assured that the study's records will be
kept totally confidential. All information will be available only to researchers and
will be used solely for research reasons.
RIGHT TO REFUSE OR WITHDRAW

It is absolutely up to you whether or not to participate. Understand that your
refusal will have no immediate impact on your relationship with the research team.
You have the option to withdraw from the research study at any time during the
procedure.
RIGHT TO ASK QUESTIONS AND REPORT CONCERNS

You have the right to inquire about this research. Your questions will be answered
by the researchers before, during, and after the research. If you have any more
questions about this study, please contact the researchers through email
(alcruz70@ndgm63.edu.ph / khbarrera96@ndgm63.edu.ph) and they will respond
as soon as possible.
72
CONSENT
___ I have read and understood the purpose of this study. I understand that I have
the right to refuse to participate and that I am free to withdraw at any time
without giving any reason. With this, I willingly agree to take part in this study.
My signature indicates that I have decided to volunteer to be a respondent and
that I have understood the terms and agreement in conducting the research
procedures.
_________________________________ _________________
Respondent’s Name and Signature Date
Researchers' Signature
Barrera, Kurt Benedict,

Cruz, Alexander Justine,
De Vera, Jullien,
Dela Paz, Dustine Kyle,
Dela Rosa, Euro Sean,
Lumaque, Nash Gieniel,
Maligro, Antonia Grace,
Reyes, John Rey
73
Appendix D. Letter of Permission to Superior
Notre
Dame
OFGREATERMANILA

☎ +63 2 366 63 30 to 34
www.ndgm.edu.ph
January 12, 2023
MRS. VERLYGAIL C. MAGALLANES

Dear Mrs. Magallanes,
Greetings of Peace!
We, students from Grade 11 - St. Maximilian Kolbe, would like to ask permission to
conduct our study entitled, EFFECTS OF INEFFECTIVE GROUP
COMMUNICATIONS AMONG THE NDGM SHS SECTOR THROUGH ONLINE
MODE OF LEARNING, on our participants. In this study, we would like to identify
the common and uncommon reasons, experiences, and solutions known to our
participants regarding ineffective group communications in a mode of online
learning. The data collection will be done by answering the survey questionnaire
containing open-ended questions through Google Forms, which will be sent through
Gmail or via Messenger. The gathered data will be used to support our study in
developing solutions for the said problem. The final paper will be submitted as a
requirement in our Research in Daily Life 2 class under the supervision of Ms. Irish
Grace I. Aquino.
74
Attached here are the description, objectives, and methodology of our study.
Rest assured that the confidentiality of their answers would not be compromised
and will purely be for our research.
If you have any questions regarding our paper, please do not hesitate to contact
us via text message at 09150618696, or email us at
khbarrera96@ndgm63.edu.ph .
Thank you so much and we are hoping for your kind

consideration. Respectfully yours,
Barrera, Kurt Benedict

Researcher
Noted by:
Research Adviser
Approved by:
Mrs. Verlygail C. Magallanes
75
Senior High School Sector
Title of the study: Effects of Ineffective Group Communication among the NDGM
SHS Sector through Online Mode of Learning
INTRODUCTION
As a part of the Grade 11 students here in Notre Dame of Greater Manila, you are
being asked to participate in this study by answering a three-part online survey
questionnaire using Google Forms. We ask you to carefully read this consent form
and ask questions that you may have before agreeing to be a part of this study.
PURPOSE OF THE STUDY

● It is necessary to give attention to, acknowledge, and analyze this conflict.
The research is conceptually focused on the effects of online communication
among the limited participants in order to study their perspectives on
communication, and known reasons for ineffective communication. To point
out what are the things a student should expect of what comes after a series
of little-to-no communication in the circle of a group drawn to earn grades
and work together without the lack of basic social skills for collaboration. Not
only to inform students or other researchers but to help guide them when
they think they are in a hopeless state without any chance of succeeding in
their goal.
DESCRIPTION OF THE STUDY PROCEDURES

If you agree to participate in this study, you will be asked to do the following tasks:
● Provide your demographic information

● Fill in this consent form with your name, signature, and the date
● Answer the first set of open-ended questions.
● Then, another set of open-ended questions, but it is now focused on two
variables, namely, actions and values. To add, those questions will answer
the “hows” and “whys” of the subject.
76
The Authors
Kurt Benedict H. Barrera is a 17 year-old Grade 11

STEM student at Notre Dame of Greater Manila (NDGM).
He received awards with honor in his studies in elementary
- 8th grade at St. James Academy-Malabon and in 9th
grade at Seibo College Foundation, Inc., has participated in
literary-related programs in 10th grade at NDGM. He has
developed knowledge in philosophy and writing, from life
before & during lockdown - present day. He values human
connections beside learning, inspiring him to propose the
research title upon encountering inactive online group
mates. He has been setting plans out of interest to pursue
Mechanical Engineering.
Alexander Justine L. Cruz is currently a 17 year old

