Article Type: Research Article Article Citation: Victoria E. Tamban Ed. D, Marciana T.
Torillos, Maria Teresa M. Rodriguez, Kathleen Lorraine B. Gino-gino, and Michael
Jomar B. Ison. (2020). IMPACT OF EXTENSION PROGRAM IN ENGLISH COMMUNICATION
SKILLS OF OUT-OF-SCHOOL YOUTH (OSY) OF LIFE PROJECT FOR YOUTH (LP4Y). International
Journal of Research -GRANTHAALAYAH, 8(7), 205-210. https://doi.org/10.29121/granthaalayah.v8.i7.2020.651 Received Date: 05 July 2020 Accepted Date: 31 July 2020 Keywords: Out-Of-School Youth Extension English Communication Skills
Impact Self-Esteem Job Opportunity This study aimed to determine the impact of the extension activity to the Out-of-School Youth (OSY) of Life Project for Youth (LP4Y) in terms of English Communication skills. Descriptive research design was employed in this study. The respondents of the study were the 89 males and 92 females OSY of LP4Y. The data were analyzed and interpreted through the use of percentage, weighted mean, and t-test of dependent samples.The mean scores of the OSY in their English Communication Skills improved from the year 2014-2018, from very poor to very satisfactory, and their level of self-esteem improved also from very low to high.Based on the results of the interviewed conducted, the participants narrated that they were easily hired in terms of job opportunity. The researchers concluded that the CTE-ETS English Communication Skills for OSY of LP4Y has great impact to the life of the participants in terms of their English Communication Skills, self-esteem, and job opportunity, thus it is recommended to continue this kind of extension project to help the out-of-school-youth of present and future generation in alleviating their standard of living.
1. INTRODUCTIONEnglish
Communication Skills for Out-of-School-Youth (OSY) for Life Project for Youth
(LP4Y) is an extension project of College of Teacher Education in partnership
with LP4Y-Life Project for Youth Alliance is a network of local organizations
in the Philippines, Indonesia, Vietnam, India, France, Belgium, Luxembourg and
the United States, spearheaded by JEAN –MARC DELAPORTE. Their vision is to
make young adults that are capable of becoming great entrepreneurs if someone
gives them a smile, a supporting word, room to grow, and trust. Life Project 4 Youth
- Green Village Calauan and the Laguna State Polytechnic University are in
partnership since 2014. Life Project for
Youth Foundation Inc. is a Non-Stock non-profit organization recognized by the
SEC which aims to assist into the social and professional integration of the
excluded and vulnerable young adults from ages 17 to 24 years old. Knowledge of English
is important as we can get to know how to frame sentences, how to use words in
dialogues while speaking to others. As every word has a particular context
where it fits right, using words in such a manner in English is a art that can
only be mastered by practice. And with such command, we can easily communicate
with others on any level. Mostly, listening and speaking improves our command
on English language. Daily listening to English speakers and trying speaking in
English, helps you to know how to use the language, where to use each word and
when to use it in a correct manner, (https://www.tech-wonders.com). Excellent communication skills are
essential for workplace success. If you've landed an interview, expect to be
asked interview questions about how you communicate, and to have your ability
to communicate in the workplace tested and evaluated. Regardless of the role,
employers seek employees who can get along with others and who can communicate
well both verbally and non-verbally, (https://www.thebalancecareers.com). Enhanced communication skills in English can result
to not only an improved social life, but also better job opportunities in the
future. From job interviews to the actual professional world, communication
skills are very crucial, and being proficient in English means being able to
communicate clearly and effectively. In job interviews, most interviewers conduct
interviews in English. Interviewers quickly make judgments and give great
importance to first impressions. Poor
skills in the language can mean smaller chances of landing a job, (Pandey &
Pandey, 2014). Dr Laura Morgan
Roberts (2015), researches the importance of self-esteem and she has found
particular benefits associated with high employee self-esteem. Employees who
have a high level of self-esteem will trust their thinking and judgement and
are therefore likely to make better decisions. Having these qualities also
enables us to create more effective interpersonal and work relationships which
means that we can more effectively contribute to the work environment around
us. As leaders, high levels of self-esteem mean we are able to focus more
positively on other people and their development, rather than spend time
berating our own performance. There is no doubt about it, a good sense of
self-esteem has an impact on the way we operate in the workplace, how we deal
with people and how much we achieve in our career. 1.1. THEORETICAL/CONCEPTUAL FRAMEWORK It was shown in Figure 1, the conceptual
framework of this study the input consist of the five years implementation of
the extension project from 2014-2018, the process is the data gathering of
data, analysis, interpretations, and presentation while the output were the
impact of the said project to the participants. Figure 1: Research Paradigm
