Aklan Catholic College

Archbishop Gabriel M. Reyes St.

5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

The chapter presents the introduction, background of the study, statement of the

problem, null hypotheses, theoretical framework, conceptual framework, significance of

the study, scope and limitation, and definition of terms of this study.

Background and Rationale of the Study

Soft skills are interpersonal abilities that facilitate effective communication with

others. They are generally considered essential for positive interactions and

collaborations. According to Succi and Canovi (2019), soft skills encompass a dynamic

blend of intellectual, practical, interpersonal, cognitive, and metacognitive abilities.

Individuals with strong soft skills are better equipped to adapt to changing circumstances,

respond positively to challenges, and navigate both personal and professional obstacles.

Soft skills are closely linked to motives, goals, and personality traits. In today's

competitive job market, they can be seen as a valuable asset that contributes to greater

productivity and achievements (Caggiano et al., 2020). Recognizing the importance of

soft skills, institutions worldwide are increasingly offering courses to equip students with

these essential abilities and enhance their employability (Yan et al., 2019).

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

While soft skills are highly valued by graduates and students, their applicability

can vary across different industries. The specific soft skills that employers prioritize may

differ depending on the sector (Fadhil et al., 2021). Soft skills are a collection of

character traits, interpersonal communication skills, and social skills that allow people to

engage with others in a productive and positive way. Although they are frequently elusive

and challenging to quantify, they have a significant influence on both professional and

personal achievement. Soft skills are essential in the educational setting for students to

succeed in learning environments, form relationships, and get ready for their future

employment.

Soft skills encompass a wide range of abilities, including employability skills

(Tran, 2013), transferable skills, basic skills, core skills, generic skills, key skills, 21st

century skills, life skills, career skills, social-emotional skills (Kamenetz, 2015), and

thinking disposition (Claxton, Costa, & Kallick, 2016). Wentz (2012) proposed a more

specific categorization of these soft skills: 1. Cognitive skills (problem-solving, critical

thinking, decision-making); 2. Self-management (coping mechanisms, self-awareness,

self-confidence, self-esteem); 3. Good citizenship (collaboration, negotiation,

communication, empathy); and 4. Practical skills (manual labor, physical acts, machinery

use). Mangrulkar, Whitman, and Posner (2001) also proposed a classification of soft

skills into three categories: cognitive, social or interpersonal, and emotion-focused. They

highlighted the interconnectivity and mutual benefits among these categories.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

A report by the World Economic Forum (2020) highlighted that while technical

skills are often prioritized in curricula, soft skills like communication, critical thinking,

and collaboration are increasingly demanded by employers yet remain underdeveloped in

many graduates. Similarly, research by Robles (2012) underscores the importance of soft

skills in the workplace but points out that these skills are not explicitly taught in most

academic programs.

Furthermore, a study by Succi and Canovi (2019) found that students often

perceive soft skills as secondary to technical knowledge, a view that contributes to the

persistent gap between the skills acquired during education and those needed in

professional contexts. Additionally, Jackson (2010) found that while higher education

institutions aim to develop both technical and soft skills, there is a lack of alignment

between what is taught and what employers expect. A study by Ríos et al. (2010)

emphasizes that while graduates may be technically competent, their lack of soft skills

such as problem-solving, emotional intelligence, and teamwork can hinder their

professional performance. Furthermore, Andrews and Higson (2008) highlight the

international gap in soft skills, showing that this issue is not just confined to a particular

region but is a global challenge in education. Research from the Association of American

Colleges and Universities (AAC&U, 2015) further supports these findings, indicating that

while institutions claim to prepare students for the workforce, employers consistently

report dissatisfaction with graduates' soft skills capabilities.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

In relation to this, the researcher observed that teacher education students at

Aklan Catholic College are still in need of improvement in terms of their soft skills. The

researcher hypothesizes that Teacher Education students may not possess adequate levels

of communication and interpersonal skills necessary for successful teaching. This

hypothesis stems from the observation that students may struggle in applying these skills

in educational settings. The researcher believes that while the college provides a good

academic education, students may lack important soft skills like communication and

interpersonal skills that are essential for teaching effectively. Hence, the researcher aims

to uncover the respondents’ essential soft skills and the gaps and needs in soft skills

development they have perceived, with the goal of improving students' overall

educational experience.