Grade 11 STEM student at Notre Dame of Greater Manila.
He received an award as his batch’s top 1 from
Kindergarten until Grade 5 at University of Perpetual Help
System Dalta. He also graduated with honors and with
high honors in his Junior High School years from St.
James Academy-Malabon and Notre Dame of Greater
Manila. He also plans to pursue Electrical Engineering as
his college course.
Jullien S. De Vera is a 17 years old Grade 11 STEM

student of Notre Dame of Greater Manila. She received
awards at Tandang Sora Integrated School with honor and
high honor in her Elementary School year, Grade 6, and
Junior High School years, Grade 9 and 10, where she was
also preached, received awards in contests and graduated.
She is interested and wants to take and finish the Computer
Engineering course, as well as the Police course.
77
Dustine Kyle O. Dela Paz is a 17-years-old Grade 11
student of Notre Dame of Greater Manila. He was once the
best debater of his class, when he was a grade 9 of St.
Jerome. he also awarded 1st runner up in the inter class
ChaCha (Male-solo) Dance Competition in the same year.
His interests are playing basketball, volleyball, guitar,
online games, and chess. He wants to pursue a Bachelor of
Science in Architecture.
Euro Sean L. Dela Rosa is a 17 years old STEM student

of NDGM. He is an honor student back in elementary
school, and a student of Notre Dame of Greater Manila
since Grade 1 Elementary to Senior High School. He is
interested and wants to be an excellent Civil Engineer in
the future.
Nash Gieniel C. Lumaque is a 17 years old and a Grade

11 STEM student at Notre Dame of Greater Manila. He
received awards at Caloocan High School with honor
during his Grade 7, Grade 8, Grade 9, and Grade 10 school
years. He is interested and wants to pursue a Bachelor of
Science (BS) degree.
78
Antonia Grace G. Maligro is a 16 year old and a Grade
11 STEM student at Notre Dame of Greater Manila. She
received an award at her class as top 1, top 5, and
graduated with honor at Tandang Sora Integrated School
during her Grade 6, Grade 7, and Grade 9 and Grade 10
school years respectively, and has a perfect attendance
record from Grade 7 to Grade 10. Since 2020, she has been
interested in drawing and architectural design, leading her
to pursue a Bachelor of Science in Architecture.
John Rey M. Reyes is a 17-year-old Grade 11 student at

Notre Dame of Greater Manila. He's an honor student in
elementary school at Tandang Sora Integrated School and
also a dancer in a club named Performing Arts, where
during school events he performs with his group in front of
a lot of students. He wants to pursue Electrical
Engineering as his college course.
79

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Explication of Ineffective Group Communications

among the NDGM SHS Sector through Online Mode of

In Partial Fulfillment of Requirements in Research in Daily Life 2 and English for

BARRERA, KURT BENEDICT H. a

Ms. Irish Grace I. Aquino

Ms. Alecs M. Sagal

Keywords: COVID-19, ineffective communication, collaboration, solutions

revising this study.

parents for all of their financial contribution and support.

REVIEW OF RELATED LITERATURE 5

RESULTS AND DISCUSSION 18

CONCLUSION AND RECOMMENDATIONS 26

Online Mode of Ineffective Communication

are people who have difficulty communicating.

One of the primary causes of group misunderstandings is ineffective communication. It

Public Spectrum Editorial Team, 2020)

Background of the Study

Online collaborative learning is an internet-based collaboration with students in online

learning. It is a less-intimate version of face-to-face collaborative learning. This emphasizes that

accessibility of multilevel interaction, communication, and critical thinking activities (Oliveira,

learning even though it is beneficial for students.

student in their group.

favors communication, as well as the goals of face-to-face communication: relationship building,

communication. Students who are demotivated continue to cause ineffective comprehension.

(Alawamleh, M., Al-Twait, L., and Al-Saht, G., 2020).

transport through by means of communication. A non-communicating/non-participating student

applying solutionary methods.

Purpose of the Study

chance of succeeding in their goal.

Figure 1 Conceptual Framework

Figure 1 shows an input-process-output (coded as red-yellow-green, respectively) model

of the researchers' methodological process: from researching about ineffective group

solutions as more are to be developed in their study's Chapters IV and V.

The study aims to answer the following research questions:

3. What solutions can be found if a member/s of a group is not participating/fails to

Although many studies have demonstrated advantages to using Collaborative Learning,

learning chances as a result of systemic issues". Student resistance is a variable motivating

It is important to study communication, particularly in the educational sector since it can

apply to online communication as well: building relationships, exchanging information, and

When asked to participate in Collaborative Learning, students exhibit strong levels of

Macsinga, & Măgurean, 2014).

Effective communication occurs when separate people's deliberate or unplanned

awareness, imparting knowledge, or communicating a particular thought or point of view. Good

Many students find online learning appealing because it provides flexibility in

student's readiness to participate in a mixed learning environment, either asynchronously or

for communication, and all students are welcome to participate.

Collaborative learning is defined as a teaching and learning strategy that involves

together. Collaborative learning promotes critical thinking, problem-solving skills,

communication skills, and teamwork skills. In a collaborative learning environment, students

from practicing self-care.

Cognitive and Decision-making skills

their respective school accounts to communicate with the respondents.

Participants and Settings

through the online mode of learning.

Quota Sampling Technique is used as the researchers tend to be collaboratively decisive

share the interview survey.

unlock Snowball Sampling Technique in an effective manner, researchers need to re-ensure

basically a Grade 11 Student of NDGM; must be imparted/was imparted in online academic

environment of being in an academic group; must be experienced/experiencing ineffective

to be able to empathize with the gist of the researchers’ research problem.

distinct topics—variables: actions and values—made up the remainder of the instrument.

Data Collection Procedure