Pedagogical Practices in Teaching Communicative Styles and The Academic Performance of Junior High School Students

ABSTRACT : This study, employing a quantitative descriptive–correlational and comparative design, examined the communicative styles in teaching among junior high school students in the District of Villareal I, Schools Division of Samar, during the School Year 2023–2024, with the ultimate goal of developing an intervention program to enhance communicative teaching practices. Specifically, it sought to determine the respondents’ demographic profile, their perceptions of communicative styles in teaching across twelve dimensions, the significant differences between student and teacher perceptions, and the relationships among students’ profiles, perceptions, and academic performance. The study also aimed to identify the challenges encountered by students in adapting to communicative styles in teaching. The respondents consisted of 311 junior high school students and a group of teacher-respondents. Data were gathered through a validated survey questionnaire and analyzed using descriptive statistics, t-tests, and correlation analyses. Results revealed that students held a highly favorable attitude toward the communicative style in teaching, indicating strong appreciation for interactive and learner-centered methods. However, a significant perceptual gap emerged between teachers and students: while teachers rated the implementation of communicative strategies as highly observed, students consistently rated them as only moderately observed. Statistical analysis confirmed that these perceptual differences across all twelve variables were significant. Further analysis showed that age and parents’ highest educational attainment had weak negative associations with students’ perception, while attitude toward communicative style displayed a moderate positive relationship, suggesting that students’ outlook strongly influences their perception of communicative practices. Additionally, interactive and relational elements—such as feedback, classroom environment, and teacher–student interaction—were found to have weak but significant correlations with academic performance. Meanwhile, structural elements like curriculum design and general teaching strategies showed no measurable effect on achievement. Students also identified moderate challenges in expressing ideas, managing discussion anxiety,