Learning Purposive Communication: Experiences of Teacher Education Students in a Private Higher Education Institution

AUTHOR(S)

SANNY S. MAGLENTE

ABSTRACT

—— The study determined the experience of teacher education students in a private higher education institution in learning Purposive Communication. It made use of descriptive survey method of research. The main data gathering instrument was a questionnaire with checklist and semi-structured interview questions. In general, three major variables were used in the analysis of experiences of teacher education students in Purposive Communication subject. Each variable emerged 1-2 themes. Getting ready to learn the subject was themed into two: leading the group and visual aids preparation. Leading the group was mentioned by two participants while visual aids preparation was mentioned by three participants. Engaging in class discussions and group work was themed into two: class engagement and participation in academic activities which was evident in the responses of four participants and attitude toward collaboration, which was evident in the responses of three participants. Putting knowledge into practice was themed into one: development of personal and social competencies which was evident in the responses of three participants. Challenges encountered by Teacher Education students in learning Purposive Communication Subject was themed into two: limited access to resources and connectivity and challenges in academic skills and confidence, which was evident in the responses of seven participants. Across all major categories of communication within the Purposive Communication subject, teacher education students consistently perceive themselves as “less competent,” with an overall average weighted mean of 2.17. Teacher education students “less often” employ the listed strategies to improve their academic performance in the Purposive Communication subject, with an overall average weighted mean of 2.75. The study recommended that Purposive Communication instruction should adopt a holistic approach that proactively addressed visual creation, collaborative engagement, personal and, social competencies, teacher Education students should study hard in order to improve their competency in learning Purposive Communication subject, strong internet connectivity should be provided and trainings on improving academic skills and confidence should be conducted, and teacher education students should employ various strategies to improve their academic performance in the Purposive Communication subject. Keywords: Purposive communication, experiences, teacher education students