Chapter 1 the Problem INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

8/17/2019 Chapter 1 the Problem INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

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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 benet from better interpersonal skills.

People with good interpersonal skills are usually perceived as optimistic,

calm, condent and charismatic - qualities that are often endearing or

appealing to others. eing aware of how you interact with others - and with

practice - you can improve your interpersonal skills and develop them. !e

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. "hese

skills are easily further developed with a little time and e#ort spent working,

thinking and practicing them. $emember 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.

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"hese are varieties that will help you to succeed in di#erent areas of

life. &owever, the foundation for many areas of our lives are good

interpersonal skills since these are relevant to our personal relationships,

social a#airs and professional lives and are the basis on which we can

develop other life skills. 'nlike speciali(ed and technical skills )hard skills*,

interpersonal skills )soft skills* will be used everyday and in every area of

our lives. ) http+www.skillsyouneed.cominterpersonal-skills.html*

It seems that People with interpersonal intelligence are good with

people and thrive in social interactions. "hey are good at reading,

emphati(e and understanding others. "hey are good at working with others

and have many friends. ome people have a superb ability to establish

rapport with others quickly and easily, making them feel at ease. "hey are

able to read other peoples reactions and emphati(e. "he ability to

communicate in this way is a vital human intelligence. /ach of us is already

equipped with the skills to perform this intelligence. &owever it seems that

we are not all necessarily condent at interacting e#ectively with others in

familiar, casual and working environments- unlike those with a strong

interpersonal intelligence.

In this respect , Pangasinan tate 'niversity 0 'rdaneta 1ampus,

'rdaneta 1ity, gives every student the right to a fair chance in life. "hat fair

chance is the opportunity to grow up in a happy and favorable surrounding,

to be educated to the full e2tent of his capacity and on reaching adulthood,

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to make his contribution to his family and community. 4i5culties on the

part of the students are those who e2perience isolation, social discomfort

and lack of recognition of the self. "hese are shown in their inability to

intact with others, understand and interpret their behavior )their

interpersonal intelligence*.

uch problems in interpersonal intelligence among students are

deterrents to learning. 6undamentally, these problems draw their interest

and attention away from the learning activities and make less meaningful

the objectives of the teaching-learning situations. "he e#ectiveness of any

method in teaching is conditioned by the intensity of problems confronting

the learners. "hus, it is essential that the student be helped in his problems

before e#ective learning is e2pected of him.

"herefore , the researchers believe that the school must have an

e#ective program that can develop social skills in order to help students

attain ma2imum capacities to learn this students interpersonal intelligence

progress monthly from one level to another. 7ppropriate activities should be

provided to students and that should be meaningful, challenging and

encouraging to the learners. "hese activities must emphasi(e skills in

enhancing further the interpersonal intelligence of the students.

Statement of the problem

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"he study sought to determine the Interpersonal kills of the

/lementary /ducation tudents of P'-'rdaneta 1ampus for the 9 3:%8-

3:%;.

pecically, it attempted to answer the following questions.

%. !hat is the prole of the /lementary /ducation students of P'-'rdaneta

1ampus, 'rdaneta 1ity in terms of+

a. e2<

b. 7ge<

c. 6amily Income

3. !hat is the level of interpersonal kills of "he /lementary /ducation

tudents of P'-'rdaneta as measured by the Interpersonal =ualities

1hecklist when grouped In terms of.

a. e2<

b. 7ge<

c. 6amily Income

8. !hat is the level of interpersonal skills of the /lementary /ducation

tudents of P'-'rdaneta as measured by the Interpersonal =ualities

1hecklist when grouped as a whole.

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Sgn!cance of the Study

Interpersonal kills become so natural that we may take them for

granted, never thinking about how we communicate with other people. !ith

a little time and e#ort you can develop these skills. >ood 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. 7n 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 admn"trator". $esults 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 Teacher". 6indings will give an accurate overview of the

pupils strengths and weaknesses on interpersonal skills. ?n the basis of the

ndings, they can give assistance by providing educational program vital to

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the development of students social skills. Anowing some variables that

a#ect thus skill, teachers can aid in implementing suitable measures the

will help minimi(e problems. 6urther , these would enhance further the

students social skills as they move towards success.

To the Parent". "he ndings of the study can serve as an

information guide to the parents and may help them understand their child

better. "hey will be able to show more concern and support to them with

appropriate care and acceptance. Bikewise , 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 "tudent". $esults of the study will serve as a reference for

evaluating their strengths and weaknesses. "his way , they will be able to

improve their social and emotional dealings with their peers. "hey will

surely be grateful to know their strong and weak points, thereby developing

desirable attitudes toward their studies ad aspiring to strive for e2cellence.

"o other researchers. "he 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 analy(e the level of the interpersonal skills of /lementary /ducation

students of P'-'rdaneta 1ampus in relation to their demographic prole.

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Scope and #elmtaton of the Study

"he tudy was conducted to describe the demographic prole of the

/lemetary /ducaton tudents of P' 0 'rdaneta 1ampus in terms of their

age, se2, dialect, and family income. Bikewise , it also determined the level

of their interpersonal skills when grouped as according to their

demographic prole and grouped as a whole.

?ne "hirty 6ive students of /lementary /ducation tudents of

Pangasinan tate 'niversity enrolled in school year 3:%8-3:%;, were

considered as respondents of this study.

#e!nton of Term"

"o understand the di#erent terminologies used in this study, they are

dened le2ically and operationally.

$nterper"onal

Pertains to peoples relationships from one another on how well and

smooth their interaction is.

$nterper"onal Skll"

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7s used in this study, interpersonal intelligence is the ability to

perceive and make distinction in the moods, intentions, motivations and

feelings of other people. "his intelligence consists of the ability to

understand, perceive and discriminate between peoples moods, feelings,

motives and intentions. It can include sensitivity to facial e2pressions, voice

and gestures as well as the ability to respond e#ectively to such cues.

Le%el

7s used in this study, it refers to the degree or standing of the

"eacher /ducation students as for their interpersonal skills.

Socal Skll"

It refers to any skill facilitating interaction and communication with

others. ocial rules and relations are created, communicated,, and changed

in verbal and non verbal ways. "he process of learning such skills is called

sociali(ation.

