Self-Perceived Communication Strengths and Their Association with Professional Communication Readiness

Authors

  • CARMELA JOY MEDINA QUIRINO STATE UNIVERSITY Author

DOI:

https://doi.org/10.64358/sih.v2i1.63

Keywords:

Keywords: communication competence, professional communication readiness, competence–confidence gap, descriptive-correlational design, rural public secondary school

Abstract

While communication is recognized as essential for academic success and professional transition, gaps remain in understanding the relationship between students' self-perceptions and actual performance, particularly in rural public secondary schools. This study examined the association between self-perceived communication strengths and professional communication readiness among 102 Grade 11 students in a rural public high school. Using a descriptive-correlational design, data were collected through a structured survey and performance-based tasks aligned with the subject Effective Communication and evaluated using analytic rubrics. Statistical analyses included mean, standard deviation, ANOVA, and Pearson correlation.

Findings revealed a competence-confidence gap: students reported relatively high self-perceived communication strengths but demonstrated low professional readiness. This discrepancy was most evident in oral communication, where perceived readiness exceeded actual performance. Correlation results showed that self-perceived strengths were generally not associated with actual readiness, except for listening skills, which had a weak but significant relationship. These findings highlight the limitations of self-assessment and underscore the need for performance-based evaluation and reflective learning strategies to better align students' perceptions with their actual communication skills.

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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