Statement of the Problem

This study aims to determine the soft skills of Teacher Education Students in

Aklan Catholic College A.Y. 2024-2025.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents when classified in terms of:

1.1. age;

1.2. sex; and

1.3. year level?

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

2. What is the soft skill level of the respondents in terms of:

2.1 cognitive;

2.2 social or interpersonal; and

2.3 emotion-focused?

3. What gaps and needs in soft skills development are perceived by the

respondents in terms of;

1.1 classroom outputs;

1.2 extracurricular activities; and

1.3 demonstration practices?

4. Is there a significant relationship between the students’ level of soft skills and

their profile?

Null Hypotheses

The following hypotheses were tested in this study:

1. There was no significant relationship between the students’ level of soft skills

and their profile.

Theoretical Framework

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

This study is supported by the two theories: Experiential Learning theory and

Attribution Theory, Goal Theory.

Experiential Learning Theory

Experiential learning theory emphasizes the importance of "learning by doing" in

fostering the development of soft skills among teacher education students. As John

Dewey noted, experiential learning involves applying theoretical knowledge to real-world

situations, allowing students to experience concepts firsthand.

This theory aligns with the findings of Ríos et al. (2010), who suggested that

Dewey's ideas on experiential learning were likely connected to the development of soft

skills. By incorporating experiential learning into the curriculum, students can engage in

role-playing scenarios, problem-based learning activities, and collaborative projects,

simulating real-world classroom situations. This allows them to practice and refine

essential soft skills like communication, teamwork, collaboration, and time management

in a safe and controlled environment, preparing them for the challenges of teaching.

As noted by Envision by WorldStrides (2024), traditional lectures can be

ineffective for students who struggle to retain information or apply theoretical concepts.

Experiential learning bridges this gap by providing hands-on experiences that make

learning tangible and relevant.

Through practical tasks, students discover that some approaches work better than

others, leading to a valuable learning process of trial and error. They learn to embrace

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

mistakes as opportunities for growth and improvement. Experiential learning also fosters

creativity and problem-solving skills, which are highly valued in today's workplace.

Practice, as the saying goes, makes perfect. Experiential learning strengthens

neural connections in the brain, leading to overall cognitive improvement. By engaging in

practical tasks that require decision-making, problem-solving, and practice, students

enhance their retention and brain activity.

Experiential learning often involves career-oriented activities that allow students

to explore their interests and discover their strengths. This self-discovery can be

particularly helpful for high school and college students in determining their career paths.

Beyond academic knowledge, experiential learning also develops essential soft

skills that are crucial for success in life and work. These skills include: Collaboration,

Leadership, Critical and creative thinking, Adaptability and flexibility, Quick thinking,

Creativity, Initiative, Communication, Patience, Negotiation

By engaging in experiential learning activities, students learn how to create plans

of action and leverage the individual skills of team members. This preparation equips

them for future success, regardless of their chosen career path.

Experiential learning transforms abstract ideas into practical knowledge by

allowing students to directly interact with the material. This active engagement enhances

comprehension and memory retention. Incorporating experiential learning into the

curriculum can significantly improve the educational experience, making it more

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

effective and engaging. By connecting learning activities to real-world applications,

students become better prepared for success in both their education and their future

careers.

(ADD MORE PA SA EXPERIENTIAL LEARNING AG PLEASEI DEFINE

ANAY, I CONNECT SA SOFT SKILLS, MGA GAPS AG KUNG PAANO DO

EXPERIENTAL LEARNING NAKAKBULIG, MAKATO MAN DO UBRAHON SA

ISA PA KA THEORY)

Conceptual Framework

The paradigm of this study is shown in figure 1.

The independent variable is the soft skill level of the respondents in terms of the

following areas: cognitive, social or interpersonal, and emotion-focused.

The dependent variable is the gaps and needs in soft skills development of the

respondents in terms of the following: classroom outputs, extracurricular activities, and

demonstration practices.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

The moderating variable is the profile of the respondents in terms of the

following: age, sex, and year level.