7s used in this study, it is a term broader than the interpersonal skills.

"his skill is parallel also in dealing and interacting with people around them.

Chapter &

RE'$E( O) REL*TE# L$TER*T+RE *,# ST+#$ES

Related Lterature

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7ccording to 1alpito )%FFE* as cited by Gohn 4onne, 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. 7ll educators are aware of the fact that the

individuals academic, social, emotional, physical, spiritual and

psychological growth can be a#ected favorably or adversely by their

interpersonal relationships, within a group or in a society . "he social

atmosphere in the group is largely nested and manifested by individuals

interactions and their functioning.

he furthered e2plained that through people have the physical ability

to e2ist individually and alone , we are also social animals who thrive and

grow when involves with others. "his ability to interact with others,

understands them, and interprets their behavior known as interpersonal

intelligence. 7ccording to >ardner, Interpersonal Intelligence is seen in how

we Hnotice distinction among others< in particular, contrasts in their moods,

temperaments, motivations and intentions. &e also tated that H"hose

who have strong interpersonal intelligence are good understanding and

interacting with other people. "hese individuals are skilled at assessing the

emotions, motivations, desires and intentions of those around them.

umming up, on strong interpersonal communication skills as

mentioned by Jarsh )3:::* included such as mutual relationship, social

awareness, e2troversion and communication. ?n the other hand, isolation,

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distrust, shyness and alienation resulted to low level interpersonal

communication skills. "hus, this gave the researcher an idea on how the

questionnaire Kows by including strong and weak interpersonal

communication skills in the items.

Interpersonal skill, "hese sorts of skills have long been recogni(ed as

important for success in school and the workplace, said tephen 6iore,

professor at the 'niversity of 1entral 6lorida, who presented ndings from a

paper about these skills and how they might be assessed )alas, edwell,

and 6iore, 3:%%*.% 7dvice o#ered by 4ale 1arnegie in the %F8:s to those

who wanted to Hwin friends and inKuence people, for e2ample, included

the following+ be a good listener< dont critici(e, condemn, or complain< and

try to see things from the other persons point of view. "hese are the same

sorts of skills found on lists of 3%st century skills today .

It seems clear that these are important skills, yet denitive labels and

denitions for the interpersonal skills important for success in schooling and

work remain elusive+ "hey have been called social or people skills, social

competencies, soft skills, social self-e5cacy, and social intelligence, 6iore

said )see, e.g., 6erris, !itt, and &ochwarter, 3::%< &ochwarter et al.,

3::C< Alein et al., 3::C< $iggio, %FEC< chneider, 7ckerman, and Aanfer,

%FFC< herer et al., %FE3< ternberg, %FE@


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denition of 3%st century skills described one broad category of

interpersonal skills )Lational $esearch 1ouncil, 3:%:, p. 8*+

ocial or interpersonal skills are kills in processing and interpreting

both verbal and nonverbal information from others in order to respond

appropriately. 7 skilled communicator is able to select key pieces of a

comple2 idea to e2press in words, sounds, and images, in order to build

shared understanding )Bevy and Jurnane, 3::;*. killed communicators

negotiate positive outcomes with customers, subordinates, and superiors

through social perceptiveness, persuasion, negotiation, instructing, and

service orientation )Peterson et al., %FFF*.

"he multiplicity of names for interpersonal skills and ways of

conceiving of them reKects the fact that these skills have attitudinal,

behavioral, and cognitive components, 6iore e2plained. It is useful to

consider 3%st 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 e2pectations and

interactions. uccessful interpersonal behavior involves a continuous

correction of social performance based on the reactions of others, and, as

$ichard Jurnane had noted earlier, these are cognitively comple2 tasks.

"hey also require self-regulation and other capacities that fall into the

intrapersonal category )discussed in 1hapter ;*. Interpersonal skills could

%%

http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r98http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r73http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r106http://www.ncbi.nlm.nih.gov/books/n/nap13215/ch4/http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r98http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r73http://www.ncbi.nlm.nih.gov/books/n/nap13215/references.rl1/#references.r106http://www.ncbi.nlm.nih.gov/books/n/nap13215/ch4/


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also be described as a form of Hsocial intelligence, specically social

perception and social cognition that involve processes such as attention

and decoding. 7ccurate assessment, 6iore e2plained, may need to address

these various facets separately

)oregn Stude"

Bevinson)%FFC* tested the e#ects of 7dolescent 1ompetence "raining

)71"*, self-esteem skill and social skills in an upper middle-class sub-urban

middle class. "his study involved forty-seven eight gracers divided into

comparison and "reatment >roups at a 1onnecticut Jiddle chool. "eachers

of the group administered the Piers-&arries 1hildren elf-1oncept cale and

the 71" =uestionnaire for tudents. "he author average 1ognitive Inde2

kills< by gender and with two previously studies, diverse population using

the 71" =uestionnaires for tudents.

"he ndings stated that 71" did not seem to have a positive e#ect on

self-esteem or social skills. 4ivided by 1I, higher level students scored

better than females lower. Bower socio-economic students made much

greater grains than this "reatment >roup. ome possible conclusions made

were< )%* raising social skills and self-esteem is a very di5cult task that

takes more time. )3* raising self-esteem and improving social skills using

71" for females is in need of further study. )8* raising self-esteem and social

skills using 71" for females is better for lower socio-economic group in need

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Theoretcal )rame-ork

"he importance of society and its e#ects on human development

emphasi(ed as the foundation of personality theory as asserted by

ullivans Interpersonal "heory. &arny tack ullivan )%F@8* theori(ed that

interpersonal relationship among individuals is one aspect that would

improve a persons personality. "he reciprocity of human being to one

another is a key structure and that interpersonal relationship is the

foundation of personality as agreed by ishop)%FC;*. ullivan believed that

personality was never 2ed and was always subject to the modications

occasioned by new interpersonal relations to ones overall development.

7ccording to psycho analyst /rickson )%F8:*, 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. "he suggest that individuals

e2perience positive psychosocial challenge. "he academic recognition ans

social approval they obtain help them to continue productive activities and

complete task successfully. )>rasha, %FE:*.

Piagetian constructivist argue that individual childs cognitive ability

develops during his or her interaction with reality through own e2periences.

