Thesis

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INTERPERSONAL SKILL TOWARDS ACADEMIC PERFORMANCE
CHAPTER 1
INTRODUCTION
Background of the Problem
Interpersonal skills is referred as how individual interact and how they socialize to other
of their kind. It has different levels and the most common among these levels are the low and
high level of interpersonal skills. Low level of interpersonal skills or commonly known as
introvert. Individuals that are introverts are those who are shy and those who have a low self-
confidence and self-esteem always on the side by their own for they have a low socializing skills.
On the other hand, high level of interpersonal skill or commonly known as extroverts.
Individuals that are extrovert are those who are active in socializing and interaction; they tend to
have lots of friends for they have high level of self-confidence and elf-esteem.
Having these two different levels of interpersonal skills may also give different effects on
the academic performance of students. Introvert students tend to lose important things
academically but there are numbers of intelligent students who are introverts. Extrovert students
may be active academically and gets many academic opportunities and there are also numbers of
intelligent students who are also extroverts. That is why the researchers got curious regarding
this topic because as they encounter many co-students that are both introverts and extroverts,
which both excel on school, the researchers curios minds starts to form a question of how
individual’s interpersonal skills affects the academic competence and performance of students or
if it has an effect to students academically.
Researchers are aiming to find the effects of these two different level of interpersonal
skill towards the academic competence as well as the academic performance of the students that
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are introverts and extroverts. The researchers will differentiate these two different level in terms
of competency in order to acquire the best effect and come up to the best level of interpersonal
skill.
This research study will benefit the researchers as a student for it will cite the best level
of interpersonal skill that gives a better effect to students’ academic competency and academic
performance. The researchers chooses this study because it has something to do with education
and by this study, researchers and their co-students will acquire the needed knowledge according
to their level of interpersonal skills and they can develop it for the better.
Statement of the Problem
This research attempts to find evidences on what is the effect of different levels of
interpersonal skills towards the academic performance of the students. More specifically, it seeks
to find answers to the following questions that are in lined to the research title:
1. What is the level of interpersonal skills of the respondents?
2. What is the level of academic competence of the respondents?
3. Does interpersonal skill has an effect to the academic performance of a student?
4. How interpersonal skill does affects the academic performance of the respondents?
5. Which level of interpersonal skill gives a good academic performance to students?
Research Hypothesis
H1 : Having a high level of interpersonal skill gives a good academic performance to
students.
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H1 : Having a low level of interpersonal skill gives a good academic performance to
students.
Conceptual Framework
This research paper cites the effects of different levels of Interpersonal skills towards the
students’ academic performance. The concept of the study will go around the following
INTERPERSONAL SKILL
INTROVERT EXTROVERT
ACADEMIC
PERFORMANCE
Figure 1. Flow of the Study
The main topic of this research paper is Interpersonal skill. The researchers cites the two
known levels of interpersonal skills which are the introvert and extrovert. The aim of this study
is to see if the topic which is interpersonal skill can significantly affect the academic
performance of the students and if so, what specific effect on students’ performance introvert and
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extrovert character can give. By that, researchers would be able to find which level of
interpersonal skill gives a good academic performance.
Importance of the Study
At the end of this research study, the researchers would be able to find the effects of
interpersonal skill towards the academic performance of the students and which level of this skill
gives the better academic performance. Specific individuals and groups would gain their
respective benefits after knowing the result.
The students will be knowledgeable about interpersonal skills and they will know what
level of interpersonal skill can give them a good academic performance so that they can change
or make themselves better in terms of interpersonal skill level.
The future researchers will have an easier way to present their research when you present
it in the whole class or the panelist. Aside from this, future researchers that have similar study
can use this research paper as their references and they can also improve this study on the near
future.
Scope and Limitation
The main focus of this study is to know the effects of different levels of interpersonal
skills towards the academic performance of the students. It only focuses on the two common
levels of interpersonal skills which are the introvert and extrovert. Basing on these two levels,
the researchers will conduct a survey and will eventually find if the interpersonal skill
significantly affects the academic performance and competence of the students.

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The research study aims to gather information from grade 12 STEM students. The main
focus of this study is to investigate the impact of the different levels of Interpersonal skill
towards the academic performance and competence of the grade 12 STEM student. It aims to
show if having a high or low interpersonal skill gives benefit towards one’s academics.
Since the two levels, introvert and extrovert, are obviously different from each other, the
researchers will not tackle about its difference in terms of its individual characteristic, the only
difference that will be tackled in this study is the difference in the academic effect given by the
introvert and extrovert.
The study will be conducted only at the Technological Institute of the Philippines –
Quezon City. The researchers will gather information from the students about the level of
interpersonal skill and will ask them to answer the test questionnaire provided by the researchers
aiming to find the level of their academic competence. The study is limited only in grade 12
STEM students of the said school, other strand and grade level will not be covered by this study.
This research study is limited to the senior high school students as its respondents and the
lack of time in conducting this research paper may give the researchers a difficulty in finishing
this properly. The results that will be acquired will be coming from the introvert and extrovert
students of Technological Institute of the Philippines which might give the researchers a hard
time, for the classification of students as respondents for introvert and extrovert is hard.
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Definition of Terms
Interpersonal skills is the students’ ability to relate with others through self-esteem enhancement,
meeting and making friends, anger management, cooperation and problem solving skills as
measured by the Interpersonal Skills Inventory and an instrument called How 1 Feel About
Others in My Class
Academic performance is an attitude of a student that is referred to how they perform the given
academic task and how they excel inside the classroom.
Introvert is a behavior of an individual that is referred as being shy and having a hard time
opening themselves to others
Extrovert is a behavior of an individual that is referred as being active in every way and not
hesitating to open up and stand for their opinions.
Classroom behavior is a characteristic and identity, it talks about how a student behave, interact
and perform inside the classroom.
Self-esteem is the students' perception of their own self-worth as measured by the Culture-Free
Self-esteem for Children.

