Oral Communication Ability in English and Learning Engagement Among Grade 12 Humanities and Social Sciences Students: A Correlational Study

Abstract

This study investigates the relationship between oral communication ability in English and learning engagement among Grade 12 Humanities and Social Sciences (HUMSS) students at Sto. Tomas National High School, Davao del Norte, Philippines. Recognizing the critical role of communication ability in academic success, the study adopts a quantitative correlational design to explore how these variables interact. A sample of 197 students was evaluated using two instruments: the "Oral Communication Ability in English" questionnaire (Idrus et al., 2011) and the "Students Engagement in School Questionnaire" (SESQ) (Hart et al., 2011), which assessed various aspects of oral communication and learning engagement. Drawing upon Self-determination Theory (SDT), Dweck’s Mindset Theory, and Connectivism Learning Theory (CLT), the study emphasizes how competence, growth-oriented mindsets, and social connectivity foster engagement. Results reveal that the students’ oral communication ability scored an overall mean of 3.31 (SD = 0.69), interpreted as "some extent," with aspirations receiving the highest mean score (3.94) and aptitude the lowest (2.97). Learning engagement recorded an overall mean of 3.61 (SD = 0.66), interpreted as "agree," with affective engagement scoring the highest (3.79) and behavioral engagement the lowest (3.40). A significant positive correlation (r = 0.524, p < 0.001) was found between oral communication ability in English and learning engagement, indicating a moderate relationship. This study highlights the need for targeted interventions to improve communication skills and engagement, such as collaborative workshops and teacher-led initiatives. Future research should address limitations, such as the reliance on self-reported data, and explore additional factors influencing learning engagement.