Email
id: kennethsajjan@gmail.com
ABSTRACT
Communication
is an inevitable process in everyone’s life, more so when it comes to
adolescents. Good communication skills will help in their overall development. Present
study aimed at assessing the effectiveness of a planned teaching program on
knowledge and skills regarding communication among high school students. The
research method was a true experimental design with pre test, post test with
control group design; sixty adolescents were selected using the simple random
sampling technique from a sample frame of 105 students from a selected
government school in Anekal taluk of Bangalore. Objective structured skill
examination and structured questionnaire were used for data collection. One day
workshop with sessions involving Interpersonal communication skills, Public
speaking skills, Assertive training, Speaking skills, Writing skills and
Reading skills were used. The findings revealed that the participants showed
improvement in knowledge (t value=7.663, p=0.05) and skill (t value=5.805, p=0.05) after the
training. In addition, simulative exercises in the form of roleplay were used
to assess skill. Students revealed a marginal improvement in skill.
INTRODUCTION
Communication
is a process whereby information is enclosed in a package and is channelled and
imparted by a sender to a receiver via some medium. The receiver then decodes
the message and gives the sender a feedback. It is also defined as, the process
of sending and receiving information between two or more people. (Molis D, 2010)
Effective communication is one where an individual
is able
to express oneself, both verbally and non-verbally, in ways that are
appropriate to one’s culture and situation. This means being able to express
opinions and desires, needs and fears. And it may mean being able to ask for
advice and help in a time of need.
Communication skills include mainly listening skills,
speaking skills, writing skills, reading skills. (Center for adoption research,
2010)
Adolescence is “the last step before
becoming an adult.” At this stage in their lives, youth are striving to become
independently functioning adults. It is also a time of rapid change
in young people, hence, this is often an excellent period to make a positive
impact upon the development of adolescents belonging to this age group. (Walker J, 2010)
From the review of literature regarding the existing
communication skills among school children regarding communication skills it
was found that these children have moderate to below the
expected norms of communication for the expected age.( Yaaya A, 2009). A study also depicted perceived changes among
participants after communication skill training in the public and interpersonal
communication. Participants also reported greater comfort levels and ability
with self-expression in both public and interpersonal communication contexts. (Youth Speaks Up-personal development program, 2005)
On extensive
search for literature could not find any studies with interventions
specifically for improvement of communication.
Present study aimed to
assess the effectiveness of a planned teaching program in promoting both
knowledge and skills among the accessible population that is the high school
students regarding communication as effective communication is one important
building block in promoting a better quality of life for the future citizens of
India.
OBJECTIVES
1.
To
assess the existing knowledge of high school students regarding communication
skills.
2.
To
assess the existing communication skills of high school students
3.
To
assess the effectiveness of planned teaching program on knowledge regarding
communication skills among high school students.
4.
To
assess the effectiveness of planned teaching program on communication skills
among high school students.
5.
To
identify the association between pretest knowledge scores regarding
communication and selected demographic variables.
6.
To
identify the association between pretest skill scores regarding communication
and selected demographic variables.
HYPOTHESES
The hypotheses stated were as
follows,
H1:-Mean post test scores on
knowledge regarding communication skills will be higher than the mean pretest
scores of the experimental group at 0.05 level of significance.
H2;- Mean post test scores on
communication skills will be higher than the mean pretest scores of the
experimental group at 0.05 level of
significance.
H3:- The mean post test scores on
knowledge regarding communication skills will be higher among the experimental
group than the control group at 0.05 level of significance.
H4:- The mean post test scores on skills regarding communication
skills will be higher among the experimental group than the control group at
0.05 level of significance.
H5:- There will be a significant association between knowledge regarding communication skills of
experimental group and selected demographic variables at 0.05 level of
significance.
H6:- There will be a significant association between communication
skills of experimental group and selected demographic variables at 0.05 level
of significance.
MATERIALS AND METHODS
The research design used for this study was pretest
posttest design with control group. Communication skill training was the
independent variable whereas Communication knowledge and skill score was the
dependent variable. Subjects were selected from government high school, in
Anekal taluk, Bangalore. Students were included who were between 12 -16 yrs of
age, who are willing to participate and who can understand, read and write
English. Purposive sampling was used to select the school and random sampling
method was used to select sixty students. The list of students belonging to 8th
and 9th std was taken which consisted of 90 students. From this pool
70 students were selected based on random numbers picked using lottery method.