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CHAPTER 2
Review of Related Literature
This chapter includes some related literature and studies of foreign and local which are
presented in the following paragraphs.
The researchers of this study wants to know why there are introvert students who have a
high academic performance and there are also extrovert students who also have a high academic
performance. In order to answer these questions in mind the researchers will presents review of
related literature and studies that was related in their research study.
Interpersonal skill
According to Marsh (2012), strong interpersonal skill includes mutual relationship,
social awareness, extroversion and communication that results to high level of communication
skill. On the other hand, weak interpersonal skill includes isolation, destruct, shyness and
alienation which results to low level of communication skill. Thus, this gave the researcher an
idea on how the questionnaire flows by studying the strong and weak interpersonal
communication skills’ effect on the academic performance of the students which was chosen as
the dependent variable of this study.
According to Flore (2011) interpersonal skills, these sorts of skills have long been
recognized as important for success in school and the workplace, Flore presented findings from a
paper about these skills and how they might be assessed, this findings being presented by Flore
came from an advice offered by Dale Carnegie in the 1930s to those who wanted to “win friends
and influence people, as advised by Carnegie “ your character must include the following: be a
good listener; don’t criticize, condemn or complain; and try to see things from the other person’s
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point of view. It seems clear that these are important skills, yet definitive labels and definitions
for the interpersonal skills. It shows that interpersonal skill is important for success in schooling
and work. Flore said that interpersonal skill have been called communication skill, interaction
skill, social or people skills, social competencies, soft skills, social self-efficacy, and social
intelligence. The multiplicity of names of interpersonal skills and ways of conceiving of them
reflects the fact that these skills have attitudinal, behavioral, and cognitive components, Flore
explained. It is useful to consider 21st century sills 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.
According to Calpito (2010), one of the objectives of modern education is the social
adjustment of individual since man is considered as a social animal and as no man can live like
an island while journey through life. All educators must be aware of the fact that the individual’s
academic, social, emotional, physical, spiritual and psychological relationships, within a group or
in a society is very essential. Calpito also added that the social atmosphere in the group is largely
nested and manifested by individual’s interactions and their function. Furthermore, Calpito
explained that though 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, understand them, and interprets their behavior known as interpersonal intelligence gives a
person an edge in self-discovery and self-development through interacting with other of its kind..
Gardner (2009) has a different interpretation of interpersonal intelligent, he stated
that interpersonal intelligence is seen in how we notice distinction among others; in particular, it
is our difference in their moods, temperaments motivations and intentions. He also stated that
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those who have strong interpersonal intelligence are good at understanding and interacting with
other people. Those individuals who have strong interpersonal intelligence are skilled at
assessing the emotions, motivations, desires and intensions of those around them.
Levy and Mumane (2009) Social or Interpersonal skills are skills in processing and
interpreting both verbal and nonverbal information from others in order to respond appropriately;
in short, it is a communication skill. Being a skilled communicator is being able to select key
pieces of a complex idea to express in words, sounds, and images in order to build shared
understanding. Skilled communicators negotiate positive outcomes with people around them
such as customers, subordinates and superiors. This positive outcome was achieved through
social perceptiveness, persuasion, negotiation, instructing, and service orientation. Successful
interpersonal behavior involves a continuous correction of social performance based on the
reactions of others, and as Richard Mumane noted earlier, these are cognitively complex tasks.
They also require self-regulation and other capacities that fall into the intrapersonal category.
Interpersonal skills could also be described as a form of “social intelligence” specifically social
perception and social cognition that involve processes such as attention and decoding.
Academic Performance
According to Aryana (2010), students with high academic achievement tend to feel
more confident in contrast to those who have a low academic performance who tend to have a
lack of confidence in them. This study states that it is not interpersonal skill who affects the
academic performance of students, in fact it is the other way around; academic performance has
a direct effect on the interpersonal skill of students. There had been many studies on this self-
esteem and academic achievement relationship has been carried out previously but the topic
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remains debatable and inconclusive. Though it is identified as a crucial factor in affecting
student’s academic achievement has been singled out (Aryana 2010).
High Interpersonal Skills toward Academic Performance
Walker, et al. (2014) social skills are strategies and tactics required in daily life to
effectively interact with other people. Thus, when a child’s social skills are deemed effective, he
or she is considered to have social competence and predicted to be successful in school.
Specifically, to be successful in school, students need to learn not only on academic content, but
also on how to acquire academic content through classroom discourse. Classroom discourse
involves interactions with teachers and peers, and is based on a procedural knowledge of social
participation structure in which, information sources are relayed or withheld, and communicative
rights are allocated among the participating member.
Webb and Wentzel (2013) through positive interactions with peers during academic
activities, students develop cognitive and problem solving ability; through their anti-social
behavior, students are isolated from classroom activities and lose opportunities for the social
exchange of academic information.
According to Mushtaq and Nawaz Khan (2012) the students’ performance improves if the
students have good and effective communication skills. For this the administration should take
steps to increase the communication skill of students. Mushtaq added that when the
communication skill and self-confidence of student is high, the students’ performance in the
classroom is also high.

