Chapter 1

THE PROBLEM

Background of the Study

Interpersonal

skills

are

the

life

skills

we

use

every

day

to

communicate and interact with other people, both individually and in

groups. People who have worked on developing strong interpersonal skills
are usually more successful in both their professional and personal lives.
Interpersonal skills are not just important in the workplace, our
personal and social lives can also benefit from better interpersonal skills.
People with good interpersonal skills are usually perceived as optimistic,
calm, confident and charismatic - qualities that are often endearing or
appealing to others. Being aware of how you interact with others - and with
practice - you can improve your interpersonal skills and develop them. We
all learn how people are likely to react to what we say, how we say it and
what we do, as well as how these actions make others , and us feel. These
skills are easily further developed with a little time and effort spent working,
thinking and practicing them. Remember it is worth spending time
developing these skills as good interpersonal skills can improve many
aspects of your life. Interpersonal skills are also sometimes referred to as
social skills, people skills , soft skills or life skills, although these terms can
be broader and may also refer to one other skills.
1

These are varieties that will help you to succeed in different areas of
life. However, the foundation for many areas of our lives are good
interpersonal skills since these are relevant to our personal relationships,
social affairs and professional lives and are the basis on which we can
develop other life skills. Unlike specialized and technical skills (hard skills),
interpersonal skills (soft skills) will be used everyday and in every area of
our lives. ( http://www.skillsyouneed.com/interpersonal-skills.html)
It seems that People with interpersonal intelligence are good with
people and thrive in social interactions. They are good at reading,
emphatize and understanding others. They are good at working with others
and have many friends. Some people have a superb ability to establish
rapport with others quickly and easily, making them feel at ease. They are
able to read other peoples reactions and emphatize. The ability to
communicate in this way is a vital human intelligence. Each of us is already
equipped with the skills to perform this intelligence. However it seems that
we are not all necessarily confident at interacting effectively with others in
familiar, casual and working environments- unlike those with a strong
interpersonal intelligence.
In this respect , Pangasinan State University Urdaneta Campus,
Urdaneta City, gives every student the right to a fair chance in life. That fair
chance is the opportunity to grow up in a happy and favorable surrounding,
to be educated to the full extent of his capacity and on reaching adulthood,

to make his contribution to his family and community. Difficulties on the

part of the students are those who experience isolation, social discomfort
and lack of recognition of the self. These are shown in their inability to
intact

with

others,

understand

and

interpret

their

behavior

(their

interpersonal intelligence).
Such problems in interpersonal intelligence among students are
deterrents to learning. Fundamentally, these problems draw their interest
and attention away from the learning activities and make less meaningful
the objectives of the teaching-learning situations. The effectiveness of any
method in teaching is conditioned by the intensity of problems confronting
the learners. Thus, it is essential that the student be helped in his problems
before effective learning is expected of him.
Therefore , the researchers believe that the school must have an
effective program that can develop social skills in order to help students
attain maximum capacities to learn this students interpersonal intelligence
progress monthly from one level to another. Appropriate activities should be
provided to students and that should be meaningful, challenging and
encouraging to the learners. These activities must emphasize skills in
enhancing further the interpersonal intelligence of the students.

Statement of the problem

The study sought to determine the Interpersonal Skills of the

Elementary Education Students of PSU-Urdaneta Campus for the SY 20132014.
Specifically, it attempted to answer the following questions.
1. What is the profile of the Elementary Education students of PSU-Urdaneta
Campus, Urdaneta City in terms of:
a. Sex;
b. Age;
c. Family Income
2. What is the level of interpersonal Skills of The Elementary Education
Students of PSU-Urdaneta as measured by the Interpersonal Qualities
Checklist when grouped In terms of.
a. Sex;
b. Age;
c. Family Income
3. What is the level of interpersonal skills of the Elementary Education
Students of PSU-Urdaneta as measured by the Interpersonal Qualities
Checklist when grouped as a whole.

Significance of the Study

Interpersonal Skills become so natural that we may take them for
granted, never thinking about how we communicate with other people. With
a little time and effort you can develop these skills. Good interpersonal
skills can improve many aspects of your life - professionally and socially they lead to better understanding and relationships. Interpersonal skills is
the ability to understand ones own feeling and motivations, has to be
developed as early as possible. An understanding of the interpersonal
intelligence is a pre requisite to true understanding of each student. If these
individuals are to be considered as assets in this country it is high time to
look into their interpersonal problems so that they will become future pillars
of society who will molds this country towards progress and development in
the near future.
To the administrators. Results of this study can serve as basis for
school administrators in the strengthening of social skills development
program as well as in establishing its importance. In addition, this study
may inspire them to conduct studies regarding he proposed program to
determine their adequacy, suitability and relevance to the needs of the
students particularly their interpersonal intelligence.
To the Teachers. Findings will give an accurate overview of the
pupils strengths and weaknesses on interpersonal skills. On the basis of the
findings, they can give assistance by providing educational program vital to
5

the development of students social skills. Knowing some variables that

affect thus skill, teachers can aid in implementing suitable measures the
will help minimize problems. Further , these would enhance further

the

students social skills as they move towards success.

To the Parents. The findings of the study can serve as an
information guide to the parents and may help them understand their child
better. They will be able to show more concern and support to them with
appropriate care and acceptance. Likewise , they may provide help in
acquiring more realistic goals and in teaching the skills in communicating
with others and the skills in understanding how to be accepting toward
accepting by others.
To the students. Results of the study will serve as a reference for
evaluating their strengths and weaknesses. This way , they will be able to
improve their social and emotional dealings with their peers. They will
surely be grateful to know their strong and weak points, thereby developing
desirable attitudes toward their studies ad aspiring to strive for excellence.
To other researchers. The result can be an encouragement to other
researchers to conduct similar studies on a wider scope or on the other
aspects to develop further the interpersonal intelligence of students.
In view of the foregoing reasons, the researchers deem it necessary
to analyze the level of the interpersonal skills of Elementary Education
students of PSU-Urdaneta Campus in relation to their demographic profile.
6

Scope and Delimitation of the Study

The Study was conducted to describe the demographic profile of the
Elemetary Educaton Students of PSU Urdaneta Campus in terms of their
age, sex, dialect, and family income. Likewise , it also determined the level
of their interpersonal skills when grouped

as according to their

demographic profile and grouped as a whole.

One Thirty Five students of Elementary Education Students of
Pangasinan State University enrolled in school year 2013-2014, were
considered as respondents of this study.

Definition of Terms
To understand the different terminologies used in this study, they are
defined lexically and operationally.

Interpersonal
Pertains to peoples relationships from one another on how well and
smooth their interaction is.