First selection of 35 members were assigned experimental group and the next 35
were assigned the control group. Ethical clearance was obtained from the
institution and permission obtained from the block education officer. Written
consent was obtained from the school authorities and the parents of the
children who participated in the study. The students were told the purpose of
the study. Structured knowledge and skill questionnaire and checklist were
developed by the researcher.
Instruments were prepared according to the blueprint. Content
validity index of structured knowledge and skill questionnaire was calculated
to be 0.943 after review from 9 Experts
of which 3 Were psychiatric nurses, questionnaire had a total of 68 questions,8 questions
relating to demography,30 related to knowledge and 30 related to skill. The
reliability was established through test retest method (r=0.79).
Planned teaching programme was a one day program
consisting of sessions. Whole topic was subdivided into 6 topics as interpersonal communication skills, public
speaking skills, assertive training, speaking skills, writing skills and
reading skills. Discussion
method along with A.V aids in form of slides was used. A role play on the
respective topics was demonstrated.
DATA
COLLECTION
Data collection was done. Permission to conduct and
collect data was obtained from the block education officer, Anekal taluk. Then
written consent was taken from school principal and parents of students
participating in the study. Then pretest was conducted after inauguration of 1
day workshop. Roleplay demonstration was done. Posttest was conducted 20 days
after the planned teaching program and skill assessment for a period of 3 days
with 10 students each day. Objective structured practical examination (OSPE)
was conducted using 4 stations where students were asked to prepare speech on
independence day with the materials prepared and present. Students in the next
station were asked to write a leave letter to class teacher asking for leave.
In next station they were asked to act as a student orienting a new students
parents to school premises. A checklist was used to assess their skills.
Statistical
analysis was done using the SPSS package. Descriptive statistics i.e mean,
median, standard deviation was used to describe and synthesize data.
Inferential statistics namely Chi-square test or Fisher’s exact were used for
categorical variables like age, sex etc. To compare the mean knowledge and
skill scores of pre test and post test, paired t-test and independent‘t’ test
was used. P value < 0.05 was considered as significant.
RESULTS
SAMPLE CHARACTERISTICS.
Table I shows the socio-demographic characteristics of
the subjects.
KNOWLEDGE SCORES OF HIGH SCHOOL STUDENTS BELONGING TO
BOTH CONTROL AND EXPERIMENTAL GROUP.
Table II depicts that in pretest 7(23.3%)
students had average knowledge in experimental group and 3 (10%) students had
average knowledge in control group. The posttest knowledge scores of the
respondents from experimental group revealed 50% falling into the average
category while 13% from control group fell into the average category. None of the students fell into the good category.
These posttest findings are similar
to another study conducted in New York which revealed that only 22% to 26% of
students scored at the average level across 8th, 9th and 10th std On
communication skills. High proportions of students were found to be at or below
the basic level . (Zuhar R,
2010)
SKILL SCORES OF HIGH SCHOOL STUDENTS BELONGING
TO BOTH CONTROL AND EXPERIMENTAL GROUP.
Table III depicts pretest skills scores as measured using a structured
questionnaire. Findings revealed that 4(13.3%) of experimental group and
2(6.6%) of control group fell into the average category. None of the students
fell into the good category.
The posttest knowledge scores of the respondents from experimental group
revealed 10(33.3%) falling into the average category while 4(13%) from control
group fell into the average category.
A similar finding was revealed in a study conducted in Chicago to
evaluate effectiveness of a program on communication skills. Students
demonstrated awareness of their communication strengths and weaknesses, and
reported that skills were gained. Up to 48 percent of students rated an
improvement in skills (Sonali, Nag, 2010)
When comparing the area in which
skills development was greatest, interpersonal skills was maximum followed by
writing skills.
DISCUSSION
The baseline data of experimental and control group matched in terms of
age, maximum number of participants in both groups belong to 13-14 years(76.7%in
experimental and 96.7% in control).religion: hindu(63.3% in experimental ,70 % in
control group),monthly family income: Rs0-Rs4000 (66.7% in experimental ,83% in control group),order of birth: 2ndchild
(43.3% in experimental ,46.7% in control group ),
H1:-Mean post test scores on knowledge regarding
communication skills will be higher than the mean pretest scores of the
experimental group at 0.05 level of significance.