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Allan and Nairne (2012) stated in their book that the emphasis on self-esteem has been
heightened because of the consequences of poor self-esteem on students and school climate. Poor
self-esteem has been associated with poor interpersonal skills, poor academic achievement,
inability to manage anger and conflicts, inability to solve problems, and unrealistic expectations.
Nairne also added that children who cannot understand and manage their emotions or interact
successfully with peers and adults face serious problems at school. These children will not be
able to give their full attention to schoolwork and learning and will consequently do less well
socially and academically than their classmates who knows how to manage their emotions and
knows how to successfully interact with others.
Akinleke (2012) conducted a study and the aim of this study was to discover how test
anxiety and self-esteem affect academic performance. Two hundred and fifty randomly drawn
final year National Diploma (NDII) students of the Federal Polytechnic. They were given two
questionnaires that took between forty and forty five minutes to complete. The study was carried
out in a classroom environment during regular school hours. After collecting information from
the students through questionnaires, their comprehensive Grade Point Averages (GPA) in
previous year were also collected. This GPA data were then compared to the scores obtained
from the questionnaires. This study discovered that overall, low anxiety students had higher
GPAs than those students who have high anxiety and that there is a positive relationship between
self-esteem and academic performance. The recommendation drawn using the result and the
findings were that stakeholders in education should formulate policies that help students to cope
with anxiety and also initiate programs that will assist the process of learning and mastering
challenges as such would result in higher academic achievement.

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Clemes and Bean (2011) stated in their book that children with high self-esteem acted
positively, assumed responsibility, tolerated frustration, felt able to influence their environments,
and were proud of their deeds. These characteristic will brought them a positive outcome in life
and they tend to achieve higher on academic than those students who has a low self-esteem. On
the other hand, they stated that children with low self-esteem were easily led by others, became
frustrated quickly and easily, often blamed others for their shortcomings, and tended to avoid
difficult situations. Conversely, these characteristic will then brought children a negative
outcome in life and they to achieve less academically.
According to Robisons and Wilsons (2011) studies on the condition of warmth and
empathy also support the relationship of interpersonal skills to student’s achievement. When a
group of sixth grade students were exposed to these conditions by their teachers, they, too,
scored greater gains in language arts. These gains were significant when compared to their
counterparts who were instructed by teachers who did not provide these conditions.
Ghorbanshiroodi and Khalatbari (2010) conducted a correlational study to find the
relation between self-esteem and self-monitoring of students with their education improvement.
The two questionnaires used in this research were Cooper Smith questionnaire for measuring the
self-esteem and Snyder and Gangestad questionnaire for measuring the Self-Monitoring and
were administered to 380 guidance schools students. Pearson correlation coefficient test has been
used to test the hypothesis. Finally, the results showed that there was a meaningful relation
between the self-esteem of students and their educational improvement and there was a
meaningful relation between the self-monitoring of students and their educational improvement.
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Furthermore, the study states that having a high level self-esteem and self-monitoring
also gives a high educational improvement to students. It is said that it is one of the reasons for
the improvement on education of the respondents.
In the study of Aryana (2010) Students with high academic achievement tend to feel
more confident and achieve even more in terms of academic knowledge. On the other hand,
those who lack confidence in them results on having a low academic achievement and tend to
make their confidence lower than it is. Thus, academic achievement and interpersonal skill have
a positive relationship wherein when one variable goes up, the other will also do; and both
variables has an effect to each other making each dependent and independent.
Vygotsky (2010) suggested that the development of new skills and ideas is done through
social functioning with peers and adults. Learning is acquired through social process at an inter-
psychological level, and then, development of the child’s mental functioning is followed at an
intra-psychological level. That is, children learn through interacting with people who are
intellectually more advance than them and complete developmental processes by internalizing
them.
Bandura (2009) also proposed an influential theory: that children’s learning is acquired
by observing or listening to others, and then by imitating them. The cognitive skills and
behaviors of humans are modeled by observation, and learning is obtained from the rules that
form such models. Therefore, observational learning goes through an attentional process in
which people selectively attend to information for modeling their cognitive skills and behaviors.
Consequently, from the developmental perspective older children present more proficiency than
younger ones in their observational learning, because older children are generally more mature
and have more experience than younger children.

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According to Sandra (2009) self-esteem has good effects to the thinking process emotions
desires, values and goals in a person. It is developed when the acceptance of others and their
personal and group contributions are recognized and applauded especially in a multi culturally
diverse world. It is a key ingredient that affects the level of proficiency in all fields of endeavor
Therefore, having a high level of self-esteem gives a great impact on the academic performance
of students.
A number of researchers have shown that students social functioning influenced their
academic achievement (Ray & Elliott, 2008). Manning (2009), suggested that some students
failed to have successful and positive academic success because of low self-concept.
Diperna and Elliott (2009) assumed that a student’s academic achievement and success in
classroom learning included their attitude and behavior that goes beyond the foundation of the
educational setting. They attempted to identify and describe some factors that may contribute to
a student’s academic success as “enablers” – interpersonal skills, study skills, motivation and
engagement. However, the one limitation in their research was that the academic “enablers”
were explored in isolation rather in relationship to one another. Diperna (2009) has defined
academic enablers as positive relationships between a student’s behaviors and attitudes and his’
or her academic achievement.
According to Redenbach (2009) self-esteem can also be developed by achieving great
successes and it can be maintained by avoiding failures. Despite this, there was only a modest
correlation discovered between self-esteem and academic performance mentioned in previous
studies many of which concluded that academic achievement and self-esteem are positively
correlated (p<0.01) (Aryana 2010; Sandra 2009; Habibollah et al. 2009).