Interpersonal Skills

As used in this study, interpersonal intelligence is the ability to

perceive and make distinction in the moods, intentions, motivations and
feelings of other people. This intelligence consists of the ability to
understand, perceive and discriminate between peoples moods, feelings,
motives and intentions. It can include sensitivity to facial expressions, voice
and gestures as well as the ability to respond effectively to such cues.
Level
As used in this study, it refers to the degree or standing of the
Teacher Education students as for their interpersonal skills.
Social Skills
It refers to any skill facilitating interaction and communication with
others. Social rules and relations are created, communicated,, and changed
in verbal and non verbal ways. The process of learning such skills is called
socialization.
As used in this study, it is a term broader than the interpersonal skills.
This skill is parallel also in dealing and interacting with people around them.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature

According to Calpito (1998) as cited by John Donne, one of the

objectives of modern education is the social adjustment of individuals since
man is considered as a social animal and as no man can live like an island
while journey through life. All educators are aware of the fact that the
individuals

academic,

social,

emotional,

physical,

spiritual

and

psychological growth can be affected favorably or adversely by their

interpersonal relationships, within a group or in a society . The social
atmosphere in the group is largely nested and manifested by individuals
interactions and their functioning.
She furthered explained that through people have the physical ability
to exist individually and alone , we are also social animals who thrive and
grow when involves with others. This ability to interact with others,
understands them, and interprets their behavior known as interpersonal
intelligence. According to Gardner, Interpersonal Intelligence is seen in how
we notice distinction among others; in particular, contrasts in their moods,
temperaments, motivations and intentions. He also Stated that Those
who have strong interpersonal intelligence are good understanding and
interacting with other people. These individuals are skilled at assessing the
emotions, motivations, desires and intentions of those around them.
Summing up,

on strong interpersonal communication skills as

mentioned by Marsh (2000) included such as mutual relationship, social

awareness, extroversion and communication. On the other hand, isolation,

distrust, shyness and alienation resulted to low level interpersonal

communication skills. Thus, this gave the researcher an idea on how the
questionnaire

flows

by

including

strong

and

weak

interpersonal

communication skills in the items.

Interpersonal skill, These sorts of skills have long been recognized as
important for success in school and the workplace, said Stephen Fiore,
professor at the University of Central Florida, who presented findings from a
paper about these skills and how they might be assessed (Salas, Bedwell,
and Fiore, 2011).1 Advice offered by Dale Carnegie in the 1930s to those
who wanted to win friends and influence people, for example, included
the following: be a good listener; dont criticize, condemn, or complain; and
try to see things from the other persons point of view. These are the same
sorts of skills found on lists of 21st century skills today .
It seems clear that these are important skills, yet definitive labels and
definitions for the interpersonal skills important for success in schooling and
work remain elusive: They have been called social or people skills, social
competencies, soft skills, social self-efficacy, and social intelligence, Fiore
said (see, e.g., Ferris, Witt, and Hochwarter, 2001; Hochwarter et al.,
2006; Klein et al., 2006; Riggio, 1986; Schneider, Ackerman, and Kanfer,
1996; Sherer et al., 1982; Sternberg, 1985; Thorndike, 1920). The previous
National Research Council (NRC) workshop report that offered a preliminary

10

definition

of

21st

century

skills

described

one

broad

category

of

interpersonal skills (National Research Council, 2010, p. 3):

Social or interpersonal skills are Skills in processing and interpreting
both verbal and nonverbal information from others in order to respond
appropriately. A skilled communicator is able to select key pieces of a
complex idea to express in words, sounds, and images, in order to build
shared understanding (Levy and Murnane, 2004). Skilled communicators
negotiate positive outcomes with customers, subordinates, and superiors
through social perceptiveness, persuasion, negotiation, instructing, and
service orientation (Peterson et al., 1999).
The multiplicity of names for interpersonal skills and ways of
conceiving of them reflects the fact that these skills have attitudinal,
behavioral, and cognitive components, Fiore explained. It is useful to
consider

21st

century

skills

in

basic

categories

(e.g.,

cognitive,

interpersonal, and intrapersonal), but it is still true that interpersonal skills

draw on many capacities, such as knowledge of social customs and the
capacity to solve problems associated with social expectations and
interactions. Successful interpersonal behavior involves a continuous
correction of social performance based on the reactions of others, and, as
Richard Murnane had noted earlier, these are cognitively complex tasks.
They also require self-regulation and other capacities that fall into the
intrapersonal category (discussed in Chapter 4). Interpersonal skills could

11

also be described as a form of social intelligence, specifically social

perception and social cognition that involve processes such as attention
and decoding. Accurate assessment, Fiore explained, may need to address
these various facets separately

Foreign Studies
Levinson(1996) tested the effects of Adolescent Competence Training
(ACT), self-esteem skill and social skills in an upper middle-class sub-urban
middle class. This study involved forty-seven eight gracers divided into
comparison and Treatment Groups at a Connecticut Middle School. Teachers
of the group administered the Piers-Harries Children Self-Concept Scale and
the ACT Questionnaire for Students. The author average Cognitive Index
Skills; by gender and with two previously studies, diverse population using
the ACT Questionnaires for Students.
The findings stated that ACT did not seem to have a positive effect on
self-esteem or social skills. Divided by CSI, higher level students scored
better than females lower. Lower socio-economic students made much
greater grains than this Treatment Group. Some possible conclusions made
were; (1) raising social skills and self-esteem is a very difficult task that
takes more time. (2) raising self-esteem and improving social skills using
ACT for females is in need of further study. (3) raising self-esteem and social
skills using ACT for females is better for lower socio-economic group in need
12

of further study; (4) raising self-esteem and social skills using ACT for
students of higher intelligence is in need of further study.

The study of Ruiselova (1995) analyzed the interpersonal intelligence

within the framework of Howard Gardner (1983, 1994) Theory of Multiple
Intelligences Correlation between the A. Antonovskys (1993) Sense of
Coherence Scale Variable and I.M Deusingers (1986) Self-assesment of Selfconcept method as measured by Frankfurter Selfstkonzeptskalen (FSKN)
were sought in 155 male military officers and with high school students. It
was concluded that either Antonovskys or Deusingers scale could be
recommended for the study of the role of self-assesment of coping in the
context of personal intelligence.

Local Studies
Salvacion as cited by Salubayba 1994, conducted a study on the
relationship of personal and social adjustment with academic performance
of 74 low achieving students in mathematics. The study found out that the
personal adjustment of the learners has significant correlation between
sense of personal worth and academic performance. As to social
adjustment, a significant correlation exists only between anti-social
tendencies and family relations with academic performance.