Lew knowledge is constructed when learners link their former knowledge

and e2periences. It is further contended by Mygotsky and other socio-

cultural constructivist that each individual, as Hthe conte2tuali(ed

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ocial 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,

)7quino, %FFE*

Jc 1lelland )%FF@* espoused another theory called the achievement

motive theory. 7ccording to him, there are three basic motivating needs 0

power, a5liation and achievement. People with a high need to power, as

claimed by Jc 1lelland and other researchers have a great concern to

control and inKuence others. "hese people are positive- seekers and

outspoken and conversationalist, forceful, hardheaded and demanding. "o a

wide e2tent, people with a high need for a5liation speciali(es in smooth

interpersonal communication relations and are concerned over the a#airs of

other people.

Conceptual )rame-ork

ome people with high interpersonal skills have the ability to proper

communication skills in order to create and maintain good relationships

with other individuals. "hese individuals also believe that the ability to

successfully maintain these good relationships boosts the self-esteem,

which helps him to further improve his skills. ?ne of these skills is the

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ability to motivate and encourage other individuals. "he ability to achieve

this successfully helps to maintain work morale and e5ciency. y doing so,

he is capable of inKuencing others.

/very individual learns through the process of sociali(ation. 7s stated

in the theory of Gean Piaget, every individual undergo series of stages and

as the child goes interaction with people around him takes place. 7nd that

is when the process of learning and gaining self condence occurs. !ith the

help of his signicant 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 dened objectives. &e

claims that every human being is able to establish partnerships with other

like-minded individuals to increase resources of idea. 7nother facet of

e#ective 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 o#ering guidance,

mentoring and support. /ach of us should identify mutuality of both team

and personal success. 6inally, it could be suggested that trusted individual

with high interpersonal skills are attentive to emotional cues and show

caring for others.

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Individuals have to be nurtured and ma2imi(e not only his intellectual

achievement but also social, emotional and spiritual growth. Individuals

benet from being able to empathi(e with young people, to show that to

some degree they understand their world as they are e2periencing 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. 1onsequently, unity

prevails and gives each of us chance and ease to manage our behavior that

greatly a#ects our attitude toward intellectual and social path. People in

this category and usually e2troverts, and are characteri(e 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. "hey

communicate e#ectively and empathi(e easily with others, and maybe

either leader or followers. "hey 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. "o develop good

interpersonal skills requires empathy, honesty and trust, tolerance,

awareness and setting aside of self. )1ollinson, %FFF*

Operatonal Paradgm of the Study

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6igure % shows which study will be undertaken. It shows the demographic

prole of /lementary /ducation tudents and the level of interpersonal

skills.

)gure 1

Paradgm of the Pre"ent Study

$ndependent#ependent

"he paradigm shows the Prole of "he /lementary /ducation tudents and

level of their interpersonal skills.

%F

4emographic Prole of

/lementary /ducation

tudents

a. e2b. 7gec. 6amily Income

Bevel of interpersonal

skills of /lementary

/ducation tudents


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It could be gleaned from gure % the relationship of the demographic

prole and interpersonal skills of /lementary /ducation tudents. It has

been hypothesi(ed from this study that demographic prole of "eacher

/ducation can be an independent variable that can a#ects the intrapersonal

skills of /lementary /ducation students )dependent variable*. 6urthermore,

there is no manipulation on the independent variables.

Chapter .

RESE*RCH METHOLO/0

"his part deals on the method and materials to be used by the

researchers in the study. Jost specically, 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.

Re"earch #e"gn

"he researchers used to descriptive method of research for it aims

primarily at determining the demographic prole of education students and

the level of their interpersonal skill. =uestionnaire was used in the

collection of data to determine the demographic prole and interpersonal

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skill of education students. "he @-point scale is used to determine their

response if it is %- Lever, 3- $arely, 8- ometimes, ;- ?ften, @- 7lways.

7ccording to Aamil et al )%FE@* descriptive research can be heuristic

or deductive. "he investigation employs e2isting data with a preconceived

hypothesis. "he researchers begin with a specic focus or general and

specic questions regarding the problem situation to be studied. Joreover,

he claimed that the data in descriptive is analy(e quantitatively and may

provide an in depth analysis.

?felia ". Posecion, Ph.4., mildred . >o, Ph.4., &eidi P. 7lbano, J /d-

/nglish )3:%3* cited by best and kahn )%FEE*, descriptive methods involve

collection techniques without manipulation of variables. It deals with rst

hand data or already e2isting knowledge take from previous studies or

student records. It seeks Nwhat is and emphasi(es on the discovery of ideas

and insights that may a#ect the development of generali(ations, principles,

or theories.

"his study is descriptive for it describes the demographic prole of

/lementary /ducation tudents by means of frequency counts and

percentages. Bikewise, it also interprets the level of their interpersonal skills

by means of computing the mean and stating its corresponding verbal

interpretation.

Subect" of the Study

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?ne hundred thirty ve subject-cases in this study were the

/lementary /ducation tudents enrolled during the school year 3:%3-3:%8

at P'-'$47L/"7 1ampus. $esearchers used the random sampling in

getting the respondents of this study for the researchers have personally

chosen ;@ respondents for each course and year level /4%, //43 and

//48. elow is the no. of samples of the /lementary /ducation tudents

from each year level of //4.

)gure &

#"trbuton Of Re"pondent"

,21.3

Stat"tcal Treatment of #ata

33

$espondents amples

//4% ;@

//43 ;@

//48 ;@

Total %8@


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"he data gathered was tallied and categori(ed. "ables were used in

presenting the data to make it easier to analy(e and interpret.

"he following statistical were given below+

%. "he respondents prole was analy(ed, descriptive, and interpreted

using frequency counts and percentage. "he percentage of the data

was computed with the use of the following.

O

n¿

f ¿ %:: !here+ O- Percentage equivalent of each bracket

f- Lumber of respondents for each bracket

L- "otal number of respondents

3. "he respondents interpersonal skill level was determined using the @-

point scale according to classication below+%- Lever3- $arely8- ometimes;- ?ften@- 7lways

"o compute for the weighted arithmetic mean )!7J*, the following formula

is used+

Qf%Q%Rf3Q3Rf8Q8Rf;Q;Rf@Q@

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L

?r

Q fxf

Q-mean

- summation

6-frequency

2- scale

"o interpret the mean, score transmulation is used. &ere it follows+

)gure .

