Effects of a communication program on the listening comprehension of high school juniors

The purpose of this study is to develop, implement, and evaluate a communication program for adolescent high school students of the University of San Agustin, Iloilo City. More specifically, the training program ultimately aims at improving listening skills through a practical communication program that could be incorporated into the classroom setting. The subjects in the study were 30 third year high school students who were selected from among those who got low and below average scores in the Jones-Mohr Listening Test. Fifteen subjects as members of the experimental group received the four-day training and the other 13 subjects as members belonging to the control group did not receive the training. Prior to the beginning of the training program and immediately following the program, subjects in the experimental and control groups were given the Jones-Mohr Listening Test, Forms A and B, respectively. The test measures listening skills and the process of communication as an element of social interaction. In addition, an evaluation of the program was completed by the participants to determine areas pertinent to the program and evaluate further the effectiveness of the program. Employing t-test for dependent and independent samples to compare the performance of both groups, the subjects in the experimental group who received the training were able to demonstrate listening skills functioning in all areas at a significant (p .001) higher level than those in the non-trained control group. They were able to develop coping skills that include (1) effective communication, (2) increased listening skills, (3) interpersonal competence, and (4) sensitivity and empathy. Control group subjects failed to demonstrate communication skills essential to human relationships. The results of the training indicate that the Communication Program was effective in developing listening comprehension skills essential in learning and human relationships. Results suggested further application of the training model to higher high school year levels, teachers, and non-teaching personnel