13

Theoretical Framework
The importance of society and its effects on human development
emphasized as the foundation of personality theory as asserted by
Sullivans Interpersonal Theory. Harny Stack Sullivan (1953) theorized that
interpersonal relationship among individuals is one aspect that would
improve a persons personality. The reciprocity of human being to one
another is a key structure and that interpersonal relationship is the
foundation of personality as agreed by Bishop(1964). Sullivan believed that
personality was never fixed and was always subject to the modifications
occasioned by new interpersonal relations to ones overall development.
According to psycho analyst Erickson (1930), the development
changes occurring throughout a persons life can be viewed as a series of
eight stages. It encompasses changes in our interactions and understanding
of one another as well as members of society. The suggest that individuals
experience positive psychosocial challenge. The academic recognition ans
social approval they obtain help them to continue productive activities and
complete task successfully. (Grasha, 1980).
Piagetian constructivist argue that individual childs cognitive ability
develops during his or her interaction with reality through own experiences.
New knowledge is constructed when learners link their former knowledge
and experiences. It is further contended by Vygotsky and other sociocultural

constructivist

that

each

individual,

as

the

contextualized
14

individual, his or her learning is facilitated by his or her social interactions

with others and what and how much students learn and remember is
influenced by their beliefs, goals, expectations, affect and motivation.
(Paris, 1994)
Human actions are mark by quality of human intelligence and the
capacity to perceive and to create relationship according to gestalt theory.
This understanding of relationships steer mans action. To teach and learn
one must interact with others. (Josephine C. Gonzalo)
Socialization likewise refers to the shaping of human relationship.The
need to belong to a group is stronger than to assert ones individual
identity.

This

is

reflected

in

behavior

among

Filipinos

that

shows

pakikisama (togetherness), smooth interpersonal relationship (SIR)

tayo-tayo (us aand we-ness), and bayanihan (unity and cooperation as
viewed by cone (1990).
Having

interpersonal

skills,

man

establishes

personal

identity,

expresses thoughts and feelings, engages in collaborative activities with

others and satisfies the needs for affiliation with others. It appears the
balance theory can provide a means for organizing substantial amount of
what we know about how people come to like or dislike one another.
Balance Analysis applies specially to some of the existing research on
interpersonal attraction.

15

Social

psychological

theory

suggests

our

tendencies

toward

consistency and homogeneity in our own ideas i.e., toward cognitive

balance, such as toward liking someone when we perceive as liking us,
(Aquino, 1998)

Mc Clelland (1995) espoused another theory called the achievement

motive theory. According to him, there are three basic motivating needs
power, affiliation and achievement. People with a high need to power, as
claimed by Mc Clelland and other researchers have a great concern to
control and influence others. These people are positive- seekers and
outspoken and conversationalist, forceful, hardheaded and demanding. To a
wide extent, people with a high need for affiliation specializes in smooth
interpersonal communication relations and are concerned over the affairs of
other people.

Conceptual Framework
Some people with high interpersonal skills have the ability to proper
communication skills in order to create and maintain good relationships
with other individuals. These individuals also believe that the ability to
successfully maintain these good relationships boosts the self-esteem,
which helps him to further improve his skills. One of these skills is the

16

ability to motivate and encourage other individuals. The ability to achieve

this successfully helps to maintain work morale and efficiency. By doing so,
he is capable of influencing others.
Every individual learns through the process of socialization. As stated
in the theory of Jean Piaget, every individual undergo series of stages and
as the child goes interaction with people around him takes place. And that
is when the process of learning and gaining self confidence occurs. With the
help of his significant others such as parents, brothers, sisters, relatives,
and other members of the society, he could be able to adapt and interact
with other people appropriately and accordingly.
Interpersonal skills are cultivated by the list of defined objectives. He
claims that every human being is able to establish partnerships with other
like-minded individuals to increase resources of idea. Another facet of
effective interpersonal skills is to give praise to cohorts when it is due.
Praise acts such as motivation to do a good job and make encouragement
and incentives for behaviors you want to continue seeing. Individual must
be able to help others reach their fullest potential by offering guidance,
mentoring and support. Each of us should identify mutuality of both team
and personal success. Finally, it could be suggested that trusted individual
with high interpersonal skills are attentive to emotional cues and show
caring for others.

17

Individuals have to be nurtured and maximize not only his intellectual

achievement but

also social, emotional and spiritual growth. Individuals

benefit from being able to empathize with young people, to show that to
some degree they understand their world as they are experiencing it. It is
therefore true that giving of oneself to establish and maintain quality
relationships to others is one of the most challenging and an important
quality in dealing with other people.
Interaction with others creates wholesome interpersonal relationship
with their peers and other members of the community. Consequently, unity
prevails and gives each of us chance and ease to manage our behavior that
greatly affects our attitude toward intellectual and social path. People in
this category and usually extroverts, and are characterize by their
sensitivity to others moods, feelings, temperaments and motivations and
their ability to cooperate in order to work as a part of a group. They
communicate effectively and empathize easily with others, and maybe
either leader or followers. They typically learn best by working with others
and often enjoy discussion and debate.
People with highly manifested interpersonal skills are friendly and
demonstrate general warmth, caring and respect. To develop good
interpersonal skills requires empathy, honesty and trust, tolerance,
awareness and setting aside of self. (Collinson, 1999)
Operational Paradigm of the Study
18

Figure 1 shows which study will be undertaken. It shows the demographic

profile of Elementary Education Students and the level of interpersonal
skills.

Figure 1

Paradigm of the Present Study

Independent
Dependent

Demographic Profile of
Elementary

Education

Students
a. Sex
b. Age
c. Family Income

Level of interpersonal
skills

of

Elementary

Education Students

The paradigm shows the Profile of The Elementary Education Students and
level of their interpersonal skills.

19

It could be gleaned from figure 1 the relationship of the demographic

profile and interpersonal skills of Elementary Education Students. It has
been hypothesized from this study that demographic profile of Teacher
Education can be an independent variable that can affects the intrapersonal
skills of Elementary Education students (dependent variable). Furthermore,
there is no manipulation on the independent variables.

Chapter 3
RESEARCH METHOLOGY

This part deals on the method and materials to be used by the

researchers in the study. Most specifically, it discusses the research design
or method to be used the subjects, the instruments, and the administration
of the instruments to the treatment of the data.

Research Design
The researchers used to descriptive method of research for it aims
primarily at determining the demographic profile of education students and
the level of their interpersonal skill. Questionnaire was used in the
collection of data to determine the demographic profile and interpersonal

20

skill of education students. The 5-point scale is used to determine their

response if it is 1- Never, 2- Rarely, 3- Sometimes, 4- Often, 5- Always.
According to Kamil et al (1985) descriptive research can be heuristic
or deductive. The investigation employs existing data with a preconceived
hypothesis. The researchers begin with a specific focus or general and
specific questions regarding the problem situation to be studied. Moreover,
he claimed that the data in descriptive is analyze quantitatively and may
provide an in depth analysis.
Ofelia T. Posecion, Ph.D., mildred B. Go, Ph.D., Heidi P. Albano, M EdEnglish (2012) cited by best and kahn (1988), descriptive methods involve
collection techniques without manipulation of variables. It deals with first
hand data or already existing knowledge take from previous studies or
student records. It seeks what is and emphasizes on the discovery of ideas
and insights that may affect the development of generalizations, principles,
or theories.
This study is descriptive for it describes the demographic profile of
Elementary Education Students by means of frequency counts and
percentages. Likewise, it also interprets the level of their interpersonal skills
by means of computing the mean and stating its corresponding verbal
interpretation.
Subjects of the Study

21

One hundred thirty five subject-cases in this study were the

Elementary Education Students enrolled during the school year 2012-2013
at PSU-URDANETA Campus. Researchers used the random sampling in
getting the respondents of this study for the researchers have personally
chosen 45 respondents for each course and year level BBED1, BEED2 and
BEED3. Below is the no. of samples of the Elementary Education Students
from each year level of BEED.