(IPO Method) Figure 2: Research Paradigm 2. MATERIALS AND METHODSDescriptive
evaluative method research design was employed in this study. The respondents of
the study were the 75 males and 105 females Out-of-School-Youth (OSY) of Life
Project for Youth (LP4Y). The instrument of
this study is a survey questionnaires consist of students’ profile, and ten
(10) indicators for level of self-esteem. In terms of job opportunity, written
interviewed was conducted. The participants performance in English
Communication Skills were came from the over-all Mean Percentage Scores (MPS)
before and after the extension program from 2014-2018. Below is the rating
scale on the level of English Communication Skills of the participants. 95-100% (Excellent) 90-94% (Very
Satisfactory) 85-89%
(Satisfactory) 80-84%(Good) 75-79 (Poor) 74% & Below
(Very Poor) Mean Percentage
Score (MPS) was used to describe the level of English Communication Skills. Mean and Standard
Deviation were used to describe the participants’ level of self-esteem. t-test was applied
in determining the difference on the impact of extension program before and
after from 2014-2018. 3. RESULTS AND DISCUSSIONSIt was shown in
figure 3, the distribution of the respondents’ profile in terms of sex form
year 2014-2018. Figure
3: Respondents’
Sex Most of the respondents
were male from 2014 to 2018 except from the year2016 wherein the most dominant
were female. The results in table
1 shows the beginner group of participants’ level of English Communication
Skills before and after the extension program. Table 1: Participants’ Level
of English Communication Skills Year 2014-2018 Before and After the Extension
Program
Legend: 95-100% (Excellent);
90-94% (Very Satisfactory); 85-89% (Satisfactory); 80-84% ( Good); 75-79%
(Poor); 74% & Below (Very Poor) It was shown that the extension program help the
participants in enhancing and improving their English Communication Skills from
2014-2018. Their MPS before the program ranges from 60.83% to 81.50% with
verbal descriptions of Very poor to Good only, while after the program their MPS ranges from 85.20% to 92.30% with
verbal description of satisfactory to Very satisfactory. The results in table
2 shows the participants’ level of self-esteem before and after the extension
program from year 2014-2018. Table 2: Participants’ Level
of Self-Esteem Year 2014-2018 Before and After the Extension Program
Legend: 4.50-5.00 (Very
High) ; 3.50-4.49 (High); 2.50-3.49(
Average) ;1.50-2.49 (Low); & 1.00-1.49 (Very Low) The results revealed
that the participants level of self-esteem before the program ranges from 1.37
to 2.52 with verbal description of very Low to Average while after the
extension program the level of self-esteem of the participants increased ranges
from 2.93 to 4.20 with verbal descriptions of Average to High. This result implies
that the extension program help the participants to improve their self-esteem. Table 3 shows the
analysis on the difference before and after the implementation of extension
program on the English Communication Skills of the partic1pants. Table 3: Test of Significant
Difference Between Level of English Communication Skills Before and After the
Implementation of the Extension Program from 2014-2018
**p-value < 0.01; *p-value < 0.05 It was revealed that
there is highly significant difference between the level of English
Communication skills of the participants before and after the extension program
from 2014-2018. This implies that
this program really helps the participants to perform well in term of their
English Communication Skills. Table 4 shows the
analysis on the difference before and after the implementation of extension
program on the level of self-esteem of the participants. Table 4: Test of Significant
Difference Between Level of Self-esteem Before and After the Implementation of
the Extension Program from 2014-2018
**p-value < 0.01;
*p-value < 0.05 The results based on table 4 that there is
highly significant difference between the level of self-esteem of the
participants before and after the program from 2014-2018. This reveals that the extension program
have great impact to the English communication skills and self-esteem of the participants. In terms of the job opportunity most of
them said that they were hired in some prestigious companies. They were really thankful to the CTE-ETS
Extension Program for the knowledge that they learned from this were very
useful and they passed the job interviews and they were hired. 4. CONCLUSIONS AND RECOMMENDATIONSThe researchers
concluded that the level of English Communication skills and self-esteem were
significantly different before and after the program implementation. Based on
the results of this study, the researcher recommended to continue this kind of
program and can be also conducted to other OSY of Laguna and also include
livelihood program for them and their family. SOURCES OF FUNDINGThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. CONFLICT OF INTERESTThe author have declared that no competing interests exist. ACKNOWLEDGMENTThe authors would like to
humbly thank the President of Laguna State Polytechnic University, Dr. Mario R.
Briones , the Vice President of R & D, Dr. Corazon San Agustin, the
Director of R &D, Dr. Editha S. Perey, and LSPU-LB Campus Director, Robert
C. Agatep, and Associate Dean Consorcia S. Tan of College of Teacher Education
for their support on the completion of
this study. REFERENCES
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