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(
    [id] => 6489
    [paper_index] => 202201-01-009387
    [title] => A STRUCTURAL EQUATION MODEL ON COMMUNICATIVE ABILITY OF STUDENTS IN SENIOR HIGH SCHOOL
    [description] => 
    [author] => Jesyl F. Avancena, Elleine Rose A. Oliva
    [googlescholar] => https://scholar.google.co.in/scholar?q=eprajournals.com&hl=en&scisbd=2&as_sdt=0,5
    [doi] =>  https://doi.org/10.36713/epra9387
    [year] => 2022
    [month] => January
    [volume] => 8
    [issue] => 1
    [file] => 910pm_35.EPRA JOURNALS 9387.pdf
    [abstract] => This study aimed to ascertain the most appropriate model for students communication abilities. Additionally, a significant relationship between the exogenous variables of teaching ability, classroom learning, and student engagement and the endogenous variable of communicative ability must be established. Additionally, this non-experimental and correlational research design and structural model identify the most appropriate model of communicative ability. As a result, a stratified random sampling technique was used to select 442 participants from senior high school students in Region XI public schools in the eleventh and twelfth grades. As a result, the following statistical techniques were used: mean, Pearson r, regression, and Structural Equation Model (SEM). Exogenous variables exhibit a significant correlation with endogenous variables, with the fifth model indicating the highest correlation. Exogenous variables, on the other hand, achieved the highest descriptive level. The endogenous variable acquired a descriptive level of highest motivation in language learning, which included the following: positive classroom, varied appreciation, personal recognition, and majority resilience; student engagement: learning preferences, school preferences, effort and persistence, extracurricular activities, and cognitive participation; and the endogenous variable acquired a descriptive level of highest motivation in language learning, which included the following: teaching methodology, teacher perspective, teacher role, the impact of communicative language teaching on communicative ability, ease, and acceptability communication, and classroom observation.
    [keywords] => education, teaching skills, classroom learning, student engagement, communicative skills, structural framework model, Philippines
    [doj] => 2022-01-21
    [hit] => 2146
    [status] => y
    [award_status] => P
    [orderr] => 35
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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