Figure 2
Distribution Of Respondents

Respondents

Samples

BEED1

45

BEED2

45

BEED3

45

Total

135

N=135

Statistical Treatment of Data

22

The data gathered was tallied and categorized. Tables were used in
presenting the data to make it easier to analyze and interpret.
The following statistical were given below:
1. The respondents profile was analyzed, descriptive, and interpreted
using frequency counts and percentage. The percentage of the data
was computed with the use of the following.
n

%= f 100

Where: %- Percentage equivalent of each bracket

f- Number of respondents for each bracket

N- Total number of respondents
2. The respondents interpersonal skill level was determined using the 5point scale according to classification below:
1- Never
2- Rarely
3- Sometimes
4- Often
5- Always
To compute for the weighted arithmetic mean (WAM), the following formula
is used:

X=f1X1+f2X2+f3X3+f4X4+f5X5

23

N
Or

X=

fx
f

X-mean

- summation
F-frequency
x- scale

To interpret the mean, score transmulation is used. Here it follows:

Figure 3
Transmutation

Scale
5

Mean
4.20-5.00

Verbal Interpretation
Very
24

High Interpersonal
4
3
2
1

3.40-4.19
2.60-3.39

Skill
High Interpersonal Skill
Average Interpersonal

1.80-2.59
1.00-1.79

Skill
Low Interpersonal Skill
Very Low Interpersonal
Skill

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This Chapter presents the findings of the study, their analysis and
interpretation in the light of the major and specific problems presented. The
study focused on determining the demographic profile and level of
interpersonal skills of the Bachelor of Elementary Education students.
Profile of Elementary Education Students
The subjects of the study were asked to indicate their Sex, Age and
Family Income. The data were taken mainly from the responses of One
Hundred Thirty Five Education students and were summarized and
presented in the tables below.

25

Table 1 shows the demographic Profile of Elementary Education

Students with respect to their sex.
Table 1
Profile of Elementary Education Students with Respect to Sex
N=135

SEX

FREQUENCY

PERCENTAGE

MALE

24

17.78 %

FEMALE

111

82.22 %

TOTAL

135

100 %

It could be gleaned from Table 1, that of One Hundred Thirty Five

Elementary Education Students, 111 or 82.22 percent were females and 24
or 17.78 percent were males .
It seems that more females have passion when it comes to field of
teaching , thus education courses been assumed by majority as a course
intended for females. It is likely that majority of females were on the field of
teaching than of males. However, there were few males who were enrolled
in the education course which proved that gender equality is practiced in
this course. Thus, education course can be for males also.
Table 2 shows the frequency counts

and percentages of the

Elementary education Students with regard to their Age.

Table 2
Profile of Elementary Education Students With Regards to their Age
N=150
26

AGE

FREQUENCY

PERCENTAGE

15-17

53

39.26 %

18-20

65

48.15 %

21 and Above

17

12.60 %

TOTAL

135

100%

In terms of Age , It could be noted that among One Hundred Thirty Five
respondents, 53 or 39.26 percent were 15-17 years old. Sixty Five (65) or 48.15
percent were 18-20 years old. However, 17 or 12.60 percent were 21 and above
year old.
It seems that the Age of the Elementary Education Students may
significantly influence his interpersonal skills. The main components of life skills
are communication, inter-personal skills, decision making, critical thinking, coping
and self management skills. As According to the Study of Mahipatsinh D. Chavda
and Bharat S. Trivedi in their International Journal of Information and Education
Technology, Vol. 5, entitled Impact of Age on Skills Development in Different
Groups of Students.Many children look forward to turning 18, as it symbolizes
their transition into adulthood.
They tend to develop as the individual matures, according to age. With the
passage of time, the different component of life skills grows. It seems that There
is significant difference in skills development found between boys and girls of 1517 years and 18-20 years. That is why Age is a major affecting factor for skills
development.
27

Table 3
Profile of Elementary Education Students with Respect to Family
Income
N=135
MONTHLY INCOME

It
could

be

observed
that Table
4

FREQUENCY

PERCENTAGE

LOW
INCOME(PhP 74
7,000 and below)
AVERAGE(7,00045
10,999)
HIGH
INCOME(PhP 16
11,000 and above)

54.81 %

TOTAL

100 %

135

33.33 %
11.85 %

among

the 135 respondents, 74 or 54 percent were respondents who belong to

families who have low family Income, 45 or 33.33 percent were those on
the average level , and 16 or 11.85 percent were those who belong to
families with High family income.
It seems like Majority of the Filipino Families were included under poor
families bracket. As it has been affirmed in the survey (2009), Philippines
was consider as a poor country as it is being manifested in its economy.

28

Moreover, lower Family Income accounted among these respondents was

attributed to lower parental Education.

Level of Interpersonal Skills of Elementary Education

Students
Interpersonal skill is the ability to successfully carry out a person to
person relationship and communication. In this study, it used the
interpersonal qualities checklist to measure the level of Interpersonal Skills
of the students.
Table 4 on the next page shows the computed weighted arithmetic
mean and the level of interpersonal skills of the Elementary Education
Students when grouped with regard to their sex.

29

30

31

32

It can be noted from the table 4 that among the male respondents the
items Love/s to listen to other peoples opinions, ideas and problems as
well got the highest computed mean of 4.12 which is interpreted as high
interpersonal skills. On the other hand, the item skilled nonverbal
communications got the lowest computed mean of 3.29 which is
interpreted as average.
Among the female respondents , the items love/s to listen to other
peoples opinions, ideas and problems as well got the highest computed
mean of 4.27 which is interpreted as very high interpersonal skills. On the
other hand, the item at ease in the crowd got the lowest computed mean
of 3.03 which is interpreted as average.
It can be noted from the table 4 that the item loves to listen to other
peoples opinions, ideas and problems as well ranked no. 1 with regard to
sex which got the highest computed mean of 4.20 which is interpreted as
Very High. On the other hand, the item skilled nonverbal communicators
ranked 20 got the lowest computed mean of 3.20 which is interpreted as
Average.
Among Male Respondents, they have a Total Weighted Average Mean
of 3.69 which is interpreted as High. On the other hand, Female
respondents have a total computed mean of 3.61 which is also interpreted
as High.