Tran"mutaton

cale Jean Merbal Interpretation@ ;.3:-@.:: Mery

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&igh Interpersonal

kill; 8.;:-;.%F &igh Interpersonal kill

8 3.C:-8.8F 7verage Interpersonal

kill3 %.E:-3.@F Bow Interpersonal kill% %.::-%.DF Mery Bow Interpersonal

kill

Chapter 4

PRESE,T*T$O,5 *,*L0S$S *,# $,TERPRET*T$O, O) #*T*

"his 1hapter presents the ndings of the study, their analysis and

interpretation in the light of the major and specic problems presented. "he

study focused on determining the demographic prole and level of

interpersonal skills of the achelor of /lementary /ducation students.

Pro!le of Elementary Educaton Student"

"he subjects of the study were asked to indicate their e2, 7ge and

6amily Income. "he data were taken mainly from the responses of ?ne

&undred "hirty 6ive /ducation students and were summari(ed and

presented in the tables below.

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"able % shows the demographic Prole of /lementary /ducation

tudents with respect to their se2.

Table 1

Pro!le of Elementary Educaton Student" -th Re"pect to Se6

,21.3

SE7 )RE8+E,C0 PERCE,T*/E

M*LE &4 19:9; <

)EM*LE 111 ;&:&& <

TOT*L 1.3 1== < It could be gleaned from "able %, that of ?ne &undred "hirty 6ive

/lementary /ducation tudents, %%% or E3.33 percent were females and 3;

or %D.DE percent were males .

It seems that more females have passion when it comes to eld 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 eld of

teaching than of males. &owever, there were few males who were enrolled

in the education course which proved that gender equality is practiced in

this course. "hus, education course can be for males also.

"able 3 shows the frequency counts and percentages of the

/lementary education tudents with regard to their 7ge.

Table &

Pro!le of Elementary Educaton Student" (th Regard" to ther *ge

,213=

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*/E )RE8+E,C0 PERCE,T*/E

13>19 3. .?:&@ <

1;>&= @3 4;:13 <

&1 and *bo%e 19 1&:@= <

TOT*L 1.3 1==<

In terms of 7ge , It could be noted that among ?ne &undred "hirty 6ive

respondents, @8 or 8F.3C percent were %@-%D years old. i2ty 6ive )C@* or ;E.%@

percent were %E-3: years old. &owever, %D or %3.C: percent were 3% and above

year old.

It seems that the 7ge of the /lementary /ducation tudents may

signicantly inKuence his interpersonal skills. "he main components of life skills

are communication, inter-personal skills, decision making, critical thinking, coping

and self management skills. 7s 7ccording to the tudy of Jahipatsinh 4. 1havda

and harat . "rivedi in their International Gournal of Information and /ducation

"echnology, Mol. @, entitled Impact of 7ge on kills 4evelopment in 4i#erent

>roups of tudents.Jany children look forward to turning %E, as it symboli(es

their transition into adulthood.

"hey tend to develop as the individual matures, according to age. !ith the

passage of time, the di#erent component of life skills grows. It seems that H"here

is signicant di#erence in skills development found between boys and girls of %@-

%D years and %E-3: years. "hat is why 7ge is a major a#ecting factor for skills

development.

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Table .

Pro!le of Elementary Educaton Student" -th Re"pect to )amly

$ncome

,21.3

It

could be

observed

that "able

; among

the %8@ respondents, D; or @; percent were respondents who belong to

families who have low family Income, ;@ or 88.88 percent were those on

the average level , and %C or %%.E@ percent were those who belong to

families with &igh family income.

It seems like Jajority of the 6ilipino 6amilies were included under poor

families bracket. 7s it has been a5rmed in the survey )3::F*, Philippines

was consider as a poor country as it is being manifested in its economy.

3E

MO,THL0 $,COME )RE8+E,C0 PERCE,T*/E

LO( $,COMEAPhP

95=== and belo-

94 34:;1 <

*'ER*/EA95===>

1=5???

43 ..:.. <

H$/H $,COMEAPhP

115=== and abo%e

1@ 11:;3 <

TOT*L 1.3 1==


29/74

Joreover, lower 6amily Income accounted among these respondents was

attributed to lower parental /ducation.

Le%el of $nterper"onal Skll" of Elementary EducatonStudent"

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 kills

of the students.

"able ; on the ne2t page shows the computed weighted arithmetic

mean and the level of interpersonal skills of the /lementary /ducation

tudents when grouped with regard to their se2.

3F


30/74

8:


31/74

8%


32/74

83


33/74

It can be noted from the table ; that among the male respondents the

items HBoves to listen to other peoples opinions, ideas and problems as

well got the highest computed mean of ;.%3 which is interpreted as high

interpersonal skills. ?n the other hand, the item Hskilled nonverbal

communications got the lowest computed mean of 8.3F which is

interpreted as average.

7mong the female respondents , the items Hloves to listen to other

peoples opinions, ideas and problems as well got the highest computed

mean of ;.3D which is interpreted as very high interpersonal skills. ?n the

other hand, the item Hat ease in the crowd got the lowest computed mean

of 8.:8 which is interpreted as average.

It can be noted from the table ; that the item Hloves to listen to other

peoples opinions, ideas and problems as well ranked no. % with regard to

se2 which got the highest computed mean of ;.3: which is interpreted as

Mery &igh. ?n the other hand, the item Hskilled nonverbal communicators

ranked 3: got the lowest computed mean of 8.3: which is interpreted as

7verage.

7mong Jale $espondents, they have a "otal !eighted 7verage Jean

of 8.CF which is interpreted as &igh. ?n the other hand, 6emale

respondents have a total computed mean of 8.C% which is also interpreted

as &igh.

88


34/74

"herefore, se2 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 1alpito )%FFE* that se2 has no signicant relationship with regard to

interpersonal skills of an individual.

7ccording to 4r. teven tein, President of J&, %FFD, women are

more aware of their feelings and those of others, relate better

interpersonally, and are signicantly more socially responsible than men.