Independent Variable

Profile
Soft skill level

 Age
 Cognitive
 Sex
 Social or Interpersonal
 Year level
 Emotion-focused

Gaps and needs in soft skills

development

 Classroom outputs

 Extracurricular activities

 Demonstration practices

Significance of the Study

9
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

A study on the soft skills of Teacher Education students could be important to

several individuals and groups. Specifically, the results of this study would be beneficial

to the following:

School Administrators. The findings of this study would provide the school

administration of valuable insights into the soft skills proficiency level of Teacher

Education students, enabling administrators to have enhancements and professional

development programs that address specific gaps and better prepare students for the

teaching profession.

Teachers The findings of this study would give teachers a deeper understanding

of the soft skills landscape among their students, enabling them to cater to their students'

individual needs based on their soft skills levels and design learning materials that are

suited and related to their cognitive, social or interpersonal, and emotion-focused

development.

Students. The findings in this study would help students recognize their own

strengths and areas for improvement in terms of soft skills, allowing them to take

proactive steps to enhance their communication abilities, problem-solving skills,

teamwork dynamics, time management practice, and overall readiness for future teaching

roles.

Parents. The findings of this study would be beneficial to parents to understand

how well their children are learning important skills like talking to people, problem-

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

solving, working together, and managing their time. This can help parents support their

children’s growth and encourage them to practice these skills at home and in school

Future Researchers. The outcomes of this study would serve as a foundation for

future researchers interested in exploring the relationship between soft skills development

and academic performance among education students.

Scope and Delimitation of the Study

This study aims to assess the proficiency levels and perceived soft skills of

Teacher Education students at Aklan Catholic College. This study is anchored on the

Experiential Learning Theory by John Dewey and Grounded Theory Approach by

Barney Glaser and Anselm Strauss.

The respondents of the study are the Teacher Education students at Aklan

Catholic College. This study will focus exclusively on assessing the soft skills of Teacher

Education students at Aklan Catholic College. By focusing on these essential skills, the

study aims to contribute to a better understanding of their development in educational

contexts and inform targeted interventions to enhance students' soft skills competencies.

The data for this study will be collected through a validated questionnaire

instrument and interviews with a selected group of respondents. (Add more here)

11
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Definition of Terms

For purposes of clarity and understanding the following terms will be given their

conceptual and operational definition.

Age. This term refers to the number of years that a person has lived or a thing has

existed (Oxford Learners Dictionaries.com, n.d.)

In this study, age is used as one of the variables in the profiles of the respondents.

Sex. According to Canadian Institutes of Health Research (2023), sex refers to a

set of biological attributes in humans and animals. It is primarily associated with physical

and physiological features including chromosomes, gene expression, hormone levels and

function, and reproductive/sexual anatomy.

In this study, sex is part of the profile of the respondents which determines

whether they are male or female.

Year level. Ekber Tomul (2005) defines year level in terms of education as Year

level in terms of education refers to the specific academic year or grade level that a

student is currently in. It indicates the progression of a student's education from one year

to the next.

In this study, year level is part of the profile of the respondents to determine

whether they are from the 1st year, 2nd year, 3rd year, and 4th year.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Cognitive. Within cognitive psychology, cognitive or cognition is typically

defined in terms of information processing. Second, within functional psychology,

cognition is conceptualized in terms of behavior (Jan De Houwer, et. al, 2016).

In this study, cognitive is one of the variables in measuring the soft skills of the

respondents. Cognitive as a soft skill pertains to the ability of the respondents to ability of

the respondents to think critically, analyze information, problem-solve, and make

decisions.

Social or Interpersonal. Social skills are another name for interpersonal abilities.

Socialization is the process of applying social skills. At a young age, we all acquired

socializing skills. The caretakers around us taught us socializing techniques before we

could even speak. Interpersonal skills are another name for social abilities in the

workplace. Interaction with others is the subject of both interpersonal and social skills

(Volkman, C., 2024).

In this study, assesses the development of social or interpersonal skills among

teacher education students at Aklan Catholic College.