33

Therefore, sex is a contributory factor with regards to the level of

interpersonal skills of an individual since they have a computed mean which
are both interpreted as high level of interpersonal skills. It refuted the study
of Calpito (1998) that sex has no significant relationship with regard to
interpersonal skills of an individual.
According to Dr. Steven Stein, President of MHS, 1997, women are
more aware of their

feelings and those of others, relate better

interpersonally, and are significantly more socially responsible than men.

Furthermore , women seem to have significantly stronger interpersonal
skills than their male counterparts according to a new study made by MultiHealth systems, Inc. (MHS) in a recent test of the interpersonal skill levels
were measured throughout the United States and Canada (1997).
Generally, the interpersonal skills of Elementary Education Students
Of Pangasinan State University , Urdaneta Campus as according to sex has
a total computed mean of 3.65 which is being interpreted as High
Interpersonal Skills. Therefore the Interpersonal Skills

of Elementary

Education students is high.

Table 4 on the next page shows the computed weighted arithmetic
and level of interpersonal skills of Elementary Education students when
grouped according to their age.

34

35

36

37

Table 5 shows that on the 15-17 age group, item number 20 love/s to listen
to other peoples opinions, ideas and problems as well has the highest mean
4.20 which means Very High. It implies that Elementary Education Students who
belong to 15-17 age group have care for their peers , and never allow the cares of
the world to overshadow the things that are most important, serving God and
serving people, especially the people around them. On the other hand Item
number4 at ease in a crowd got the lowest mean of 3.06 which is interpreted as
Average Interpersonal skills.
38

Among the Ages 18-20 respondents, item number 14 Create positive

relationship with others has the highest mean of 4.24 which means Very High. It
implies that Elementary Education students under 18-20 are kind and courteous to
their peers. According to the book of Bible in Ephesians 4:29let no corrupting talk
come out of your mouths, but only such as is good for building up, as fits the
occasion, that it may give grace to those who hear. On the other hand Item
number 12 Skilled nonverbal Communicators got the lowest mean of 3.08 which
is interpreted as average interpersonal skills.
Among the Ages 21 and Above, the item 20 Love/s to Listen to other
peoples opinions, ideas and problems as well got the highest computed mean of
4.53 which means Very High level of Interpersonal skills. On the other Hand, the
item number 12 Skilled Nonverbal Communicators got the lowest computed of
3.05 which means average level of interpersonal skills.
Generally, Item number 12, skilled nonverbal Communicators has lowest
mean of 3.05 which is interpreted as average. It leads to conclusion that
Elementary Education Students prefer to use Gestures, and movements or actions
rather than to use verbal communication .
The Table 5 also shows that the One Hundred Thirty Five (135) respondents
when they were grouped according to their age have an overall mean of 3.62
which means very high
Therefore Age is a Contributory Factor in determining Interpersonal Skills
and Values Orientation level along Social Erik Erickson (1959), from adolescence to
adulthood they developed already the significant relationship from peers, friends
and families.
39

40

41

42

Table 6 shows that the Low Family Income, the item love/s to listen
to other peoples opinions, ideas and problems as well. Got the highest
Computed mean of 4.24 which is interpreted as Very High Level of
interpersonal skills. On the other hand, the item Skilled nonverbal
communicators got the lowest computed mean of 3.04 which is interpreted
as Average level of Interpersonal skills
Under the average family income, the items easily gets along with
others got the highest computed man of 4.94 which is interpreted as Very
High level of interpersonal skills. And on the other hand the item number 4
At ease in a crowd got the lowest computed mean of 3.18 which has verbal
interpretation of Average level of Interpersonal skills.

43

On the other hand, the family whose belong

to the High Family

Income the item Aware and Concerned for others got the highest
computed mean of 4.19 which is interpreted as High level of Interpersonal
Skills. And the Items At ease in a crowd got the Lowest computed mean of
2.94 which is interpreted as Average Level of Interpersonal Skills.
Generally , the Interpersonal Skills of Elementary Education Students
as According to their Monthly Family Income, the item number 20 love/s to
listen to to other peoples opinions, ideas and problems as well ranked
no.1 among interpersonal skills questionnaire of Elementary Education
Students which got the Highest computed mean of 4.14 which is interpreted
as High and on the other hand, the item number 4 at ease in a crowd got
the lowest mean of 3.08 which is interpreted as average.
It could be gleaned from Table 6 that the respondents who belong to
family with Low Monthly Income have computed weighted arithmetic mean
of 3.63 which has an interpretation of high level of interpersonal skills while
the respondents who belong to family with average monthly income have
computed weighted arithmetic mean of 3.65 which is also interpreted as
high level of interpersonal skills. Otherwise, respondents who belong to
family with High Monthly Income have a computed weighted arithmetic
mean of 3.45 which has an interpretation of high level of interpersonal
skills. Therefore, family income is a contributory factor as regards to the
level of interpersonal skills of Elementary Education Students.

44

Goodman (2004) suggested that family income may relate more to

differences in coping styles and other interpersonal skills. It could be noted
from the table that families with low income and average income gave High
Interpersonal skills than those of the families with High Income. The data
implies that poor families tend to have much quality time and interactions
to their siblings due to the occupations they have compared to those with
rich families who tend to be very busy on their careers and workplace.
In summary the overall mean of the Elementary Education Students
as regards to their Monthly Family Income has a computed mean of 3.58
which is interpreted as High level of Interpersonal Skills.

45

Table 7
INTERPERSONAL SKILL OF ELEMENTARY EDUCATION STUDENTS
WHEN GROUPED
N=135

46

Interpersonal
Qualities Checklist
ITEMS

WAM

RANK

VERBAL
INTERPRETATIO
N

1. Easily gets along with

3.96

HIGH

3.25

18

AVERAGE

HIGH

others
2. Comfortable talking with

other people even if I

am
not
close
with
him/her.
3. Enjoys
sharing
or 3.65
relating stories
4. At ease in a crowd

3.1

19

AVERAGE

5. Likes having new friends

3.95

3.5

HIGH

17

AVERAGE

HIGH

to have lots of 3.56

time talking with others

10

HIGH

3.32

16

AVERAGE

because they make me

glad
6. Shares my suggestions 3.30
or
opinions
without
hesitant
7. Likes the people around 3.81
me
8. Likes

9. Seeks the company of

others
10. People

come
seek advice

to

3.4

15

HIGH

11. Good

at

3.47

13.5

HIGH

2.8

20

AVERAGE

situations
from
different
perspectives
14. Create
positive
relationships with
others
15. Good at resolving
conflict in groups

3.54

HIGH

3.70

HIGH

3.47

13.5

HIGH

16. Aware

HIGH

3.48

12

HIGH

communicating
verbally
12. Skilled nonverbal
communications
13. See

and
for

concerned
others
17. The ability to be
able to persuade
and
influence
others
18. An interest for and
skilled
at
work

47

3.52

11

HIGH

It could be gleaned that from Table 7, the item which got the Highest
Computed Arithmetic Mean is Aware ad Concern for others ranked no 1
which has a computed mean of

4 and interpreted as High Level of

Interpersonal Skills. On the other hand , the item which got the lowest
computed weighted arithmetic mean is Skilled nonverbal communicators
ranked no. 20 which has a computed mean of 2.8

and interpreted as

Average level f Interpersonal Skills

It could be noted from Table 7 that the computed Overall Mean of
Elementary Education Students is 3.55 which is interpreted as high level of
Interpersonal Skills. Therefore, the level of interpersonal skill of Elementary
Education Student of PSU- Urdaneta Campus is High. In connection,
respondents were able to deal, adjust , and interact as well as understand
and show concern individually , by group and with people around them.