6urthermore , women seem to have signicantly stronger interpersonal

skills than their male counterparts according to a new study made by Julti-

&ealth systems, Inc. )J&* in a recent test of the interpersonal skill levels

were measured throughout the 'nited tates and 1anada )%FFD*.

>enerally, the interpersonal skills of /lementary /ducation tudents

?f Pangasinan tate 'niversity , 'rdaneta 1ampus as according to se2 has

a total computed mean of 8.C@ which is being interpreted as &igh

Interpersonal kills. "herefore the Interpersonal kills of /lementary

/ducation students is high.

"able ; on the ne2t page shows the computed weighted arithmetic

and level of interpersonal skills of /lementary /ducation students when

grouped according to their age.

8;


35/74

8@


36/74

8C


37/74

8D


38/74

"able @ shows that on the %@-%D age group, item number 3: Hloves to listen

to other peoples opinions, ideas and problems as well H has the highest mean

;.3: which means Mery &igh. It implies that /lementary /ducation tudents who

belong to %@-%D age group have care for their peers , and never allow the cares of

the world to overshadow the things that are most important, serving >od and

serving people, especially the people around them. ?n the other hand Item

number; Hat ease in a crowd got the lowest mean of 8.:C which is interpreted as

7verage Interpersonal skills.

8E


39/74

7mong the 7ges %E-3: respondents, item number %; H1reate positive

relationship with others H has the highest mean of ;.3; which means Mery &igh. It

implies that /lementary /ducation students under %E-3: are kind and courteous to

their peers. 7ccording to the book of ible in /phesians ;+3Flet no corrupting talk

come out of your mouths, but only such as is good for building up, as ts the

occasion, that it may give grace to those who hear. ?n the other hand Item

number %3 Hkilled nonverbal 1ommunicators got the lowest mean of 8.:E which

is interpreted as average interpersonal skills.

7mong the 7ges 3% and 7bove, the item 3: HBoves to Bisten to other

peoples opinions, ideas and problems as well got the highest computed mean of

;.@8 which means Mery &igh level of Interpersonal skills. ?n the other &and, the

item number %3 Hkilled Lonverbal 1ommunicators got the lowest computed of

8.:@ which means average level of interpersonal skills.

>enerally, Item number %3, Hskilled nonverbal 1ommunicators has lowest

mean of 8.:@ which is interpreted as average. It leads to conclusion that

/lementary /ducation tudents prefer to use >estures, and movements or actions

rather than to use verbal communication .

"he "able @ also shows that the ?ne &undred "hirty 6ive )%8@* respondents

when they were grouped according to their age have an overall mean of 8.C3

which means very high

"herefore 7ge is a 1ontributory 6actor in determining Interpersonal kills

and Malues ?rientation level along ocial /rik /rickson )%F@F*, from adolescence to

adulthood they developed already the signicant relationship from peers, friends

and families.

8F


40/74

;:


41/74

;%


42/74

;3


43/74

"able C shows that the Bow 6amily Income, the item Hloves to listen

to other peoples opinions, ideas and problems as well. >ot the highest

1omputed mean of ;.3; which is interpreted as Mery &igh Bevel of

interpersonal skills. ?n the other hand, the item Hkilled nonverbal

communicators got the lowest computed mean of 8.:; which is interpreted

as 7verage level of Interpersonal skills

'nder the average family income, the items Heasily gets along with

others got the highest computed man of ;.F; which is interpreted as Mery

&igh level of interpersonal skills. 7nd on the other hand the item number ;

7t ease in a crowd got the lowest computed mean of 8.%E which has verbal

interpretation of 7verage level of Interpersonal skills.

;8


44/74

?n the other hand, the family whose belong to the &igh 6amily

Income the item H7ware and 1oncerned for others got the highest

computed mean of ;.%F which is interpreted as &igh level of Interpersonal

kills. 7nd the Items H7t ease in a crowd got the Bowest computed mean of

3.F; which is interpreted as 7verage Bevel of Interpersonal kills.

>enerally , the Interpersonal kills of /lementary /ducation tudents

as 7ccording to their Jonthly 6amily Income, the item number 3: Hloves to

listen to to other peoples opinions, ideas and problems as well ranked

no.% among interpersonal skills questionnaire of /lementary /ducation

tudents which got the &ighest computed mean of ;.%; which is interpreted

as &igh and on the other hand, the item number ; Hat ease in a crowd got

the lowest mean of 8.:E which is interpreted as average.

It could be gleaned from "able C that the respondents who belong to

family with Bow Jonthly Income have computed weighted arithmetic mean

of 8.C8 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 8.C@ which is also interpreted as

high level of interpersonal skills. ?therwise, respondents who belong to

family with &igh Jonthly Income have a computed weighted arithmetic

mean of 8.;@ which has an interpretation of high level of interpersonal

skills. "herefore, family income is a contributory factor as regards to the

level of interpersonal skills of /lementary /ducation tudents.

;;


45/74

>oodman )3::;* suggested that family income may relate more to

di#erences in coping styles and other interpersonal skills. It could be noted

from the table that families with low income and average income gave &igh

Interpersonal skills than those of the families with &igh Income. "he 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 /lementary /ducation tudents

as regards to their Jonthly 6amily Income has a computed mean of 8.@E

which is interpreted as &igh level of Interpersonal kills.

;@


46/74

Table 9

$,TERPERSO,*L S$LL O) ELEME,T*R0 E#+C*T$O, ST+#E,TS

(HE, /RO+PE#

,21.3

;C


47/74

;D

Interpersonal=ualities 1hecklist

I"/J

(*M R*, 'ERB*L$,TERPRET*T$O,

%. /asily gets along withothers

8.FC 3 &I>&

3. 1omfortable talking withother people even if Iam not close withhimher.