The calculated paired‘t’ value 7.663 shows a significant increase in
knowledge at less than 0.05 level of significance. Therefore, the null
hypothesis was rejected and alternate research hypothesis H 1 was accepted.
H2:- Mean post test scores on communication skills will
be higher than the mean pretest scores of the experimental group at 0.05 level of significance.
The calculated paired‘t’ value 5.805 shows a significant increase in skill
at less than 0.05 level of significance. Therefore, the null hypothesis was
rejected and alternate research hypothesis H 2 was accepted.
H3:- The mean post test scores on knowledge regarding
communication skills will be higher among the experimental group than the
control group at 0.05 level of significance.
The calculated independent‘t’ value (t=1.046 for post-test) is
significant. Therefore, the null hypothesis was rejected and alternate research
hypothesis H3 was accepted.
H4:- The mean post test scores on skills regarding
communication skills will be higher among the experimental group than the
control group at 0.05 level of significance.
The calculated independent‘t’ value (t=0.837 for post-test) is
significant. Therefore, the null hypothesis was rejected and alternate research
hypothesis H4 was accepted.
H5:- There will be a significant association between
knowledge regarding communication skills
of experimental group and selected demographic variables at 0.05 level of
significance.
H6:- There will be a significant association between
communication skills of experimental group and selected demographic variables
at 0.05 level of significance.
There is no association between any of the selected demographic
variables and knowledge or skill.
So the formulated hypothesis H5 and H6 was rejected and null hypothesis
was accepted.
Present findings were supported by a survey conducted in Malaysia to
identify interpersonal communication skills in 320 students from eight schools.
The correlation analysis shows that there is no significant relationship
between order of birth and interpersonal communication skills. (Mates D, 2010).
Skills was evaluated using
checklist and students scores which were calculated in percentage. Students
scored . Therefore revealing that improving both knowledge and skills in
communication among students although improvement in knowledge is marginal when
compared in terms of scores. Statistical tests reveal improvements to be
significant at p=0.001. Role play was an effective method of teaching skills
which was demonstrated by the students during the Objective structured
practical examination(OSPE)
CONCLUSION
Conclusions drawn from this study is that communication skills training
program is effective in improving the Communication skills and knowledge among
school students.
LIMITATIONS OF STUDY
This can be generalized only for the school as student population may
not represent whole population as students were only selected from 1 school
This was conducted for only 1day, so its limited
Due to language barrier, was restricted only to English government
school(where medium was English)
ACKNOWLEDGEMENT
I wish to express my
sincere gratitude to my guide Prof. Dorothy Deena Theodore [principal and HOD
dept of psychiatric nursing] Narayana Hrudayalaya college of Nursing, who helped
me to accomplish this task successfully.
My heartfelt gratitude
to all the faculty in Narayana Hrudayalaya college of Nursing, especially to
Assoc. Prof. Priyalatha HOD dept of Medical Surgical Nursing, for the valuable
suggestions
REFERENCES
Center for adoption research. Article-Significant Aspects of Adolescent
Development. [online] 2010 [cited on 2010 September 13]. Available from:
www.steps-umms.org
Mates D, Allison K R. Sources of stress and coping responses of high
school students. Adolescence. 1999; 27(106): 461-474.
Molis D. Definition: Interpersonal Communication. [online] 2010 [cited
on 2010 September 20]. Available from: www.selfgrowth.com.
Sonali, Nag A. Programmes for assisted learning. [online] 2010 [cited on
2010 September 10]. Available from:
www.thepromisefoundation.org
Walker J. Teens in Distress Series Adolescent Stress and Depression.
[online] 2010 [cited on 2010 September 9]. Available from:
www.extension.umn.edu
Yahaya A. The Relationship between Self-Concept and Communication
Skills towards Academic Achievement among Secondary School Students in Johor
Bahru.International journal of psychological studies.2009 Dec; 1(2).
Youth Speaks Up: Perceived Communication Changes Experienced by Grade 6
Participants in a Personal Development Program. The Alberta Journal of
Educational Research. 2005; 51 (2): 155-171.
Zuhar R. Written language skills of middle and high school students in
an alternative program. Journal of instruction. 2006 Sep; 67 (3): 899.
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