48

Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Presented in this chapter are the summary, conclusions and
recommendations based from the previously presented, analyzed and
interpreted data on interpersonal skills of Elementary Education students.

SUMMARY
This study covered the 135 Elementary Education students
of PSU enrolled school year 2012-2013. The major purpose of the study is to
determine the demographic profile such as sex, family income and ages of
Elementary Education students.
Specifically, it suggests answering to the following questions:
1. What is the profile of the Elementary Education students of PSUUrdaneta Campus, Urdaneta City in terms of :
a. Sex;
b. Age;
c. Family income

49

2. What is the level of interpersonal skills of Elementary Education

students of PSU-Urdaneta as measured by the Interpersonal Qualities
Checklist when gropued in terms of:
a. Sex;
b. Age;
c. Family Income
3. What is the level of Interpersonal skills of Elementary Education
students of PSU-Urdaneta as measured by the Interpersonal Qualities
when group as a whole?
Frequently counts and percentages to the different categories were
employed to describe the profiles of the Elementary Education
students. While on getting the level of the interpersonal skill of
Elementary Education students, the researchers computed for the
Weighted Arithmetic Mean (WAM) and add all the computed mean
of each item to get the overall mean.

Findings
The data gathered revealed the following:
1. Profile of the Elementary Education students
A. Sex. Out f 135 respondent, 111 or 82.22% were female and 24
or 17.78% were male.

50

B. Age. Among 135 respondents, 53 or 39.26% were respondents

that is from ages 15-17, 65 or 48.15% were respondents that is
from ages 18-20, and 17 or 12.60% were respondents from
ages 21 and above.
C. Family Income. Among 135 respondents, 74 or 54.81% were
respondents who have low family income, 45 or 33.33% were
those on the average level, and 16 or 11.85% w2ere those who
belong to families with high family income.
2. Levels of interpersonal skills of Elementary Education students as
measured by Interpersonal Qualities questionnaire when grouped
according to sex, ages and family income.
A. Sex. The level of interpersonal skills of Elementary Education
students on male respondents had a computed mean of 3.69
while n female respondents had a computed mean of 3.61
which were both interpreted as high level of interpersonal skills.
Therefore, sex is a contributory with regard to the level of
interpersonal skills.
B. Age. The computed mean of respondents that are from ages
15-17 is 3.54 which means high interpersonal skills while for
those ages from 18-20 had a computed mean of 3.69 which
also means high level of interpersonal skills. Likewise, the level
of respondents who are from ages 21 and above had a
computed

mean

of

3.69

which

means

high

level

of
51

interpersonal skills. Therefore, age is contributory factor with

the level of interpersonal skills of Elementary Education
students.
C. Family Income. The computed mean of respondents who belong
to families with low level of income was 3.63 which means high
interpersonal skills while for those families who belong to
average level of income had a computed mean of 3.45 which
also means high level of interpersonal skills. Likewise, the level
of interpersonal skills of respondents who belong to high level
of income had a computed mean of 3.45 which means high
level o interpersonal skills of Elementary Education students.
3. Levels of interpersonal skills of Elementary Education students as
measured by Interpersonal Qualities Questionnaire when grouped as
whole.
A. The level of interpersonal intelligence of Elementary Education
students as measured by Interpersonal Qualities Questionnaire
have a computed mean of 3.55 which means that the level of
interpersonal skills of Elementary Education students.

Conclusions:

52

The Elementary Education students were dominated by female

respondents. The profile of the Elementary Education students was the
manifestation

of

the

diversity

of

learners,

specifically

their

family

background. Its a must for the teachers t know their students very well.

Regardless of those differences, they are still grouped as ne, the

future educators of the 21st century, interacting and working together
attaining common goal to a common end of their success. They all belong
to the same department, the teacher Education Department.

As the result of the researchers investigation, the Elementary

Education students are good in dealing with other people; though there are
some factors that may affect their skills they can still be able to have a
good interpersonal relationship with people around them.

The Elementary Education students have highly manifested

interpersonal skill. Their academic performances seems successful and they
all excel in their subjects and extracurricular activities. Thus, having this
skill they might become future pillars and assets of their society.

53

Recommendations
Based from the findings, the following recommendations are offered:
1. A. The Elementary Education Department must encourage more
males to enroll in this department because now we are lacking f male
teachers.
B. Implement so grouped discussions and activities for the
Elementary Education students so that they could b more
acquainted and at ease with each other regardless of their
family backgrounds.
2. A. Elementary Education Department must further develop the
curriculum to build up the Interpersonal Intelligence of the students.
More enhancing .experience and activities should be planned and
implemented to improve and maintain the interpersonal intelligence
of the respondents.
B. Since Teacher Education students have high interpersonal
skills here are some tips that help themselves to maintain
and even enhance this skill:
B1. Spend time with friends and family
members.
B2. Participate I enjoyable activities with
peers.
B3. Participate in group projects and
activities.
54

B4.Attend variety of seminar workshops that

is related in enhancing and developing
social skills.

3. Other related studies should be conducted to determine the level of

interpersonal skills of Elementary Education students of PSU-Urdaneta
Campus, using other evaluation techniques/instruments to test the
reliability of results.

Bibliography

A.BOOKS
Merriam-Webster Dictionary
Corpuz and Salandanan, 2007. Principles of Teaching 1: Lorimar Publishing
Inc.
Papalia, et Al, 2006. Study Guide for use with a Childs World Infancy
Thrrough adolescence, 10th edition: Mc Graw-Hill Higher Education
Kahayon, A:H and Aquino, G.V. 1999. General Pschology

55

B. PUBLISHED THESIS
Interpersonal and intrapersonal skills of Gifted Learners (Gina J. Calpito,
1998)

C. MULTIMEDIA
Wikipedia
Malachi Lloyd Green, eHow Contributor
IBm.cm/cognos Performance Book

Theories About Interpersonal Skills, eHow.com://www.eHow.com

http://www.ncbi.nlm.nih.gov/books/NBK84226/
www.investopedia.com
Interpersonal Skills/healthcenter.ncsu.edu
Wikipedia>What are Interpersonal Skills

56

57

APPENDICE
S

Appendix A

Republic of the Philippines

Pangasinan State Universuity
Urdaneta Campus

58

Fellow Colleagues,

The undersigned is currently conducting a research study entitled

Interpersonal Skills of Bachelor of Elementary Education Students of PSU Urdaneta Campus.
In this concern, may we request that you answer the questionnaire
completely and sparingly as the information you will be providing will help
to a large extent in the completion of the study.
Likewise, you are assured that any information you will provide for this
endeavor will be taken with utmost confidentiality.
Thank you very much and God Speed!!!