8.3@ %E 7M/$7>/

8. /njoys sharing orrelating stories

8.C@ E &I>&

;. 7t ease in a crowd 8.% %F 7M/$7>/

@. Bikes having new friendsbecause they make meglad

8.F@ 8.@ &I>&

C. hares my suggestionsor opinions without

hesitant

8.8: %D 7M/$7>/

D. Bikes the people aroundme

8.E% C &I>&

E. Bikes to have lots of time talking with others

8.@C %: &I>&

F. eeks the company of others

8.83 %C 7M/$7>/

%:.People come toseek advice

8.; %@ &I>&

%%.>ood atcommunicatingverbally

8.;D %8.@ &I>&

%3.killed nonverbalcommunications

3.E 3: 7M/$7>/

%8.ee situationsfrom di#erentperspectives

8.@; F &I>&

%;.1reate positiverelationships withothers

8.D: D &I>&

%@.>ood at resolvingconKict in groups

8.;D %8.@ &I>&

%C.7ware andconcerned forothers

; % &I>&

%D. "he ability to beable to persuadeand inKuenceothers

8.;E %3 &I>&

%E.7n interest for andskilled at work

8.@3 %% &I>&


48/74

It could be gleaned that from "able D, the item which got the &ighest

1omputed 7rithmetic Jean is H7ware ad 1oncern for others ranked no %

which has a computed mean of ; and interpreted as &igh Bevel of

Interpersonal kills. ?n the other hand , the item which got the lowest

computed weighted arithmetic mean is Hkilled nonverbal communicators

ranked no. 3: which has a computed mean of 3.E and interpreted as

7verage level f Interpersonal kills

It could be noted from "able D that the computed ?verall Jean of

/lementary /ducation tudents is 8.@@ which is interpreted as high level of

Interpersonal kills. "herefore, the level of interpersonal skill of /lementary

/ducation tudent of P'- 'rdaneta 1ampus is &igh. 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.

;E


49/74

Chapter 3

S+MM*R05 CO,CL+S$O,S *,# RECOMME,#*T$O,S

Presented in this chapter are the summary, conclusions and

recommendations based from the previously presented, analy(ed and

interpreted data on interpersonal skills of /lementary /ducation students.

S+MM*R0

"his study covered the %8@ /lementary /ducation students

of P' enrolled school year 3:%3-3:%8. "he major purpose of the study is to

determine the demographic prole such as se2, family income and ages of

/lementary /ducation students.

pecically, it suggests answering to the following questions+

%. !hat is the prole of the /lementary /ducation students of P'-

'rdaneta 1ampus, 'rdaneta 1ity in terms of +

a. e2<b. 7ge<c. 6amily income

;F


50/74

3. !hat is the level of interpersonal skills of /lementary /ducation

students of P'-'rdaneta as measured by the Interpersonal =ualities

1hecklist when gropued in terms of+

a. e2<b. 7ge<c. 6amily Income

8. !hat is the level of Interpersonal skills of /lementary /ducation

students of P'-'rdaneta as measured by the Interpersonal =ualities

when group as a wholeS

6requently counts and percentages to the di#erent categories were

employed to describe the proles of the /lementary /ducation

students. !hile on getting the level of the interpersonal skill of

/lementary /ducation students, the researchers computed for the

!eighted 7rithmetic Jean )!7J* and add all the computed mean

of each item to get the overall mean.

)ndng"

"he data gathered revealed the following+

%. Prole of the /lementary /ducation students7. e2. ?ut f %8@ respondent, %%% or E3.33O were female and 3;

or %D.DEO were male.

@:


51/74

. 7ge. 7mong %8@ respondents, @8 or 8F.3CO were respondents

that is from ages %@-%D, C@ or ;E.%@O were respondents that is

from ages %E-3:, and %D or %3.C:O were respondents from

ages 3% and above.

1. 6amily Income. 7mong %8@ respondents, D; or @;.E%O were

respondents who have low family income, ;@ or 88.88O were

those on the average level, and %C or %%.E@O w3ere those who

belong to families with high family income.

3. Bevels of interpersonal skills of /lementary /ducation students as

measured by Interpersonal =ualities questionnaire when grouped

according to se2, ages and family income.

7. e2. "he level of interpersonal skills of /lementary /ducation

students on male respondents had a computed mean of 8.CF

while n female respondents had a computed mean of 8.C%

which were both interpreted as high level of interpersonal skills.

"herefore, se2 is a contributory with regard to the level of

interpersonal skills.

. 7ge. "he computed mean of respondents that are from ages

%@-%D is 8.@; which means high interpersonal skills while for

those ages from %E-3: had a computed mean of 8.CF which

also means high level of interpersonal skills. Bikewise, the level

of respondents who are from ages 3% and above had a

computed mean of 8.CF which means high level of

@%


52/74

interpersonal skills. "herefore, age is contributory factor with

the level of interpersonal skills of /lementary /ducation

students.

1. 6amily Income. "he computed mean of respondents who belong

to families with low level of income was 8.C8 which means high

interpersonal skills while for those families who belong to

average level of income had a computed mean of 8.;@ which

also means high level of interpersonal skills. Bikewise, the level

of interpersonal skills of respondents who belong to high level

of income had a computed mean of 8.;@ which means high

level o interpersonal skills of /lementary /ducation students.

8. Bevels of interpersonal skills of /lementary /ducation students as

measured by Interpersonal =ualities =uestionnaire when grouped as

whole.

7. "he level of interpersonal intelligence of /lementary /ducation

students as measured by Interpersonal =ualities =uestionnaire

have a computed mean of 8.@@ which means that the level of

interpersonal skills of /lementary /ducation students.

Conclu"on"+

@3


53/74

"he /lementary /ducation students were dominated by female

respondents. "he prole of the /lementary /ducation students was the

manifestation of the diversity of learners, specically their family

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

$egardless of those di#erences, they are still grouped as ne, the

future educators of the 3%st century, interacting and working together

attaining common goal to a common end of their success. "hey all belong

to the same department, the teacher /ducation 4epartment.

7s the result of the researchers investigation, the /lementary

/ducation students are good in dealing with other people< though there are

some factors that may a#ect their skills they can still be able to have a

good interpersonal relationship with people around them.

"he /lementary /ducation students have highly manifested

interpersonal skill. "heir academic performances seems successful and they

all e2cel in their subjects and e2tracurricular activities. "hus, having this

skill they might become future pillars and assets of their society.

