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Remediating Technical Vocational Livelihood (TVL) Students’ Oral Communication Skills Using Active and Didactic Learning Approaches |
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| รหัสดีโอไอ | |
| Creator | Alvin S. Taneo |
| Title | Remediating Technical Vocational Livelihood (TVL) Students’ Oral Communication Skills Using Active and Didactic Learning Approaches |
| Contributor | Kurt S. Candilas |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2567 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 2 |
| Journal No. | 2 |
| Page no. | 130-141 |
| Keyword | oral communication, active learning approach, didactic learning |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/827 |
| ISSN | 2822-1311 |
| Abstract | The ability to successfully convey information and ideas through spoken words, tone of voice, and non-verbal clues like body language is referred to as oral communication skills. The purpose of oral communication is to assist students in comprehending the characteristics and dynamics of various speaking contexts. In order to investigate the efficacy of didactic learning and active learning approaches in enhancing Grade 11 oral communication skills performance in a National Comprehensive High School in the Division of Misamis Oriental during the academic year 2023-2024, this research used a quasi-experimental design. Two (2) participant groups in the study: the first group, consisting of 34 students, was exposed to active learning, and the second group, also consisting of 34 students, was exposed to the didactic learning approach. The participants in the Active Learning Group has the mean equivalent to “fair” level while in the sub skills, comprehension, fluency, pronunciation, and grammar has the same mean level which is on the “fair” level and improved their performance in most sub-skills in Oral Communication from “fair” to “good” level, except for fluency, where they remained at the “fair” level. Furthermore, in terms of the test of difference, significant difference posted by the pre-test and post-test scores of the students in terms of their oral communication skills using the didactic learning approach is minimal in terms of its effects on their overall application and utilization of their oral communication skills in real life situations. In terms of Increment, there is a significant difference posted by the pre-test and post-test scores of the students in terms of their oral communication skills using the active learning approach. In terms of increment results, it can be inferred that the Active Learning Approach is more effective than the didactic Learning approach based on their means score. This implies that students become active knowledge creators when teachers implement an active learning approach in the classroom. |
