ASSESSING THE EFFECTIVENESS OF PROJECT HANDS ON ENHANCING NONVERBAL COMMUNICATION OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES AT NASUGBU EAST SENIOR HIGH SCHOOL

ABSTRACT

This study investigated the impact of Project HANDS, a assessment of the respondents, on content, objective, manner of presentations and feedback, enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students on body language, facial expression, gestures and sign language, difficulties encountered by students during the implementation of the Project HANDS at Nasugbu East Senior High School. Employing a descriptive research method, data were collected from 25 purposively sampled students during the academic year 2023-2024. Findings indicated strong agreement among students regarding the positive influence of Project HANDS on assessment of respondents in content, objective, manner of presentation and feedback, also indicated strong agreement on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students on body language, facial expression, gestures and sign language  Additionally, participants recognized the difficulties encountered during the implementation of the Project HANDS. Recommendations included should offer detailed on their experience with the Project HANDS Program, assessing its content, objectives, manner of presentation and the feedback, incorporate more hands-on activities and exercises that allow participants to practice nonverbal communication skills like gestures, body language, and facial expressions, provide resources and tools, such as videos or interactive activities, to reinforce the lessons on nonverbal communication. This study contributed valuable insights into the effectiveness of Project HANDS enhanced Development Plan should be propose and continuously implemented to increase the nonverbal communication skills level of Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School. 

Keywords: Project HANDS; assessing, effectiveness, non-verbal communication

INTRODUCTION

Body language is a form of nonverbal communication in which meaning is expressed to another person without using words. Body language, whether overt or subtle, can reveal a lot about the thoughts and feelings of another individual. While interpersonal communications are verbal or nonverbal, spoken words only represent a small portion of what is spoken? People who are experiencing stress or emotion frequently provide even more helpful information nonverbally or through their body language. People often refer to it as body language. Includes physical gestures like crossed arms or open hands, as well as posture, face expression, and eye contact (Gomez 2023).             

Paralanguage," or paraverbal language, describes how something is said rather than what is said. Volume, tone, pitch, intonation, and vocabulary are all parts of the "how" (Author Unknown, 2019). Proxemics, or personal space: Two people's distance from one another might affect how they communicate. Most people in public have a proxemic zone that extends outward from them by about one foot. If a total stranger enters this area, it is regarded as a violation and could cause a reaction. The extent of the zone is determined by the closeness of the relationship between the two people, if they are not strangers. The proxemic zone is four to twelve feet for a conversation, and one and a half feet or less for intimacy. The term "kinesics" describes movements of the face, hands, arms, and body (Nayab 2019).             

Field interview stance: An extremity and body alignment typical of security and law enforcement personnel, in which the hips and feet provide a stable base from which the shoulders and arms can engage in defensive maneuvers, interviewing, or shooting, depending on the circumstances. The security expert's body is angled 45 degrees toward the person they are speaking with when in a field interview position. The distance between the feet is around shoulder-width. The hands are at or near the waist and are held in a non-threatening manner, with the arms extended and the fists not balled. In addition to enabling a quick change to an aggressive or defensive stance, this stance enables the security professional to transmit nonthreatening nonverbal cues (Murgado, 2022).             

There is only one receptive mode in the situational realm of nonverbal communication. It is the capacity to understand intricate social circumstances that may entail interactions between individuals, between individuals and their surroundings, or between individuals and their social contexts. Therefore, situational communication depends on having a solid understanding of social norms, being able to recognize when expectations and reality diverge, being able to take diverse perspectives, and being able to synthesize information. Furthermore, although they are not always required, strong receptive paralinguistic abilities are frequently required for situation comprehension. For instance, reading about a tragic earthquake, seeing a fatal automobile accident, or learning of a friend's terminal sickness should elicit an empathic awareness of the emotional reactions probably felt by the victims of these events, without necessarily having the ability to sense emotions in other people instinctively is known as emotional empathy. On the other hand, cognitive empathy is the capacity to comprehend other people's possible feelings. Since using a cell phone is verbal, some common nonverbal cues that go along with speech are obscured by it, while others are emphasized. Emailing is a written form of nonverbal and vocal expression; additional nonverbal and vocal expression can be found in emoticons and understand strings of icons, indices, and symbols (Sanchez 2022).                         

Researchers at Nasugbu East Senior High School aim to assess and determine students' perceived impacts of project HANDS on enhancing nonverbal communication skills among  grade 11 Humanities and Social Science academic achievement. The use of project HANDS nonverbal communication may have varying benefits or drawbacks for students. Hence, the researchers want to know the content, objectives and feedback in Project HANDS.             

The researcher desires to evaluate the perceived impacts of project HANDS on enhancing nonverbal communication skills among grade 11 Humanities and Social Science  in terms of body language, facial expression, gestures and sign language.

METHODOLOGY 

The descriptive research method, employed to gather data concerning current and existing conditions pertinent to the selected field of study, was utilized to evaluate the effectiveness of Project HANDS on nonverbal communication skills of Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School. Descriptive research endeavors to provide an accurate and systematic depiction of a population, situation, or phenomenon (McCombes, 2023). This involves collecting information to serve as a comprehensive record or description of specific individuals, groups, or circumstances. Purposive sampling was employed by the researchers, as it proved to be a more cost-effective approach. Consequently, 25 students from Nasugbu East Senior High School were selected utilizing this purposive sampling technique during the academic year 2023–2024.