@8


54/74

Recommendaton"

ased from the ndings, the following recommendations are o#ered+

%. 7. "he /lementary /ducation 4epartment must encourage more

males to enroll in this department because now we are lacking f male

teachers.. Implement so grouped discussions and activities for the

/lementary /ducation students so that they could b more

acquainted and at ease with each other regardless of their

family backgrounds.3. 7. /lementary /ducation 4epartment must further develop the

curriculum to build up the Interpersonal Intelligence of the students.

Jore enhancing .e2perience and activities should be planned and

implemented to improve and maintain the interpersonal intelligence

of the respondents.

. ince "eacher /ducation students have high interpersonal

skills here are some tips that help themselves to maintain

and even enhance this skill+

%. pend time with friends and family

members.

3. Participate I enjoyable activities with

peers.

8. Participate in group projects and

activities.

@;


55/74

;.7ttend variety of seminar workshops that

is related in enhancing and developing

social skills.

8. ?ther related studies should be conducted to determine the level of

interpersonal skills of /lementary /ducation students of P'-'rdaneta

1ampus, using other evaluation techniquesinstruments to test the

reliability of results.

Bblography

*:BOOS

Jerriam-!ebster 4ictionary

1orpu( and alandanan, 3::D. Principles of "eaching %+ Borimar Publishing

Inc.

Papalia, et 7l, 3::C. tudy >uide for use with a 1hilds !orld Infancy

"hrrough adolescence, %:th edition+ Jc >raw-&ill &igher /ducation

Aahayon, 7+& and 7quino, >.M. %FFF. >eneral Pschology

@@


56/74

B: P+BL$SHE# THES$S

Interpersonal and intrapersonal skills of >ifted Bearners )>ina G. 1alpito,

%FFE*

C: M+LT$ME#$*

!ikipedia

Jalachi Bloyd >reen, e&ow 1ontributor

Im.cmcognos Performance ook

"heories 7bout Interpersonal kills, e&ow.com+www.e&ow.com

http+www.ncbi.nlm.nih.govbooksLAE;33C

www.investopedia.com

Interpersonal killshealthcenter.ncsu.edu

!ikipediaT!hat are Interpersonal kills

@C

http://www.investopedia.com/http://www.investopedia.com/


57/74

@D


58/74

*PPE,#$CES

*ppend6 *

Republc of the Phlppne"

Panga"nan State +n%er"uty

+rdaneta Campu"

@E


59/74

)ello- Colleague"5

"he undersigned is currently conducting a research study entitled

HInterpersonal kills of achelor of /lementary /ducation tudents of P' -

'rdaneta 1ampus.

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 e2tent in the completion of the study.

Bikewise, you are assured that any information you will provide for this

endeavor will be taken with utmost condentiality.

"hank you very much and >od peedUUU

$espectfully 9ours,

'hdalyn *: Solora

'ane""a 'erDo"a

Re"earcher"

*ppend6 B

Republc of the Phlppne"P*,/*S$,*, ST*TE +,$'ERS$T0

+rdaneta Cty Campu"

$nterper"onal 8ualte" Checkl"t

@F


60/74

ince %F::, when 7lfred inet developed the rst intelligence testwhich was to measure HI= such assessments have focused primarily on avery partial and limited denition of intelligence. $ecent cognitivepsychology research shows that intelligence needs to be understood morebroadly and embraces more capabilities than had previously been

recogni(ed. "his checklist provides a simple and easy appraisal of yourinterpersonal intelligence.

#recton+ Please supply the needed information by lling up

the given blanks or checking your answer to the questions

asked.

Lame+VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

1ourse and 9ear+ //d I ) * //d II ) * //d III ) *

e2+ Jale ) * 6emale ) *

7ge+ %@-%D ) *%E-3: ) *3:-7bove ) *

irthday+VVVVVVVVVVVVVVVVVVVVVVV

Parents Lame+ 6ather+VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV Jother+VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

Jonthly 6amily Income+

VVVVVVVV-Bow )D,::: and below* VVVVVVVV 7verage )D,::% to %:.FFF* VVVVVVVV&igh )%%,::: and above*

C:


61/74

*ppend6 C

#recton Check under the number -hch de"crbe" yournterper"onal Fualte":The follo-ng are the nterpretaton" that corre"pond" youran"-er:

1>,e%erG Hardly ,e%er &>Rarely .>Sometme" 4>Often 3> *l-ay"G,early *l-ay"

C%


62/74

C3

,e%er 1

Rarely

&

Sometme" .

Often 4

*l-ay" 3

%. /asily getsalong withothers

3. 1omfortabletalking withother peopleeven if I amnot close with

himher.8. /njoyssharing orrelatingstories

;. 7t ease in acrowd

@. Bikes havingnew friendsbecause they

make meglad

C. hares mysuggestionsor opinionswithouthesitant

D. Bikes thepeoplearound me

E. Bikes to havelots of time

talking withothers

F. eeks thecompany ofothers

%:.People cometo seekadvice

%%.>ood atcommunicating verbally

%3.killed

nonverbalcommunications

%8.eesituationsfrom di#erentperspectives

%;.1reatepositiverelationshipswith others

%@.>ood atresolvingconKict in


63/74

*ppend6 #

Scale for )emale Re"pondent"

C8


64/74

C;

,2111

)EM*LE SC*LE O%erallMean

'erbal$nterpretaton

R*,

$TEM 1 & . 4 3


: % 88 @: 3D 8.F8 &I>& C

3. 1omfortabletalking with

other peopleeven if I amnot close withhimher.

