The Relationship of Self-Concept And Communication Skills Towards Academic Achievement Among Secondary School Students In Johor Bahru
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Bibliographic record
Abstract
ABSTRACT: The purpose of this study is to examine the relationship of self-concept and interpersonal communication skills to academic achievement. 320 students from eight schools in Johor Bahru were picked at random using the simple random method. The assessment instruments used in this study were the “Tennessee Self-Concept Scale” (TCS) and the Malay version of “Interpersonal Communication Skills Inventory” (ICSI). The reliability level of the assessment instruments was 0.7498(TSCS) and 0.7587 from the pilot study done on a group of twenty respondents. The data was analyzed using the Pearson’s correlation and descriptive statistics. The students’ levels of self-concept and interpersonal communication skills were identified. The levels of students’ self-concept were positive, average or negative while the student’s interpersonal skills were high, average or low. The students’ PMR examination results were used as the academic achievement indicator. The results indicated that the majority of the students possessed the average level of self-concept and interpersonal communication skills. Self-concept was found to correlate quite significantly with interpersonal communication skills but it was found that self-concept does not correlate significantly with academic achievement. Suggestions were put forth to improve the students’ interpersonal communication skills and their self-concept. One of the suggestions is that communication skills should be introduced as a subject in the school curriculum from the primary level. This will not only develop a student’s self-confidence but also enhance his self-concept. (Keyword: self-concept, interpersonal, communication skills and academic achievement)
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it