Emotion-focused. Involves regulating your feelings and emotional response to

the problem instead of addressing the problem. (Raypole, 2020)

In this study, emotion-focused learner variables were examined to

investigate their relationship with student academic performance and engagement in their

subjects.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Classroom Outputs. Since output is the final result of educational inputs realized

through a rigorous evaluation procedure and guarantees that the intended output

objectives have been met, it refers to the total number of students who ultimately achieve

educational achievement in their school lives (Island Times 2018).

In this study, classroom outputs are one of the variables measuring students'

classroom performance, engagement, and application of knowledge and skills.

Extracurricular Activities. Any activity that is not part of the curriculum of a

school, college, or university is referred to as extracurricular. They often include other

people of the same age and are charitable, social, or voluntary (Novorésumé 2023).

In this study, extracurricular activities are one of the variables explored to

understand its potential impact on students' academic performance, social development,

and overall well-being.

Demonstration Practice. Methods used in education that include exhibiting

objects, events, rules, and sequences in order to help students understand. This method of

instruction can be used directly or in conjunction with pertinent educational materials to

improve student comprehension and involvement. Demonstrations are used to stimulate

students, establish favorable learning settings, and enhance their critical thinking and

practical abilities (Loiser & Endne, et al., 2022)

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

In this study, demonstration practice was used to investigate its effectiveness in

improving student learning outcomes and engagement in their subjets.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies which served as the

researcher's guideline in classifying and analyzing the data. This includes the topics on

the following: a.) soft skills in learning, b.) developing soft skills through teaching, c.)

challenges and opportunities in developing soft skills, and d.) relationship of soft skills

and profile variables.

Soft Skills in Learning

In the study of Michaela Poláková (2023) states that the complex global landscape

and advancements in the fourth and fifth industrial revolutions necessitate a broader

range of competencies beyond technical and digital expertise. Human agency is essential

for responsible and sustainable technology use (T. Papadopoulos et al., 2021). This

highlights the importance of combining human reasoning with machine intelligence, as

certain cognitive processes remain challenging for machines.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

While digital skills are widely recognized as crucial for workforce development,

recent global events, such as the COVID-19 pandemic and the conflict in Ukraine, have

underscored the need for organizations and economies to adapt quickly to changing

circumstances. This has led to the emergence of a "new normal" (L. Bonacini, G. Gallo,

S. Scicchitano, 2021).

Studies by Chris Joynes et al. (2019) and others have shown that terms like "soft

skills," "transversal skills," "critical skills," and "digital skills" are often considered

synonymous with 21st Century Skills, despite some variations in definitions. These skills

are essential for navigating the complexities of the modern world and are frequently

defined as encompassing personal, professional, and practical attributes.

Various studies have defined soft skills differently, emphasizing their

multifaceted nature. Robles (2012) defined them as "personal qualities that enable

individuals to interact effectively with others and navigate complex situations." Succi and

Canovi (2019) focused on the interpersonal and intrapersonal aspects of soft skills, while

Andrews and Higson (2008) emphasized their global nature. The World Economic Forum

(2020) identified soft skills as among the most in-demand skills for the future workforce.

Organizations value a wide range of soft skills when training staff, including

tolerance to pressure, organization and planning, honesty and professional ethics,

adaptability, empathy, positive attitude, proactivity, communication skills, conflict

resolution, and teamwork (da Silva L.B.P. et al., 2021). While technical skills can be

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

developed through formal training, soft skills often require more personalized and

experiential approaches. Fejes (2015) noted that it is easier to train staff in hard skills

than in soft skills, highlighting the need for organizations to invest in targeted training

and development programs.

To meet the challenges of this era, graduates must become proficient in 21st-

century workplace skills, namely critical thinking, problem-solving, communication,

collaboration, creativity, and innovation (F. Musa, 2012). These skills are increasingly

demanded in the modern workplace and require creativity, perseverance, and problem-

solving abilities.

Pota et al. (2022) proposed a decision model to evaluate the effectiveness of task

assignments based on employee soft skills. The model considers factors such as the

combination of employees' hard and soft skills, self-assessment of interpersonal skills,

joint assessment of task preferences, and measurement of coincidences between

employee characteristics, desires, and job assignments. Sultanova et al. (2021) conducted

a study on the development of soft skills among Mathematics and Physics scholars in a

Ukrainian educational system. They analyzed the nature and relevance of soft skills and

identified strategies for developing them.

Soft skills are increasingly recognized as essential for success in today's world.

While technical skills are important, soft skills are equally crucial for navigating complex

work environments and building strong relationships (Hallie, 2023). Organizations need

17
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

to invest in developing and accessing soft skills among their employees to remain

competitive.

The literature reviewed on the study of Scott (2016) indicates that terms

associated with 21st Century Skills, such as "life skills," "soft skills," "transversal skills,"

"critical skills," and "digital skills," can often be regarded as synonymous, despite some

variations. The definition of "soft skills" as presented by Gates et al. (2016) emphasizes

their role in navigating the environment, performing well, and achieving goals. The key

distinction between this definition and 21st century talents lies in their focus on

addressing the challenges posed by the global labor market, the knowledge economy, and

globalization.

To understand the multifaceted nature of soft skills, we can categorize them into

three primary levels: cognitive, social or interpersonal, and emotion-focused.

According to J. Lamri & T. Lubart (2023), cognitive soft skills encompass mental

processes and intellectual abilities that facilitate effective communication, problem-

solving, and decision-making. These skills include critical thinking, problem-solving,

creativity, decision-making, and learning agility (Cimatti, 2016).

Social or interpersonal soft skills relate to interacting with others effectively.

These skills are essential for building relationships, collaborating, and communicating

effectively. Examples of social or interpersonal skills include communication, active

listening, empathy, teamwork, and negotiation.

18
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Emotion-focused soft skills involve managing emotions and responding

appropriately to situations. These skills are essential for maintaining emotional well-

being and building resilience. Examples of emotion-focused skills include emotional

intelligence, stress management, self-awareness, adaptability, and resilience.

The study of S. Richa & J. Paul (2021) consistently points to a perceived gap in

soft skill development among students. This gap is particularly evident in areas such as

classroom outputs, extracurricular activities, and demonstration practices. Students often

feel that soft skills are not adequately integrated into the curriculum, lack practical

application, and are not effectively assessed. Addressing these gaps requires a

multifaceted approach that involves curriculum integration, experiential learning, diverse

extracurricular activities, mentorship, authentic assessment, and ongoing professional

development.

Developing Soft Skills Through Teaching

Education plays a pivotal role in determining the supply of skilled labor,

contributing to the economic, social, and human advancement of a society (J. Elkhalladi

& A. Sefrioui, 2024). Soft skills are essential attributes that facilitate interpersonal and

professional interactions, fostering relationships, trust, and collaboration (V. Orset,

2019). These skills are transferable to various contexts and situations, making them

invaluable in educational settings.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Investing in education is akin to allocating resources to opportunities for financial

gain (L. Li, 2014). However, education investments are not without risk. Students who

pursue academic degrees that do not lead to meaningful career opportunities may have

squandered their time and money. Education can be defined as the lifelong process of

acquiring knowledge and skills, with the goal of increasing overall productivity (Jere R.

Behrman, 2010). This perspective is relevant to economic development.

Johnson (2014) emphasizes that developing soft skills through teaching involves

more than merely imparting knowledge. It requires creating an environment that fosters

these skills, encouraging students to practice them, and providing opportunities for

feedback and growth (Hammond, 2020). One effective approach is to model soft skills in

your own teaching. By demonstrating empathy, active listening, problem-solving, and

other essential soft skills, you create a positive learning environment where students feel

valued and respected. Additionally, incorporating group activities and projects can

provide opportunities for students to practice collaboration, communication, and

teamwork.

The social, emotional, and cognitive skills, habits, and mindsets incorporated into

the rubrics include personal awareness and self-management, interaction and

collaboration skills, empathy and perspective-taking, and community building (M. Hyler,

2016). Hyler (2016) also argues that executive functions like planning, organizing, and

managing projects; metacognitive skills like reflection for self-improvement; and

capacities for perseverance are essential components of these rubrics.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Another approach to developing soft skills is to explicitly teach them alongside

academic content. By integrating lessons on emotional intelligence, conflict resolution,

and critical thinking into your curriculum, you can help students develop a deeper

understanding of their importance and how to apply them effectively.

Providing opportunities for feedback and reflection is crucial for soft skill

development. Encourage students to self-assess their skills and provide constructive

feedback to their peers (R. Fisher, 2016). This can help them identify areas for

improvement and develop strategies for growth. Additionally, offering regular feedback

and guidance can help students understand their strengths and weaknesses, and make

necessary adjustments to their behavior (Kupp, 2014).

Challenges and Opportunities in Developing Soft Skills

Despite their significance, young individuals often encounter difficulties in

acquiring soft skills. Many training programs and educational institutions prioritize

academic or technical abilities over soft skill development, leaving little time or funding

for the latter. Additionally, systemic barriers may prevent young people from

underprivileged families from accessing the opportunities and resources necessary to

develop soft skills (OECD, 2018).

To address these challenges, several strategies can be employed to encourage the

development of soft skills in youth. One approach is to incorporate soft skills into formal

21
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

training and education programs. This may involve providing extracurricular activities or

integrating soft skill development into the curriculum. Offering experiential learning

opportunities, such as volunteer work, internships, or community service initiatives, is

another effective strategy. These experiences allow young people to gain and apply soft

skills in real-world situations. Finally, tackling systemic barriers to access, such as

prejudice and poverty, is essential to ensure that all young people have fair opportunities

to acquire soft skills.

Serra (2017) emphasizes the criticality of soft skills across various organizational

functions, including team behaviors, management skills, communication capabilities,

group problem-solving, group decision-making, personal effectiveness, emotional

judgment, outlooks, response and use of power, conflict resolution, and more. With

increasing generational issues, cultural diversity in organizations, and the pace of change,

soft skills will become even more important. Organizations collectively spend billions on

training programs, some with significant returns and others with little or no impact (Steve

Gelevski, 2019).

A survey conducted by McKinsey (2016) revealed that companies in the United

States spent over $359 billion on training programs in a single year. However, the

problem lies in the fact that 75% of 1,500 managers surveyed from across 50

organizations were dissatisfied with their company's Learning & Development (L&D)

function. Additionally, 70% of employees reported lacking the necessary skills to do their

22
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

jobs effectively, and only 12% of employees applied new skills learned in L&D programs

to their actual work.

Relationship of Soft Skills and Learner Variables

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the locale of the study, the respondents,

data gathering instruments, data gathering procedures, validation and reliability of

research instruments, and data analysis and statistical treatment of data.

Research Design

A correlational research design will be used in this particular study to examine the

relationship between soft skill levels (cognitive, social or interpersonal, and emotion-

focused) and gaps and needs in soft skill development (classroom outputs, extracurricular

23
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

activities and demonstration practices) among teacher education students at Aklan

Catholic College

Descriptive correlation is a research design that describes the variables and

measures the extent of the relationships that occur between and among the variables

(Samuel, 2021). In this study, a descriptive correlational design was employed to describe

the variables of soft skill levels and gaps and needs in soft skill development and to

measure the relationships between them. This approach was deemed appropriate by the

researcher to analyze the factors influencing the development of soft skills among teacher

education students at Aklan Catholic College.

The data for this study will be collected through a validated questionnaire

instrument that includes items specifically related to classroom outputs, extracurricular

activities, and demonstration practices. The instrument has been adapted from established

frameworks and standard questionnaires to ensure reliability and validity.

This study aims to determine the soft skills proficiency levels and perceived soft

skills of the respondents following a Descriptive Correlational research design and a

Qualitative research design.

To gather comprehensive data on the soft skills of Teacher Education students at

Aklan Catholic College, this study will utilize a mixed-methods approach. This approach

combines quantitative and qualitative data collection methods to provide a more holistic

understanding of the research topic. Quantitative Data: The primary data collection

24
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

method will be a questionnaire consisting of multiple-choice and rating scale matrix

questions. This will allow for the collection of structured data on the respondents' soft

skills. Qualitative Data: To gather more in-depth insights and perspectives, the researcher

will conduct interviews with a selected group of respondents. These interviews will

provide opportunities for respondents to elaborate on their experiences and perceptions

related to soft skills development.

The Locale of the Study

This research study will be carried out at Aklan Catholic College in Kalibo,

Aklan, during the 2024–2025 academic year. The primary, middle, high, and college

departments are divided into many parts on Aklan Catholic College's Annex Campus.

The Annex Campus's Teacher Education students are the focus of this particular study.

The school offers a diverse range of student populations that are receptive to different

kinds of study and themes; as a result, Aklan Catholic College students are able to share a

number of distinct character types and ideas with one another. Additionally, via

collaboration and direction from the higher education faculty, Aklan Catholic College

offers familiarity and stable grounds for performing the research study.

The Respondents of the Study

The respondents for this study were the selected first-to fourth-year teacher

education students enrolled in the Teacher Education faculty of Aklan Catholic College

25
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

during the academic year 2024-2025. These students were chosen because they are the

direct beneficiaries of teacher education programs and represent the future of the teaching

profession. By studying their soft skill levels and academic performance, this research

aims to identify areas for improvement and inform targeted interventions to enhance

teacher education curricula and practices.

Sampling Procedure

The researcher will use the Farel et. Al. (1985) cited by David (2005) formula in

determining the sampling size of the respondents of the research.

Where:

n = desired sample size

N = Population

Z = Standard normal deviate set at 1.98, corresponding to 95% level of

confidence

P = Proportion in the target population estimated to have a particular

characteristic, 50% (0.5)

d = Degree of accuracy desired, commonly set at 0.05

26
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Data Gathering Instruments

There will be three data gathering instruments needed in this study. Which are the

1.) An adapted-student profile-checklist, 2.) an adapted standardized questionnaire

instrument by Miss Serafica-Nazareta research study in 2016 that analyzes the student's

learning styles, and 3.) an adapted standardized interview instrument taken from English

ForEveryone.org for assessing the reading comprehension of intermediate reading level

students.

The adapted profile questionnaire-checklist was written in the instrument use by

the researcher. The questionnaire assessed the profile variables in terms of the following:

age, sex, and year level.

To gather data on the learning styles of the first-year FTELA students of Aklan

Catholic College, the researcher adapted a questionnaire from Miss Serafica-Nazareta on

her study of Learning Styles and Academic Performance Grade 7 Students in 2016. This

instrument had undergone a validity test prior to its adoption and follows the guidelines

of the Dunn and Dunn Learning Styles Model. The test is in the medium of Google forms

and was a multiple-choice question archetype. This instrument had eighteen (18) items

for students to answer.

To gather data on the reading comprehension of the first-year FTELA Department

of Aklan Catholic College, the researcher adapted an intermediate standardized reading

comprehension test by EnglishForEveryone.org within the K-12 section for Grade 12

27
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

students to determine the respondent's reading capability. The test was in the medium of

google forms and was a multiple-choice question archetype wherein students had a

passage

of information to read and answer the questions. This instrument had fifteen (15) items

for

students to answer.

Data Gathering Procedure

The researcher requested permission to conduct the study from the Dean of the

Faculty of Teacher Education. After approval, the researcher issued the three instruments

through Google Forms. The students highlighted their profiles and subsequently labeled

their preferences in their learning styles. Afterward, the students proceeded with the

reading comprehension test portion of the instrument with fifteen (15) items. After the

reading comprehension test, Google Forms recorded the results and the researcher

categorized the results to calculate.

Validity and Reliability of Research Instruments

The research instruments that determine the respondent's learning styles and

measure their reading comprehension were adapted from validated sources. In this

research study, the researcher adopted the learning styles instrument from a graduated

Aklan Catholic student in the academic year 2016. This research study was conducted by

28
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

Miss Serafica-Nazareta in her study of Learning Styles and Academic Performance of

Grade 7 Students. The reading comprehension instrument was adopted from the English

worksheet inventory of English For Everyone. Their materials were under copyright

under the notion that the material is not to be used for commercial gain. However, this

research used the instruments under the pretense of gathering data.

Data Analysis and Statistical Treatment of Data

The researcher used frequency and percentage to determine the profile of the

respondents as well as their results in the reading comprehension test. The researcher

determined the percentage through the calculation by taking the frequency in the category

divided by the total number of participants and multiplying by 100%. This was to

determine

whether the observations are high or low and also whether they are concentrated in one

area or spread out across the entire scale of the respondents.

To determine the learning styles of the respondents, the respondents were given

an eighteen (18) item questionnaire.

Table 1.

The question types as categorized in learning styles

Ethical Considerations

29
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

The researcher notified the respondents of the data privacy notice before

conducting the instruments. This was utilized to obtain information consent from the

respondents before their full participation in the study. Respondents were informed of the

study's goal, the researcher's identity, how the findings would be utilized, the conditions

of their involvement, and who would have access to them.

The researcher obtained informed consent from participants before collecting any

personal information or involving them in the study and clearly explained the purpose of

the research. The research ensured the confidentiality of the respondents' information was

treated as confidential and stored securely.

They had obtained explicit consent from respondents for data sharing or

publication, clearly explaining how their information will be used and ensuring that any

identifying details are removed or appropriately anonymized.

Lastly, on transparency and honesty, the researcher upheld a transparent stance

with respondents concerning the data collection process, the utilization of their

information, and plausible associated risks. By furnishing truthful and precise details, the

aim was to foster trust among the respondents, thereby upholding the researcher's

integrity.

30
 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

BIBLIOGRAPHICAL REFERENCE

A. Wehrwein, E., L. Lujan, H., & E. DiCarlo, S. (2007). Gender differences in learning

style preferences among undergraduate physiology students.

https://journals.physiology.org/doi/full/10.1152/advan.00060.2006

Aida binti Hamidon, N. & Faculty of Technical and Vocational Education, Universiti

Tun Hussein Onn Malaysia,. (2015). Study on Students Learning Style According

to Gender Factor.

Akyoi, H. & Gazı University. (2022). The Relationship Between Environmental Factors

and Reading Comprehension. https://files.eric.ed.gov/fulltext/EJ1351925.pdf

Cabasan, H. (2014, June 5). The Reading Comprehension of Freshman Education

Students: A Reading Program Design.

https://www.academia.edu/6754983/The_Reading_Comprehension_of_Freshman

_Education_Students_A_Reading_Program_Design

Callahan, G. (2022, July 29). What Are the Benefits of Transcription in Different

Learning Styles. Rev.

https://www.rev.com/blog/transcription-blog/how-do-different-learning-styles

benefit-from-transcription

Cambridge Free English Dictionary and Thesaurus. (2023).

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

https://dictionary.cambridge.org/dictionary/

Classroom Seating Arrangements. (2021, June 30). Poorvu Center for Teaching

and Learning. https://poorvucenter.yale.edu/ClassroomSeatingArrangements

Communication Materials Definition | Law Insider. (n.d.). Law Insider.

https://www.lawinsider.com/dictionary/communication-materials

Danielle. (2022, September 3). Gender Differences in Reading Comprehension

(Complete Guide). Iris Reading.

https://irisreading.com/girls-better-reading-writing-than-boys/

Davis-Kean, P. E. (2005). The influence of parent education and family income

on child achievement: The indirect role of parental expectations and the home

environment. Journal of Family Psychology, 19(2), 294–304.

https://doi.org/10.1037/0893-3200.19.2.294

Dunn,R. (1990, October). Rita Dunn answers questions on learning styles. Educational

leadership.

Educational attainment of a person. (2021, September 29).

https://www23.statcan.gc.ca/imdb/p3Var.pl?Function=DEC&Id=85134

Effective studying. (2022, August 12). The University of Edinburgh.

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 Aklan Catholic College
Archbishop Gabriel M. Reyes St.
5600 Kalibo, Aklan, Philippines
Tel. Nos.: (036)268-4152; 268-9171
Fax No.: (036)268-4010
Website: http://www.acc.edu.ph
E-mail Add: [email protected]

https://www.ed.ac.uk/institute-academic-development/study-hub/learning-

resources/studying

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