FACTORS AFFECTING SOCIAL SKILLS OF HUMANITIES AND SOCIAL SCIENCE

STUDENTS: BASIS FOR CONSTRUCTING SOCIALIZATIO PROGRAM

A Research Presented to
Faculty of Humanities and Social Science

Shaiyna Mae Delgado Guerra

Jim Ann Salugas Jimenez
France Anver Espocia Lacambra
Queenzel Lewie Pearl Regala Lara
Kristine Cerdeña Orbaña
Gian Rivas Manalo
Luis Manuel Badillo Navarro
Joseph Bacsal Marcedonio
INTRODUCTION
According to (Victor Sander B.Sc., B.A and Natalie Watkins, M.Sc. Jan. 7,2022)
social skills are ways of interacting with others that make it easier to succeed socially.
They allow you to communicate effectively and understand what others are trying to
communicate to you, both verbally and non-verbally. This definition is a bit vague, but
that’s because social skills cover lots of different aspects. You might be surprised to
realize that even psychology researchers struggle to agree on a definition of social
skills. One approach breaks social skills down into 5 components; cooperation,
assertion, self-control, responsibility, and empathy. Cooperation is how well you work
with other people to achieve a task, including negotiation and persuasion. Assertion is
how well you are able to initiate social interactions, for example introducing yourself to
others. Self-control skills allow you to deal with your emotions constructively, for
example not losing your temper. Responsibility is about recognizing the impact of your
actions on others and making prosocial decisions. Empathy is being able to understand
what others might be feeling and being able to put yourself in their shoes. It’s a measure
of social perceptiveness.

Every individual has unique traits and personality characteristics that influence
their social interactions. Some HUMSS students may naturally possess extroverted
personalities, making it easier for them to socialize and engage with others. These
students may find it effortless to initiate conversations, express themselves confidently,
and build connections with their peers. On the other hand, some students may be more
introverted or shy, requiring support and encouragement to develop their social skills.
Lack of confidence can also play a significant role in hindering social skills development.
Students who lack confidence may feel anxious or self-conscious in social situations,
leading to a reluctance to engage with others. They may hesitate to express their
thoughts or opinions, fearing judgment or rejection. This lack of self-assurance can limit
their ability to communicate effectively, establish connections, and navigate social
interactions. Furthermore, the level of socialization and peer interactions can greatly
impact the development of social skills. Regular socialization provides students with
opportunities to practice and refine their social skills in various contexts. It exposes
them to diverse perspectives, helps them understand social norms and cues, and
fosters empathy and understanding. However, when students have limited socialization
opportunities, such as living in isolated areas or having restricted access to social
networks, their exposure to different social situations and interactions becomes limited.
This can result in a lack of experience in navigating social dynamics, understanding
non-verbal cues, and developing effective communication skills.
The combination of these factors can lead to challenges in social skills
development among HUMSS students. Students who struggle with traits and
personality traits, lack of confidence, and have limited socialization and peer
interactions may find it difficult to initiate and maintain conversations, understand social
cues, and establish meaningful connections. These challenges can impact their ability
to collaborate, communicate effectively, and build relationships, both in academic and
personal settings. Recognizing and addressing these factors is crucial in supporting
HUMSS students social skills development. Providing opportunities for students to build
confidence, practice social interactions, and engage in diverse social environments can
help them overcome these challenges. By fostering a supportive and inclusive
environment, educators can empower HUMSS students to develop their social skills,
enhance their communication abilities, and thrive in their academic and personal lives.
According to researchgate.net the factors that affect the social skills of HUMSS
students need clarification. Firstly, the personal traits and personality of the students.
Each individual has unique personality traits that can affect their social skills. Some
HUMSS students may naturally possess extroverted personalities, making it easier for
them to socialize and engage with others. Others may be more introverted or shy,
requiring support and encouragement to develop their social skills. Developing self-
confidence, assertiveness, and active listening skills can benefit social interactions.
Secondly, the lack of self-confidence, taking a HUMSS strand needs self-confidence
since it is more in interacting. And this is one of our weaknesses, it is really hard for us
to face the challenges and problems as we go along our journey carrying this HUMSS
strand without self-confidence. That’s why students who plan to take this strand should
ready themselves, and be confident in themselves no matter what. The third one is the
lack of socialization. Lack of socialization can have a profound impact on students’
social skills. When students have limited opportunities to interact with others, they miss
out on valuable learning experiences that are crucial for developing effective
communication, empathy, and cooperation. Lastly, peer interactions wherein it has a
profound impact on social skills. Positive peer relationships provide opportunities for
HUMSS students to practice socializing, cooperating, and resolving conflicts. Engaging
in group activities, participating in discussions, and collaborating with classmates can
enhance their ability to communicate effectively and build meaningful connections

This study holds significant importance in various aspects. Firstly, the study can
empower students themselves by helping them understand the factors that influence
their social skills and enabling them to take proactive steps towards personal growth
and improved self-confidence. Secondly, it can aid in career readiness by identifying the
specific social skills and competencies required in humanities and social sciences.
Additionally, improved social skills among HUMSS students can have a broader social
impact, enabling them to effectively communicate and promotes positive social change.
Overall, the study has the potential to bring about positive changes in education and
personal development.

The objectives of this study are multifaceted. Firstly, the study aims to identify the
factors that affect the social skills of HUMSS students, such as personal traits and
personality, lack of self confidence, lack of socialization and peer interactions. Secondly,
it seeks to examine the relationships between these factors and the social skills of
HUMSS students, understanding how they interact and impact social development.
Additionally, the study aims to analyze the factors that affects the social skills,
determining their significance in shaping social competence. Moreover, it aims to
explore interventions or strategies that can enhance social skills among HUMSS
students. Lastly, it aims to contribute to the field by adding to the existing knowledge on
social skills development in HUMSS students, potentially guiding future research in this
area. Overall, these objectives aim to deepen our understanding of the factors
influencing social skills and offer practical insights for supporting the social development
of HUMSS students.

STATEMENT OF THE PROBLEM

This study aims to know the factors affecting social skills of HUMSS students to
serve as a basis for constructing a socialization program.
Specifically, it intends to answer the following questions:

1. What are the social skills that the respondents possess?

2. What are the factors that affects the social skills of the respondents?
3. What recommendations can be derive based on the factors affects social skills
that will serve as basis for constructing socialization program?

SIGNIFICANCE OF THE STUDY

The focus of this study is to know the factors affecting social skills of HUMSS
students to serve as a basis for constructing a socialization program.
This study is expected to benefit the following:

Students. This research will give awareness and help the students to identify the
key influences on their social abilities, enabling them to better understand and empower
their social skills.
Parents. This research will serves as an excellent resource for parents seeking to
gain a deeper understanding of the multiple factors that can influence their child’s social
skill development. Armed with this knowledge, parents can confidently guide their child’s
social growth and development.
Teachers. This research will serves as a foundational basis for teachers to design
and implement impactful socialization programs. Also, they can tailor their approaches
to promote effective communication, collaboration, and teamwork among HUMSS
students.
School. This research can be use to develop programs that will strengthen the
skills of the students. By understanding the unique challenges that the HUMSS students
face, schools can create programs that provide opportunities to practice and develop
those crucial life skills.
Future Researchers. This research will provide a foundation of knowledge and
understanding about the factors that influence social skills among HUMSS students.
This serves as a valuable starting point for future research endeavors, allowing
researchers to build upon existing findings and explore new dimensions of the topic.

METHODOLOGY
Research Design
This study was planned as a qualitative research and utilized the phenomenological
method. The goal of this research design is to know and gain a deeper understanding
about the experiences of the HUMSS students about the factors that affects their social
skills. In this case, by knowing about their personal experiences, the research will
gather data that will contribute to this study.

Participants/Sampling
The researchers will use the purposive or judgemental sampling. Wherein, those
who are interested in the study and have rich experiences are the one who’s suitable to
corresponds to the objectives of the study.
 The respondents could be grade 11 or grade 12 HUMSS students who are willing to
share their experiences.