Communication Skills & Academic Productivity

In 2025, the Department of Education (DepEd) is taking bold steps to close learning gaps by launching expanded Summer Programs in public schools. These are not merely remedial efforts; they’re designed to strengthen foundational skills in reading and mathematics, particularly for learners affected by prolonged academic disruptions. With focused interventions, vision screenings, and nutrition support, the initiative seeks to ensure that no Filipino learner falls behind—whether they’re learning to read or grappling with algebra in high school.

Yet, beyond scores and metrics, a deeper issue remains largely unaddressed: students’ ability to communicate what they know. Many learners fail not because they lack understanding, but because they cannot express their ideas—whether in speaking, writing, or teamwork. These gaps in communication limit academic performance, reduce engagement, and hinder future workplace success. The current Summer Programs offer a rare opportunity: to embed communication skill-building as part of academic recovery. Doing so would not only improve grades—it would empower students to articulate their thoughts, advocate for themselves, and contribute meaningfully in both school and life.

Who Can Use These Topics

This research is ideal for students and professionals pursuing the following courses or strands:

College Programs:

• BS in Secondary Education major in English or Filipino

• BS in Communication or Journalism

• BS in Psychology (with focus on educational and developmental psychology)

• BS in Elementary Education (with focus on Language Instruction)

• BA in Linguistics or Speech Communication

• BS in Technical-Vocational Teacher Education

Senior High School Strands:

• Humanities and Social Sciences (HUMSS)

• General Academic Strand (GAS)

Why This Topic Needs Research

While communication is a critical pillar of learning, several research gaps continue to hinder its full integration into academic productivity frameworks:

• Limited research in secondary and tertiary education settings: Ugo and Afe (2025) found that collaborative communication improves teacher productivity, but most data came from primary schools. Research must explore how these strategies perform across different educational levels and administrative structures.

• Lack of quantitative validation across student populations: Santos (2024) revealed that communication improved confidence and productivity among civil engineering students, but called for mixed-method approaches and larger samples to validate these outcomes more broadly.

• Small-scale studies on professor-student dynamics: While professor-student communication fosters academic output, Medojevic (2025) emphasized the need for more representative studies that also account for institutional and emotional dynamics in academic settings.

• Underexplored classroom variables in oral development: Edlund et al. (2024) noted that current research rarely analyzes how specific teacher strategies and classroom environments influence students’ verbal productivity in inclusive settings.

• Incomplete analysis of communication-related anxiety: Pontillas and Talaue (2021) found that strong communication skills reduce educator anxiety, yet there is a lack of deeper investigation into the institutional and personal factors that influence oral communication proficiency.

• Insufficient understanding of technostress and personality: Technostress negatively affects academic output, but Upadhyaya and Vrinda (2021) stressed the importance of including personal traits and support systems to develop more adaptive, communication-friendly academic environments.

• Unvalidated assessment tools across disciplines: Ulfa and Rosidin (2024) successfully designed a soft skills tool for communication in problem-based learning but urged for further studies on its application in other subjects and grade levels to ensure scalability.

Feasibility & Challenges by Target Group

Get Your Free Thesis Title

Finding a well-structured quantitative research topic can be challenging, but I am here to assist you.

✔ Expertly Curated Topics – Not AI-generated, but carefully developed based on existing academic studies and research trends.
✔ Comprehensive Research Support – Includes an existed and updated research gaps, explanation of variables as well as SDG relevance.
✔ Personalized for Your Field – Get a thesis title tailored to your academic requirements and research interests.

Prefer video content? Subscribe to my YouTube Channel for expert insights on research topics, methodologies, and academic writing strategies.

References

Edlund, K., Kjellmer, L., Hemmingsson, H., & Berglund, E. (2024, October). An exploratory study of children’s expressive language productivity in relation to teachers’ use of communication-supporting strategies. In Frontiers in Education (Vol. 9, p. 1308388). Frontiers Media SA.

Medojevic, M. (2025). Bridging the Gap: Enhancing Communication and Productivity in Academic Relations–Emphasis on the Professor-Student Relationship. Különleges Bánásmód-Interdiszciplináris folyóirat, 11(1), 85-99.

Pontillas, M., & Talaue, F. (2021). Levels of Oral Communication Skills and Speaking Anxiety of Educators in a Polytechnic College in the Philippines. Journal of Education, Management and Development Studies, 1(1), 24-32.

Santos, M. D. (2024). Impact of Communication Skills on Academic Productivity Among Civil Engineering Students at a Philippine University: A Qualitative Analysis. Asia-Africa Journal of Recent Scientific Research, 4(1).

UGO, C., & Efe, A. J. (2025). Impacts of School Heads Collaboration Management Communication Skills on Primary School Teachers Productivity in Delta State.

Ulfa, Z. M., & Rosidin, U. (2024). Development of Instrument Soft Skill Assessment in Problem-Based Learning to Improve Students' Collaboration Skills, Communication Skills, and Social Skills. Jurnal Penelitian Pendidikan IPA, 10(7), 3681-3688.

Upadhyaya, P., & Vrinda. (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26(2), 1647-1664.

Be my Partner

realynmanalo117@gmail.com