: %E C% 33 %: 8.33 7M/$7>/

%D.@

8. /njoyssharing orrelatingstories

: % ;@ 8F 3C 8.E% &I>& E


3 %E CF %F 8 8.:8 7M/$7>/

3.o

@. Bikes havingnew friends

because theymake me glad

:% 3E ;F 88 ;.:8 &I>& ;


:%: D8 33 C 8.33 7M/$7>

/%D.@

D. Bikes thepeople aroundme

: 8 8D ;8 3E 8.EC &I>& D

E. Bikes to havelots of timetalking withothers

: %3 ;C 8D %C 8.@% &I>& F.@


: E CD 8: C 8.8% 7M/$7>/

%C

%:.People cometo seek advice

: C @E 8D %: 8.;C &I>& %3


: C @C ;: F 8.;D &I>& %%

%3.killednonverbalcommunications

% 3: C3 38 @ 8.%: 7M/$7>/

%F

%8.ee situationsfrom di#erentperspectives

% @ C: 8@ %: 8.;8 &I>& %3

%;.1reatepositiverelationshipswith others

: % 38 @: 8D ;.%% &I>& 3

%@.>ood atresolvingconKict ingroups

: E C3 8: %% 8.;: &I>& %;.@

%C.7ware andconcerned forothers

: 3 33 @: 8D ;.:E &I>& 8

%D. "he ability tobe able topersuade and

: E @D 8F D 8.;: &I>& %;.@


65/74

SC*LE )OR M*LE RESPO,#E,TS

C@


66/74

CC

,2&4

M*LE SC*LE O%erall

Mean

'erbal$nter

pretaton

R*,

$TEM 1 & . 4 3

%. /asily getsalong with

: : E %% @ 8.EE &I>& @

3. 1omfortabletalking withotherpeople evenif I am notclose with

himher.

% 3 %8

; ; 8.88 7M/$7>/

%E.@

8. /njoyssharing orrelating

: 3 %%

C @ 8.@E &I>& %8.@


: 3 %;

; ; 8.;3 &I>& %D

@. Bikes havingnew friendsbecausethey make

:% @ %% D ; &I>& 8

C. hares mysuggestionsor opinionswithout

:8 F E ; 8.@; &I>& %@


: % E %% ; 8.D@ &I>& E.@

E. Bikes tohave lots oftime talkingwith others

% % D F C 8.D@ &I>& 3.@


: 3 %3

C ; 8.@ &I>& %C

%:.Peoplecome toseek advice

: 8 %3

D 3 8.88 7M/$7>/

%E.@


: % %:

%: 8 8.C8 &I>& %3

%3.killed : ; % F % 8.3F 7M/$ 3:


67/74

SC*LE )OR */ES 13>19 RESPO,#E,TS

,23.

CD


68/74

CE

13>19 SC*LE O%erallMea

n

'erbal$nterpretaton

R*,

ST*TEME,T 1 & . 4 3

%. /asilygetsalongwith

others

: % %D 3E D 8.DD &I>& C

3. 1omfortabletalkingwithotherpeopleeven if Iam notclose withhimher.

: D 8% %% ; 8.38 7M/$7>/

%D

8. /njoyssharingorrelatingstories

: 3 3% 38 D 8.CC &I>& E

;. 7t ease ina crowd

% E 8; D 8 8.:C 7M/$7>/

3:

@. Bikeshaving

newfriendsbecausetheymake meglad

:% %; 3; %; 8.FC &I>& 8

C. haresmysuggestions oropinionswithouthesitant

:C 88 %% 8 8.3% 7M/$7

>/%E

D. Bikes thepeoplearoundme

: % 3% 38 E 8.D3 &I>& D

E. Bikes tohave lotsof timetalkingwithothers

: E %F 33 ; 8.;3 &I>& %%

F. eeks the : @ 3E %C ; 8.8C 7M/$7 %;

SC*LE )OR */ES 1;>&=

,2@31;>&= SC*LE O%e

rallMea

n

'erbal

$nterpre

taton

R*,

$TEM 1 & . 4 3


: : 33

3@ %E 8.F8 &I>& @

3. 1omfortabletalking withotherpeople evenif I am notclose with

himher.

% %:

8D

%3 @ 8.%8 7M/$7>/

%F


: % 3E

%E %E 8.E3 &I>& D


% E ;%

%% ; 8.%; 7M/$7>/

%E

@. Bikes havingnew friendsbecausethey makeme glad

:: %

@3D 38 ;.%3 &I>& 8


:@ ;

:%C ; 8.3F 7M/$

7>/%D


: 8 %F

3; %F 8.F: &I>&C


% ; 3;

%E %E 8.D; &I>& F

F. eeks thecompany of

others

: @ 8@

%F C 8.; &I>& %C

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69/74

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Per"onal #ata

,ame+ Mhidalyn 7. oloria

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#alect $loko

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Tertary Educaton

achelor of cience in /lementary /ducation

Pangasinan tate 'niversity- 'rdaneta 1ampus

an Micente, 'rdaneta 1ity, Pangasinan

Gune 3:%%-Present

Secondary Educaton

"ender Boving 1are chool

7nonas Lational &ighway Pangasinan

Gune 3::D-3:%:

Guan >uico Lational &igh chool

1anarvacanan inalonan Pangasinan

Gune 3:%:-3:%%

Elementary Educaton

"ender Boving 1are chool

7nonas Lational &ighway Pangasinan

Gune 3::%-3::D

Character Reference

#R: *,/EL$T* S: ,*/+,

*rea Charman5 Teacher Educaton #epartment

Panga"nan State +n%er"ty5 +rdaneta Campu"

,ame+ Manessa 4. Mer(osa

*ge %E

D3


73/74

Skll"

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4ancing

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&ardworking

*ddre""+ %:: rgy. urgos t. Jangatarem Pangasinan

#ate of Brth+ 6ebruary F, %FF@

(eght ;8

Heght @%

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Relgon 1hristian

CteDen"hp+ 6ilipino

Language /nglish, "agalog

)ather" ,ame+ Ja2 >.Mer(osa

Mother" ,ame Jena 4. Mer(osa

Contact ,umber+ :F%:FD;;3:C

Emal *ddre""+ Js.1urlyhairV:FWyahoo.com

Educaton

Tertary Educaton

achelor of cience in /lementary /ducation

Pangasinan tate 'niversity- 'rdaneta 1ampus

an Micente, 'rdaneta 1ity, Pangasinan

Gune 3:%%-Present

Secondary Educaton

D8


74/74

Jangatarem 1atholic chool

Jabini t. Jangatarem Pangasinan

3::D-3:%%

Elementary Educaton

Jangatarem I 1entral chool

1alvo t. Jangatarem Pangasinan

Gune 3::%-3::D

Character Reference

#R: *,/EL$T* S: ,*/+,

*rea Charman5 Teacher Educaton #epartment

Panga"nan State +n%er"ty5 +rdaneta Campu"

Chapter 1 the Problem INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

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Transcript of Chapter 1 the Problem INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS