Instructional strategies and oral communication activities in relation to the clarity, fluency, and confidence of multigrade learners’ communication skills

Abstract

This study aimed to assess the perception of multigrade learners in the instructional strategies employed by teachers at Mabungtot Public Elementary School on the relationship between instructional strategies and communication skills and between communication activities and communication skills of multigrade learners. This study employed a descriptive assessment- and correlational research design utilizing the weighted mean and Pearson r to analyze the data. The sample included the total enumeration of the 37 multigrade learners of the elementary school, with data gathered through questionnaires. Findings revealed   a very high level of instructional strategies employed by teachers with a very high extent of oral communication activities implemented in the classroom, and with a very high extent indicating the opportunities given to learners, and a very effective level the of communication skills of the learners. However, Pearson r indicated no significant correlation between instructional strategies and learners’ communication skills; and likewise, there is no significant relationship between oral communication activities and learners’ communication skills. The study suggests further research with a larger sample and additional variables to assess these outcomes more comprehensively.