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Parke, et al. (2008) found that there is a link between social skills and academic
performance. Social skills and academic competence influenced each other consistently over-
time, a pattern where academic competence casually influenced social competence, which in turn
casually influenced academic competence (Parke, et. al. 2008). Some researchers have
concluded that academic achievement can be predicted from indicators of social adjustment.
Twinomugisha (2008), conducted a study used a correlation design .It was carried out
among the students of the United States international University in East Africa. The hypothesis
of this study stated that if self-esteem increased then academic success will increase also. A total
of 37 participants took part. The researcher took a sample of the senior students to examine
whether their self-esteem had increased and if the increase had any relationship with their
academic success.
The researcher also sought to examine whether there was a difference between the levels
of self-esteem development among females and males and what relationship it may have with
academic achievement. The Rosenberg Self Esteem Scale was used to measure the students‟
self-esteem state between their fresh man year and their senior year for any developments. The
scale is a ten item Likert scales with items answered on a four point scale - from strongly agree
to strongly disagree. The Scale has high reliability; test-retest correlations range from 0.82 - 0.88
and Cronbach’s alpha for various populations are in the range of 0.77 – 0.88.
The results of this research show that there was a positive relationship (r =.048) between
self-esteem and CGPA. The results confirmed that there was a negative relationship between
self-esteem and gender (r= -.316) and a positive relationship between CGPA and
Gender(r=.057); the Males self-esteem and CGPA increased while the Females self-esteem
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decreased but their grades remained constant. The study concluded that there was a positive
relationship between self-esteem and academic achievement although the relationship was weak.
Furthermore, the result of this study states that there is a weak relationship between self-
esteem and academic achievement of the students, meaning, when the self-esteem increases,
there is a chance that the academic achievement will also increase. Thus, having a high self-
esteem will give the students a high academic achievement.
The researchers therefore concludes that students or individuals that is considered as an
extrovert and has a high academic competence and performance learn by socializing with other
individuals of their kind and their learnings are also based on their own experiences, extroverts
learn more by demonstrations and actions that they are involved in. in addition, extroverts has a
high level of emotional quotient which helps them socially intelligent and academically
competent.
Low Interpersonal Skill
McFadden (2013), an Ontario secondary school teacher, noted in his discussion paper,
that students with low self- esteem did better in school work, found it easier to resist peer
pressure, were more school-focused and were more willing to learn new things. He claimed that
students with low self-esteem were more receptive to the educational process and responded in
more positive directions toward the teacher, work and the school in general.
It was Mehaffey and Sandbergrs (2012) opinion that children with lower self-esteem
seems to need a great deal of support and lacked the skills needed to connect successfully with
their peers. These students had difficulty playing with others on the playground, working in
classroom groups, and gaining attention in positive ways but on a great way, students with lower
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self-esteem tend to be more focused in studying and good in working alone, making them
independent in both personal and academic use.
Pullmann & Allik (2008) proved the relationship between total self-esteem and
academic achievement was not statistically significant, and low self-esteem does not necessarily
signal a poor academic performance. Students with low interpersonal skill can also have a good
academic performance, learning is not only based on the social skill and what socializing with
other people might give; people can also learn by observing other from afar and learning without
personally interacting with them.
The researchers therefore conclude that students or individuals that are considered as
introverts who has a good academic competence or performance learn by observation. Introverts,
give their best in everything if they are working alone and having much socializing makes them
uncomfortable. Introverts are good in learning by themselves or by just minimal amount of
individuals around them. They have a very low emotional quotient but their intrapersonal
intelligence is high.
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CHAPTER 3
METHODOLOGY
Participants
The population used in this study are all the senior high school students at Technological
Institute of the Philippines, while the sample being used in this study are the grade 12 STEM
students.
The researchers considered the Grade 12 STEM students in T.I.P Q.C for the school year
2017-2018 as the respondents of this study. Based on the computed sample using the Slovin’s
formula the total number of respondents is 358 and the researchers divided it into two so that
introverts and extroverts has an equal numbers as respondents. The researchers chooses the grade
12 STEM students as a respondents for the study they are conducting because, STEM has the
largest population of students in Technological Institute of the Philippines, and the researchers
themselves are included in this strand and grade level.
Since the researchers are aiming to find an equal number of introverts and extroverts
respondents to come up to a more fair and reliable result, the sampling technique used by the
researchers of this study is the purposive sampling.
Instruments
A self-assessment test was also developed by the researchers from the Teacher’s checklist
mainly because the teachers of the respondents might not have a time for participating in this
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study and the students that is gathered to be the respondents can answer this questionnaire by
evaluating themselves with the developed questionnaires.
This test was developed to assess demographics and potential risk factors of the students.
The first part of this test is composed of the respondents’ demographic profile together with their
self-assessment (5 items) wherein the respondents are going to answer the needed data for
measuring the academic performance of the students, and this part of the questionnaire is
answered by low, moderate or high, giving the respondents a chance to evaluate themselves.
Characteristics assessed by the respondents themselves included academic achievement,
participation inside the classroom, absenteeism, lateness, and referrals to the disciplinary office.
The respondents are going to rate themselves as low risk, moderate risk or high risk on each of
the above variables. These measures allowed for additional information on each student in the
research design and were used to compare with the three tests the student completed.
An instrument measuring interpersonal skills was developed following an adult scale
model. This Interpersonal Relationships Inventory consisted of 25 questions and required
students to circle the most appropriate answer. The students responded on a Likert-type scale
(l=never, 2=sometimes, 3=usually, and 4=always). The researcher developed the inventory
mainly because there were no interpersonal ski11 inventories available for children. The
instrument was modified from an adult instrument called Fundamental Interpersonal
Relationship Orientation (FIRO-B) (Schutz, 1978). The 54-item FIRO-B examined the behaviors
that a Self-Esteem and Interpersonal Relations 40 person exhibited to others. Fifteen items were
selected from the FIRO-B and used as models in the development of this instrument for young
children. This Interpersonal Relationships Inventory for children measured the level of
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interpersonal skills of the participants based on 25 items, 15 positive-worded and 10 negative-
worded. After inverting the 10 negative-worded items, scores for the inventory were derived by
totaling the values of the circled responses. The higher the score the better the subject handled
interpersonal relationships. The highest score indicating high interpersonal skills is 125 and the
lowest score indicating low interpersonal skills is 25. Respondents circle 5 as the best possible
answer to the positive-worded items, and circle 1 as the best possible answer to the negative-
worded items.
Procedures
The most compatible research design for this study is the descriptive research design,
using this design the researchers will be able to answer questions such as what and how. The
main goal of this study is to know the effect of interpersonal skill to the academic performance;
how do interpersonal skill affects the academic performance; and lastly, what is the difference in
effects of high and low level of interpersonal skill. By the use of this research design, the
researchers would be able to answer all the problem questions and come up to a reliable and
accurate result.
The researchers are going to use inferential statistic. Inferential statistics determines the
cause and effect relationship between variables. By the use of this, researchers would be able to
determine the effect of different levels of interpersonal skill toward the academic performance of
the students.
By the use of the developed instrument of the researchers the gathering of data to answer
the research questions will be administered. The first part of the questionnaire will help the
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researchers to gather needed data in order to determine the academic performance of the
students. While the second part of the questionnaire will help the researchers to determine the
level of interpersonal skill of the respondents. By knowing the academic performance and the
level of academic performance the problem questions will be answered using the gathered data
as a basis.
Statistical Treatment
To obtain valid and reliable analysis and interpretation of data, the following statistical
treatments were used.
Weighted Mean
This was used to determine the relative importance quantity on average. It determines the
average value of the data gathered by the researchers.
Ʃ𝑊𝐹
𝑊. 𝑀. =
Ʃ𝐹
Where:
W.M. is the weighted mean
W is the weighted factor
F is the frequency
Standard Deviation
This was used to find how scattered data is or how it was closed to each other. By this,
researchers would be able to find if the respondents have the same opinion on Student-teacher
rapport affecting their motivation.