Respectfully Yours,
Vhidalyn A. Soloria
Vanessa Verzosa
Researchers

Appendix B
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Urdaneta City Campus

Interpersonal Qualities Checklist

59

Since 1900, when Alfred Binet developed the first intelligence test
which was to measure IQ such assessments have focused primarily on a
very partial and limited definition of intelligence. Recent cognitive
psychology research shows that intelligence needs to be understood more
broadly and embraces more capabilities than had previously been
recognized. This checklist provides a simple and easy appraisal of your
interpersonal intelligence.

Direction: Please supply the needed information by filling up

the given blanks or checking your answer to the questions
asked.
Name:_______________________________________________
Course and Year:

BEEd I (

) BEEd II (

) BEEd III (

Sex: Male ( )
Female ( )
Age: 15-17
( )
18-20
( )
20-Above ( )
Birthday:_______________________

Parents Name:
Father:____________________________________________
Mother:___________________________________________

Monthly Family Income:

________-Low (7,000 and below)
________ Average (7,001 to 10.999)
________High (11,000 and above)

60

Appendix C
Direction: Check under the number which describes your
interpersonal qualities.
The following are the interpretations that corresponds your
answer.
1-Never/ Hardly Never
Nearly Always

2-Rarely

3-Sometimes

4-Often

5- Always/

61

Neve
r
1

Rarel
y
2

Sometim
es
3

Ofte
n
4

Alway
s
5

1. Easily gets
along with
others
2. Comfortable
talking with
other people
even if I am
not close with
him/her.
3. Enjoys
sharing or
relating
stories
4. At ease in a
crowd
5. Likes having
new friends
because they
make me
glad
6. Shares my
suggestions
or opinions
without
hesitant
7. Likes the
people
around me
8. Likes to have
lots of time
talking with
others
9. Seeks the
company of
others
10.People come
to seek
advice
11.Good at
communicati
ng verbally
12.Skilled
nonverbal
communicati
ons
13.See
situations
from different
perspectives
14.Create
positive
relationships
with others
15.Good at
resolving
conflict in

62

Appendix D
Scale for Female Respondents

63

N=111
SCALE

FEMALE

Ove
rall
Me
an

Verbal
Interpre
tation

RA
NK

ITEM
1. Easily gets

33

50

27

3.93

HIGH

2.

18

61

22

10

3.22

AVERAG
E

45

39

26

3.81

HIGH

18

69

19

3.03

AVERAG
E

28

49

33

4.03

HIGH

10

73

22

3.22

AVERAG
E

37

43

28

3.86

HIGH

12

46

37

16

3.51

HIGH

9.5

67

30

3.31

AVERAG
E

16

58

37

10

3.46

HIGH

12

56

40

3.47

HIGH

11

20

62

23

3.10

AVERAG
E

19

60

35

10

3.43

HIGH

12

23

50

37

4.11

HIGH

62

30

11

3.40

HIGH

14.
5

22

50

37

4.08

HIGH

3.

along with
others
Comfortable
talking with
other people
even if I am
not close with
him/her.
Enjoys
sharing or
relating
stories

4. At ease in a
crowd

5. Likes having

new friends
because they
make me glad
6. Shares my
suggestions
or opinions
without
hesitant
7. Likes the
people around
me
8. Likes to have
lots of time
talking with
others
9. Seeks the
company of
others
10. People come
to seek advice
11. Good at
communicatin
g verbally
12. Skilled
nonverbal
communicatio
ns
13. See situations
from different
perspectives
14. Create
positive
relationships
with others
15. Good at
resolving
conflict in
groups
16. Aware and
concerned for
others
17. The ability to
be able to
persuade and

17.
5

2.o

17.
5

64
0

57

39

3.40

HIGH

14.
5

SCALE FOR MALE RESPONDENTS

65

N=24

MALE

ITEM
1. Easily gets
2.

3.

4.
5.

6.

7.

along with
others
Comfortable
talking with
other
people even
if I am not
close with
him/her.
Enjoys
sharing or
relating
stories
At ease in a
crowd
Likes having
new friends
because
they make
me glad
Shares my
suggestions
or opinions
without
hesitant
Likes the

people
around me
8. Likes to
have lots of
time talking
with others
9. Seeks the
company of
others
10. People
come to
seek advice
11. Good at

SCALE

Verbal
Inter
pretatio
n

RANK

11

3.88

HIGH

1
3

3.33

AVER
AGE

18.5

1
1

3.58

HIGH

13.5

3.42

HIGH

17

1
4
5

11

HIGH

3.54

HIGH

15

11

3.75

HIGH

8.5

3.75

HIGH

2.5

1
2

3.5

HIGH

16

1
2

3.33

AVER
AGE

18.5

1
0

10

3.63

HIGH

12

communicat
ing verbally
12. Skilled

Over
all
Mea
n

66

3.29

AVER

20

SCALE FOR AGES 15-17 RESPONDENTS

N=53

67

15-17

Verbal
SCALESCALE
FOR AGES Ove
18-20

N=65
18-20
STATEMENT
1
1. Easily
0
gets
along
with
ITEM
others
2. Easily
Comforta
1.
gets 0
ble
along with
talking
others
with
other
2. Comfortable
people with
talking
even if I
other
am noteven
people
ifclose
I amwith
not
him/her.
close with
3. him/her.
Enjoys
0
sharing
3. Enjoys
or
sharing
or
relating
relating
stories
stories

2
1
1

SCALE
4
3
17 28
2

AVERA 5 17
HIGH
GE

3.13

AVER
AGE

3.66
3.82

HIGH
8
HIGH 7

3.06
3.14

AVERA 1820
AVER
GE
AGE

3.96
4.12

HIGH 3 3
HIGH

3.29

AVER
AGE

3.21

AVERA
GE

3 1 24 19
21 9 23
8

3.90
3.72

HIGH
HIGH 6 7

3.74

HIGH

1
0

2
0

0 0

3
7

12

21 23
7
1 2 18 18
8

34

1 014 1 24
27 14
23
5

5
0
6

4
0

33

16
11

1
0

8
0

RANK

Verba
l
Interp
HIGH
re
tation

3.23
3.93

a crowd
crowd

having
new
friends
new
because
friends
they
make
because
me glad
they my
6. Shares
make me
suggestions
glad
or
opinions
6. without
Shares
my
hesitant
suggestio
ns or
opinions
without
hesitant
7. Likes
the
7. people
Likes the
people me
around
around
8. Likes
to
me lots of
have
8. time
Likestalking
to
have
lots
with others
of timethe
9. Seeks
talking of
company
with
others
others
10. People
9. Seeks the

