Assessing Oral Communication Proficiency and its Association with Social Interaction Competence and Academic Performance among Senior High School Learners

Abstract

This study assessed oral communication proficiency and its association with social interaction competence and academic performance among Senior High School learners at Speaker Eugenio Perez National Agricultural School during the School Year 2025–2026. Specifically, it aimed to determine the level of learners’ oral communication proficiency across selected dimensions, evaluate their social interaction competence, describe their academic performance, and examine the significant relationships among these variables.

Using a descriptive-correlational research design, data were gathered from 438 learners, consisting of 218 Grade 11 and 210 Grade 12 students, through a validated survey questionnaire and secondary academic records. Oral communication proficiency was assessed across pronunciation and fluency, grammar and vocabulary, coherence and organization of ideas, and confidence and delivery. Meanwhile, social interaction competence covered classroom participation, peer engagement, communication during group tasks, and participation in school-based activities. Descriptive statistics (mean and percentage) and inferential statistics (Pearson’s r) were utilized to analyze the data.

Results showed that learners demonstrated generally good oral communication proficiency and good social interaction competence. Pronunciation and fluency had a mean of 3.75; grammar and vocabulary, 3.71; coherence and organization, 3.79; and confidence and delivery, 3.72. Social interaction competence was likewise rated good in classroom participation (4.09), peer engagement (4.05), group communication skills (3.87), and school-based participation (3.82). In terms of academic performance, most learners achieved very satisfactory to satisfactory levels, with 45% classified as very satisfactory, 38% as satisfactory, 16% as outstanding, and 1% as fairly satisfactory.

Correlation analysis revealed significant positive relationships between oral communication proficiency and social interaction competence, with coefficients ranging from .550 to .706, and between oral communication proficiency and academic performance (r = .540, p < .05). These findings indicate that higher levels of oral communication proficiency are associated with stronger interpersonal interaction skills and better academic outcomes.

The study concludes that oral communication proficiency plays a vital role in enhancing both the social and academic development of Senior High School learners. Consequently, it provides empirical support for the implementation of targeted instructional strategies, such as structured speaking activities, communication enhancement programs, and collaborative learning approaches. Furthermore, it highlights the importance of fostering supportive learning environments and promoting student participation in academic and extracurricular activities to strengthen communication competence among multilingual learners in academically and socially demanding contexts.