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Ʃ(𝑋– 𝑋)2
𝑆. 𝐷. = √
𝑛−1
Where:
𝑆. 𝐷. is the standard deviation
X is the values of observation in the sample
X is the sample mean
n is the total number of observation in the sample
Linear Regression
This was used to see the relationships between two continuous quantitative variables. This
is an approach to determine the relationship between a scalar variable Y and one explanatory
variable denoted as X.
𝑌 = 𝑚𝑋 + 𝑏
𝑛(Ʃ𝑥𝑦) − (Ʃ𝑥)(Ʃ𝑦)
𝑎=
𝑛(Ʃ𝑥 2 ) − (Ʃ𝑥)2
𝑏 = 𝑦 − 𝑚( 𝑥 )
Where: X is the independent variable
Y is the dependent variable
a is the slope
b is the y-intercept
Ʃ is the summation
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Data Analysis
Since the descriptive research design aims to answer the questions what and how, the
researchers would be able to answer the questions, on what is the effect of interpersonal skills
towards academic performance; and how does it affect the respondents’ academic performance.
The researchers will be using the simple linear regression to determine the cause and
effect relationship of the two main variables, after getting the result from this statistical treatment
the researchers will then base their analysis and interpretation on the result of computation.
Limitations
This research study is only limited to the grade 12 STEM students in Technological
Institute of the Philippines as its respondents. Aside from having a limited respondents, the study
is required to fulfil immediately and researchers were given a limited time to administer all the
necessary steps in making a good research study, researchers are also limited to introverts and
extroverts, and other level of interpersonal skill such as ambivert will not be a part of the
research.
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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Introduction
This chapter shows the summary of findings based on the data gathered by the
researchers from the respondents. These data being gathered is computed to come up to a result
that will answer the statement of the problem in this study as well as the research hypothesis. The
result from the computed data using the statistical treatments applied will be analyzed to come
up to a precise interpretation.
At the end of this chapter, the researchers will be able to prove the alternative hypothesis
which says that having a high level of interpersonal skill gives a good academic performance to
students and having a low level of interpersonal skill gives a good academic performance to
students.
Results
This part of the chapter shows the quantitative answers for the research questions that the
researchers address on the first chapter of the study. The exact sample that the researchers use in
this study is 358. The researchers divided this sample size into two to get an equal number of
respondents as well as results for both extroverts and introverts which are the main focus of this
study.
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Table 1.
Level of Interpersonal Skills of the Respondents
Interpersonal Skill Frequency Mean Standard Deviation
Extrovert 179 2.73 0.38
Introvert 179 2.23 0.28
Total 358 2.48 0.42
Table 2 shows the mean or the average score of both the extrovert and introvert
respondents. This computed value is denoted as the level of interpersonal skill of the respondents
in this study. The standard deviation is also computed to show how much the data is scattered.
The data significantly shows that the extroverts has a higher interpersonal skills than the
introverts.
Table 2.
Level of Academic Performance of the Respondents
Academic Performance Frequency Mean Standard Deviation
Extrovert 179 1.75 0.32
Introvert 179 1.61 0.35
Total 358 1.68 0.34
Table 2 shows the mean or the average score of both the extrovert and introvert
respondents. This computed value is denoted as the level of interpersonal skill of the respondents
in this study. The standard deviation is also computed to show how much the data is scattered.
Page 26
The data significantly shows that the extroverts has a higher interpersonal skills than the
introverts.
3.5
LINEAR REGRESSION
3
2.5
ACADEMIC PERFORMANCE
1.5
0.5
0
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
INTERPERONAL SKILL
Figure 2. Effect of Interpersonal Skill to the Academic Performance of the Students
The data presented in the Figure 2 shows the effect of interpersonal skills to the academic
performance of the students. As presented, the data is scattered but it shows that the interpersonal
skill has a direct effect to the academic performance of the students; as the interpersonal skill
increases, the academic performance level also increases.