Interp
reta
tion

4
0 7 031 2 11
25 18
2

4. At
At ease
ease in
in a 1 1 8 834 4 711
4.
5. Likes
Likes having
5.

5
7

rall
Mea
n
Ove
rall
Mea
3.77
n

RAN
K

19

18 18
4

3.42

19

3.4

5 3 24
28 16

6
4

3.48
3.36

2
4
3
5

22

HIGH
HIGH

19

17
18

9
11
16

HIGH 12.5
AVERA 14

68

SCALE FOR AGES 21 AND ABOVE RESPONDENTS

69

N=17
SCALE FOR LOW MONTHLY
FAMILY INCOME(PhP 7,000
21below)
and Above
SCALE
Ove Verbal RAN
and
rall Interp
Me retati
an Verbal
on
Ove

N=74
SCALE

LOW INCOME

RANK

rall Interpr
Mea
etation
5
6 n
4.23 VERY

ITEMS
1
2
4
3
1. Easily gets
0
0
2
9
5
along with
HIGH
ITEM
1
2 3
4 5
others
2. Comfortable
0
2
8
4
3 3.47 HIGH 14
SCALE
FOR
HIGH
MONTHLY
INCOME(PhP
11,OOO
talking
with 0
1. Easily
gets
1
24 29
20 3.92
HIGH
5
AND above)
along
otherwith
people
others
N=16
even if I am
HIGH
INCOME
SCALE
Ove AVERAG
Verbal RA 18
not
close
2. Comfortabl
0
9
40 17
8
3.32
rall
Interpr
NK
ewith
talking
E
him/her.
other
3. with
Enjoys
0
0
4
8
2 Mea
3.17 etatio
AVERA 17
n
nGE
people
sharing or
even
if I am
relating
ITEM
1
2
4
not close
3
5
stories
with
him/her.
1. Easily
gets
At ease
3.4.
Enjoys
along
with in a
crowd or
sharing
others
relating
2. 5.
Comfortable
Likes having
stories
talking
new with
friends
other
people
4. Atbecause
ease in a
even
if I am
crowd
they
make
not close with
me glad
him/her.
6.
Shares my
Likes
3.5.Enjoys
suggestions
having
new
sharing
or
or
opinions
friends
relating
because
stories
without
they
make
hesitant
me
glad
4. 7.
At Likes
ease in
a
the
6.crowd
Shares
my
people
suggestions
around me
or opinions
5. Likes
having
8. without
Likes
to
new friends
have
lots
hesitanttheyof
because
time
talking
make
me
glad
with
others
6. Shares my
9.
Seeks the
suggestions
or company
opinions of
without
others
7.10.
Likes
the come
hesitant
People
people
7. Likes
the
to seek
aroundaround
people
adviceme
me
11. Good at
Likestotohave
8.8.Likes
communicati
have
lots of
lots
of time
ng verbally
time
talking
talking
with
12.
Skilled
with
others
others
nonverbal
Seeks
the
9.9.Seeks
the
company
communicati
company
ofof
others
ons
others
10.People
13. See come
10.People

0
0
8
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3.56
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6.5
3.12 HIGH
AVERA 187
0 0 2 4 27 9 28 2 17 2 3.81

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70

seek advice
11.Good at
0
3
36 29
6
communica
ting
verbally
12.Skilled
1
14 43 13
3
nonverbal
communica
tions
Name: Vhidalyn
A. Soloria
13.See
0
4
35 27
8
Age: 18 situations
from
Skills: different
perspective
Singing s
14.Create
0
1
10 34
29
positive
Dancing
relationship
s with
Playing Guitar
others
15.Good
0
5
35 23
11
Hardworking at
resolving
in East, Urdaneta Pangasinan
Address:conflict
Anonas
groups
16.Aware
0 21,
101995
18 23
23
Date of Birth: and
September
concerned
Weight: for
44 others
Kg

Personal Data:

17.The ability

HIGH

12.5

3.04

AVERAG
E

2.0

3.53

HIGH

11

4.23

VERY
HIGH

3.55

HIGH

10

3.66

HIGH

33

30

3.5

HIGH

14

38

28

3.51

HIGH

12.5

21

34

18

3.93

HIGH

Email Address:
20. Love/svhidalynsoloria@ymail.com
to
0
1
14 25
34

4.24

VERY
HIGH

Height: 51
to be able

3.51

to persuade

Civil Status:
and Single
influence

Religion:others
Born Again Christian
18.An interest

Citezenship:
Filipino
for and

skilled at

Language:
workEnglish, Tagalog
requiring a

Dialect: sensitivity
Iloko
towards

Fathers Name:
people Vidal D.Soloria
19.Shows

Mothersempathy
Name: Arlene
P. Aquino
to
the feelings

Contact of
Number:
others 09068600523

listen to other
peoples
opinions,ideas,
and problems as
well
Education:

71

Tertiary Education
Bachelor of Science in Elementary Education
Pangasinan State University- Urdaneta Campus
San Vicente, Urdaneta City, Pangasinan
June 2011-Present

Secondary Education
Tender Loving Care School
Anonas National Highway Pangasinan
June 2007-2010
Juan Guico National High School
Canarvacanan Binalonan Pangasinan
June 2010-2011
Elementary Education
Tender Loving Care School
Anonas National Highway Pangasinan
June 2001-2007
Character Reference:
DR. ANGELITA S. NAGUN
Area Chairman, Teacher Education Department
Pangasinan State University, Urdaneta Campus

Name: Vanessa D. Verzosa

Age: 18
72

Skills:
Singing
Dancing
Playing Guitar
Hardworking
Address: 100 Brgy. Burgos St. Mangatarem Pangasinan
Date of Birth: February 9, 1995
Weight: 43
Height: 51
Civil Status: Single
Religion: Christian
Citezenship: Filipino
Language: English, Tagalog
Fathers Name: Max G.Verzosa
Mothers Name: Mena D. Verzosa
Contact Number: 09109744206
Email Address: Ms.Curlyhair_09@yahoo.com

Education:
Tertiary Education:
Bachelor of Science in Elementary Education
Pangasinan State University- Urdaneta Campus
San Vicente, Urdaneta City, Pangasinan
June 2011-Present
Secondary Education
73

Mangatarem Catholic School

Mabini St. Mangatarem Pangasinan
2007-2011
Elementary Education
Mangatarem I Central School
Calvo St. Mangatarem Pangasinan
June 2001-2007

Character Reference:
DR. ANGELITA S. NAGUN
Area Chairman, Teacher Education Department
Pangasinan State University, Urdaneta Campus

74