Page 27
6
ACADEMIC PERFORMANCE LEVEL
4
6.489
2
3.321
0.153
0
1 2 3 4
-3.015
-2
-4
INTERPERSONAL SKILL LEVEL
Figure 3. Interpersonal Skill Level and Effect on Academic Performance
Figure 3 shows the value of academic performance level when the level of interpersonal
skill varies from the lowest which is 1 to the highest which is 2. This data was attained by using
the linear regression and denoting a specific value of x which is the independent variable. The
computed value is assumed to be the value of the academic performance level in each
interpersonal skill level.

Page 28
0.15
0.1
ACADEMIC PERFORMANCE
0.13
0.05
0
EXTROVERT INTROVERT
-0.05 -0.09
-0.1
-0.15
Figure 4. Difference in Academic Performance between Extrovert and Introvert
Figure 4 shows the difference in the academic performance of extrovert and introvert
students. As presented, introvert has a negative value of -0.09 which means that having a low
interpersonal skill gives a very weak level of academic performance, while the value computed
for extrovert 0.13 shows that having a high level of interpersonal skill gives a higher level of
academic performance.
Page 29
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
This study was conducted by the researchers having a purpose of determining the effect
of different level of interpersonal skills towards the academic performance of the students, the
research study also aims to determine which level of interpersonal skill gives a better academic
performance to students. The descriptive research design was utilized and the purposive
sampling technique was used to gather the needed data. Questionnaires was used as the
instrument to gather data. The respondents of this study are the students under the Science,
Technology, Engineering, and Mathematics strand which are either extroverts or introverts. The
inquiry was conducted during the academic year 2017-2018.
 What is the level of interpersonal skills of the respondents?
The level of interpersonal skill of the 179 extroverts is 2.73 while the remaining
179 introvert respondents have an interpersonal skill level that is 2.23. Overall, the 358
students have a 2.48 level of academic performance.
 What is the level of academic performance of the respondents?
The 179 extroverts attains an academic performance that is 1.75 while the
introvert respondents has a 1.61 academic performance level. In general, the respondents
get a 1.68 level of academic performance.
 Does interpersonal skill has an effect to the academic performance of a student?

Page 30
Interpersonal skill significantly affects the academic performance of the respondent
students. Interpersonal skill has a direct effect on the academic performance of the
students. The data shows that as the level of interpersonal skill increase, the level of
academic performance of the students also increases; the same goes when the level of the
interpersonal skill of the student decrease, the academic performance also decreases.
 How interpersonal skill does affects the academic performance of the respondents?
Interpersonal skill has a direct effect on the academic performance of the students.
Based on the computed data when the interpersonal skill is at its lowest or 1 the academic
performance will be -3.015; when it is at a lower level or 2 the academic performance
will be 0.15. But when the interpersonal skill range a high level or at 3 the academic
performance will also rise and will become 3.32; and when it reaches the highest level
which is 4 the academic performance will be 6.49.
 Which level of interpersonal skill gives a good academic performance to students?
Based on the computed data, high interpersonal skill or extroverts gives a higher
academic performance which is 0.13 as compared to the low interpersonal skill or introverts
which only has -0.09 academic performance.
Conclusion
High level of interpersonal skill gives a good or higher academic performance compared
to low level of interpersonal skill. Therefore, extroversion or extrovert students are more
academically competitive than that of introvert students.

Page 31
Recommendation
1. The researchers are recommending the institution to have activities that can develop the
level of interpersonal skill of the students.
2. The researchers are recommending the institution to conduct a seminar for students about
the benefits of having a high level of interpersonal skill.
3. The researchers of this study are recommending the future researchers to conduct a
parallel study that will further discuss the pros and cons of having a high level of
interpersonal skill.
4. The researchers of this study are recommending those introvert students to start
developing the growth of the level of their interpersonal skill in order for them to be more
academically competitive.
5. The researchers of this study are also recommending those extrovert students to use their
social skill to be more active academically.

Page 32
Reference
Akinleke, O.W. (2012). An Investigation of the Relationship between Test Anxiety, Self
Esteem and Academic Performance among Polytechnic Students in Nigeria. International
Journal of Computer Applications 51(1):47-50.
Allan J., & Nairne, J. (2012). Empowering students: Classroom discussion themes for
elementary school teachers and counsellors. Toronto, Ontario: OISE Press.
Aryana, M. 2010, ‘Relationship between Self-esteem and Academic Achievement amongst
Pre-University Students’, Journal of Applied Sciences. 10 (20): 2474-2477.
Clemes, H., & Bean, R. (2011). Self-esteem, the key to your child's well-being. New York:
Putnam.
Habibollah, N, Rohani, A, Aizan, T, Jamaluddin, S & Kumar, V 2009, ‘Self Esteem Gender
and Academic Achievement of Undergraduate Students’, American Journal of Scientific
Research, no. 3, pp. 26-37.
Mehaffey, J. I., & Sandberg, S. K. (2012). Conducting social skills training groups with
elementary school children. The School Counselor, 40 (3), 61-67.
McFadden, J. (2013). Enhancing the learning environment of your classroom. OPSTF
(Ontario Public School Teachers Federation) News, p. 14.
Pullmann, H & Allik, J 2008, ‘Relations of academic and general self-esteem to school
Achievement’, Personality and Individual Differences, 45:559-564.

Page 33
Redenbach, S 2009, Self-Esteem, the Necessary Ingredient for Success, USA: Esteem
Seminar Programs and Publications.
Sandra, LH 2009, The relationship between self-esteem and academic success among
African American students in the minority engineering program at a research extensive
university in the southern portion of the United States, The School of Human Resource
Education and Workforce Development, US.
Twinomugisha, S.R. (2008). The relationship between Seld-esteem and academic
achievement. Retrieved from http://www.academia edu/ 836793 1/SELF_ESTEEM_
AND_ACADEMIC_ACHIEVEMENT.
Page 34
APPENDIX
Dear Respondents,
Greetings!
We are the researchers from STEMB15, currently studying about the effects of interpersonal
skill towards the academic performance. We are asking for your time and sincerity in answering
this research questionnaire. The researchers of this study promises to hide your identity and
avoid putting you in any type of harm that this research study may cause. The answer from this
questionnaire will serve as the primary data of the researchers in analyzing and interpreting the
results.
Thank you for your cooperation.
Sincerely yours,
The Researchers
Mr. Guillermo Nikos Telan _

Research Adviser
“EFFECTS OF INTERPERSONAL SKILL TOWARDS ACADEMIC

PERFORMANCE OF THE STUDENTS”
Name (optional): _________________________________________ Date_________________
Section: _________________ Age: __________________ Sex: Male Female
General Average obtained in the previous semester: ______________
Please check ( ) the response that is most appropriate.

CATEGORY LOW MODERATE HIGH
1, Academic Achievement ______ ___________ _______
2. Classroom Participation ______ ___________ _______
3. Absenteeism ______ ___________ _______
Page 35
4. Lateness ______ ___________ _______
5. Referrals to Disciplinary Office ______ ___________ _______
Circle the answer that best describe you. Please only circle one answer for each question and
make sure that each questions provided are answered completely and sincerely. Thank you.
Scale: l-never; 2-sometimes; 3-usually; 4-always
Questions 1 2 3 4
1. I try to be with people.
2. I ask another classmate for help when I don’t understand the
content of a course subject.
3. I feel as though I do not fit in at school.
4. I try to study or do class assignments with other classmates.
5. I tend to comment on any doubts I have about class contents
with my classmates.
6. I try to walk up to someone I do not know and start a
conversation.
7. I let other people take charge of things.
8. I do not join social groups.
9. I try to be friendly to people.
10. I let other people decide what to do.
11. I need other people to encourage me to study – my parents,
friends, teachers, etc.
12. I like people to act close toward me.
13. I get on well with my classmates.
14. I like people to act friendly toward me.
15. I do not like people to ask me to participate in their
conversations.
16. I try to have close, personal relationships with people.
17. I do not like people to include me in their activities.
18. I try to take an active part in a group and enjoy being
involved.
19. I get very nervous when I have to speak in public.
20. I try to work well with others in my classroom.
21. I take charge of things when I am with people.
22. I let other people strongly influence my actions.
23. I try to avoid being alone.
24. My academic performance depends on my skills to interact with
my co-students.
25. When people are doing things together, I tend not to join them.
Page 36
Page 37
ANDREW R. ALBOROTO
Science, Technology, Engineering, and Mathematics, 2x2
Technological Institute of the Philippines (T.I.P.),
Quezon City S.Y. 2017-2018 Picture
Address:
Tel. No.:
Email Address:
Cellular No.:
OBJECTIVE
To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes
of the courses taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of
the Philippines (T.I.P.), as prescribed by the K-12 program of the Department of Education (DepEd).
RESEARCH/ES UNDERTAKEN
 (Research Title, Year undertaken)
KNOWLEDGE, SKILLS AND ATTITUDE
 Analyze complex problems and provide solutions

 Good Communication Skills (English, Filipino)
 Honest
 add
LEADERSHIP ACTIVITY/IES
 add
SEMINAR/S AND TRAINING/S ATTENDED

 Pre- Work Immersion Seminar on:
Job Application, November 21, 2017, PE Center 1, T.I.P., Quezon City
Behavior in the Workplace, November 21, 2017, PE Center 1, T.I.P., Quezon City
Values and Development, November 21, 2017, T.I.P., PE Center 1, Quezon City
Common Behavioral Issues, November 21, 2017, T.I.P., PE Center 1, Quezon City
EXTRA/CO-CURRICULAR ENGAGEMENTS, ACHIEVEMENTS, AND AWARDS

 Participated in the T.I.P. Intramurals 2017-2018 as a player of the men’s basketball
 Participated as a Choir member during the T.I.P. Night of Lights and Carols
 Add
WORK EXPERIENCE
 Job title, Company Name, Date
OTHER SKILLS
 Able to work under pressure
 Research-oriented skills
 Basic Knowledge in HTML
Page 38
MARK JEROME COMPRA

Address: #5 Aguinaldo Street IVC Marikina City
Email Address: jeromedalaga@gmail.com
Cellular No.: 09453897647
OBJECTIVE

 Honest

Correlation of physical and mental ability taking marine engineering – Senior high school
OTHER SKILLS
Page 39
PATRICIA MAY DOB

Address: #13 5-A Cenacle Drive Culiat Quezon, City
Email Address: patriciamaydob@gmail.com
OBJECTIVE
 The Effects of Modern Technology Towards the Moral Values of the Grade 12 STEM students

 Honest

WORK EXPERIENCE
 SPES Crew McDonalds , February 10, 2017
OTHER SKILLS
Page 40
AEDAM RHAJA MORANCIL

Address: Purok 19 Sitio San Lorenzo Ruiz Baranggay San Roque, Antipolo City
Email Address: aedammorancil11@gamail.ccom
Cellular No.: 09493163475 - 09268592765
OBJECTIVE
I am a senior high school Student currently looking for a on the job training. Thus, I would like to earn more experience in
working with other people to improve myself as a beginner.
 Very patient
 Honest
 Willing to learn and to be trained


 Participated in the T.I.P. Intramurals 2016-2017 as a player of the men’s Double Table tennis
 Participated in the T.I.P. Intramurals 2017-2018 as a player of the men’s Volleyball
WORK EXPERIENCE
 Cashier, Batang’s Bakery, March - May 2016
OTHER SKILLS
 Good communication skills
 Proficient in Microsoft Office (Word, Power point)
Page 41
LALAINE T. PEREYRA
Science, Technology, Engineering, and Mathematics,
Quezon City S.Y. 2017-2018
Address: UNIT 6, Pagrai Hills, Brgy. Mayamot Antipolo City
Email Address:
2x2
OBJECTIVE Picture

 Honest
LEADERSHIP ACTIVITY/IES



 Participated in the T.I.P. Intramurals 2017-2018 as a player of the men’s basketball
 Add
WORK EXPERIENCE
 Job title, Company Name, Date
OTHER SKILLS
 Basic Knowledge
KRISTEL C. TALISAYON
Science, Technology, Engineering, and Mathematics,
Quezon City S.Y. 2017-2018
Address: #5 Magnolia St. Roxas District Quezon City
Email Address: kristeltalisayon23@gmail.com
OBJECTIVE
 A study on the Seating Arrangement and its relation to the Academic Performance of Students in STEM Inclined Subjects
in Technological Institute of the Philippines, Quezon City, Senior High School,2016
 The Impact of Mathematical Intelligence Towards the Delineating Ability of Architecture Students In Technological Institute
of the Philippines Quezon City, 2017

 Honest

 Participated as a member of speech choir to compete in other school
 Best in Arts
OTHER SKILLS

 Basic Knowledge in Microsoft and Powerpoint
Page 43
INTERPERSONAL SKILL TOWARDS THE ACADEMIC PERFORMANCE

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Page 1

INTERPERSONAL SKILL TOWARDS ACADEMIC PERFORMANCE

Background of the Problem

if it has an effect to students academically.

Statement of the Problem

1. What is the level of interpersonal skills of the respondents?

2. What is the level of academic competence of the respondents?

3. Does interpersonal skill has an effect to the academic performance of a student?

5. Which level of interpersonal skill gives a good academic performance to students?

H1 : Having a high level of interpersonal skill gives a good academic performance to

H1 : Having a low level of interpersonal skill gives a good academic performance to

Figure 1. Flow of the Study

interpersonal skill gives a good academic performance.

Importance of the Study

respective benefits after knowing the result.

or make themselves better in terms of interpersonal skill level.

Scope and Limitation

significantly affects the academic performance and competence of the students.

introvert and extrovert.

academic task and how they excel inside the classroom.

opening themselves to others

hesitating to open up and stand for their opinions.

and perform inside the classroom.

Self-esteem for Children.

Review of Related Literature

presented in the following paragraphs.

According to Marsh (2012), strong interpersonal skill includes mutual relationship,

the dependent variable of this study.

with social expectations and interactions.

Gardner (2009) has a different interpretation of interpersonal intelligent, he stated

social perceptiveness, persuasion, negotiation, instructing, and service orientation. Successful

interpersonal behavior involves a continuous correction of social performance based on the

student’s academic achievement has been singled out (Aryana 2010).

High Interpersonal Skills toward Academic Performance

or she is considered to have social competence and predicted to be successful in school.

rights are allocated among the participating member.

exchange of academic information.

classroom is also high.

knows how to successfully interact with others.

challenges as such would result in higher academic achievement.

outcome in life and they to achieve less academically.

Ghorbanshiroodi and Khalatbari (2010) conducted a correlational study to find the

the improvement on education of the respondents.

and have more experience than younger children.

or her academic achievement.

According to Redenbach (2009) self-esteem can also be developed by achieving great

correlation discovered between self-esteem and academic performance mentioned in previous

correlated (p<0.01) (Aryana 2010; Sandra 2009; Habibollah et al. 2009).

esteem will give the students a high academic achievement.

The researchers therefore concludes that students or individuals that is considered as an

Low Interpersonal Skill

independent in both personal and academic use.

personally interacting with them.

uncomfortable. Introverts are good in learning by themselves or by just minimal amount of

themselves are included in this strand and grade level.

researchers of this study is the purposive sampling.

evaluating themselves with the developed questionnaires.

Characteristics assessed by the respondents themselves included academic achievement,

An instrument measuring interpersonal skills was developed following an adult scale

model. This Interpersonal Relationships Inventory consisted of 25 questions and required

instrument was modified from an adult instrument called Fundamental Interpersonal

treatments were used.

average value of the data gathered by the researchers.

W.M. is the weighted mean