RESULTS AND DISCUSSION   

This section presents the data collected where the researcher is given interpretation and analysis.   

1. Assessment of the respondents in Project HANDS in terms of: 

1.1 Content. 

This term refers to the information, materials, and resources presented and discussed to educate, inform or engage the audience on a specific topic or subject (Johnson 2022).       

Table 1 reveals that respondents have a strongly agree of assessment of the respondents in Project HANDS in terms of content with a grand weighted mean of 3.63 and 0.51 standard deviation. According to Ekman and Friesen (2019) content of nonverbal communication delves into the various forms and meanings conveyed through gestures, facial expressions, vocal cues, and spatial positioning. Scholars have explored the richness of nonverbal content in diverse cultural contexts, recognizing its universality as well as its cultural specificity. As can be gleaned from the table, the respondents’ assessment of the content of the goals provided a comprehensive overview of what was expected had the top weighted mean of 3.72. The respondents have agree on the content of the goals was relevant to my role and responsibilities, with the least weighted mean of 3.06. Content is crucial for navigating diverse social contexts and fostering intercultural understanding (Hall 2020).

Table 1

Assessment of the respondents in Project HANDS in terms of Content

1.2 Objective. 

This term refers to the specific goals and outcomes that organize aim to achieve through the event, such as educating participants on a particular topic and sharing knowledge (Renandya 2019).                 

Table 2 reveals that respondents have a strongly agree of assessment of the respondents in Project HANDS in terms of objective with a grand weighted mean of 3.64. The overarching goals and purposes that individuals seek to achieve through their nonverbal behaviors. Understanding these objectives is crucial for comprehending the strategic nature of nonverbal communication and its role in interpersonal dynamics. According to Burgoon and Guerrero (2018), nonverbal behaviors are often employed consciously or unconsciously to fulfill specific objectives, such as expressing emotions, conveying social status, regulating interactions, or influencing others' perceptions. The respondents’ assessment of the objectives of the goals was communicated effectively had the top weighted mean of 3.76. However, the least assessment by the respondents are the goals were aligned with personal development goals and aspirations with weighted mean of 3.06. Psychological studies on the objectives of nonverbal communication explore the cognitive and motivational processes underlying individuals' use of nonverbal cues (Matsumoto, 2020).

Table 2 

Assessment of the respondents in Project HANDS in terms of Objective

1.3 Manner of Presentation. 

This term refers to the style approach, and techniques used by the speaker or presenter to deliver the content effectively to the audience (Dinihari et al 2020).                     

Table 3 reveals that respondents have a strongly agree of assessment of the respondents in Project HANDS in terms of manner of presentation with a grand weighted mean of 3.57 (SD=0.55). Research delves into the cognitive and emotional processes underlying the manner of nonverbal presentation, investigating how factors like confidence, empathy, and cultural background influence individuals' behaviors (Hall 2016). The respondents’ assessment of the manner in which the goals were presented facilitated understanding and clarity, had a top-weighted mean of 3.68 (SD=0.48). with the least weighted mean of 3.06 (SD=0.58), the goals were presented in a visually appealing manner. By understanding how nonverbal cues contribute to the manner of presentation, individuals can refine their communicative abilities, leading to more successful and impactful interactions in both personal and professional spheres (Knapp & Hall 2022).

Table 3 

Assessment of the respondents in Project HANDS in terms of Manner of Presentation

1.4 Feedback. 

This term refers the responses, comments and evaluation provided by participants after the program (Kumar 2023).            

Data from Table 4 shows that there is a strongly agree on the assessment of the respondents in Project HANDS in terms of feedback with the grand weighted mean of 3.56 (SD=0.54). According to Andersen and Guerrero (2022), feedback can be both explicit, involving verbal affirmations and reactions, and implicit, conveyed through nonverbal cues like facial expressions and body language. The feedback was timely and constructive with the top weighted mean of 3.56 (SD=0.51) with least weighted mean of 3.06 (SD=0.58) the feedback was specific and actionable. Feedback in nonverbal communication explores the cognitive and emotional processes involved in encoding and decoding nonverbal signals (Planalp 2021).   

Table 4 

Assessment of the respondents in Project HANDS in terms of Feedback

2. Perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of:

2.1 Body Language. 

This term refers the type of communication in which physical behaviours, as opposed to words, are used to express or convey information. Such behaviour includes facial expressions, body posture, gestures, eye movement, touch and the use of space. The term body language is usually applied regarding people but may also be applied to animals. The study of body language is also known as kinesics, although body language is an important part of communication, most of it happens without conscious awareness (Wikipedia 2023).           Table 5 shows that there is an strongly agree on perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School in terms of body language with the grand weighted mean of 3.64 (SD=0.52). According to Reyes (2024) body language is a type of communication in which physical behaviors, as opposed to words, are used to express or convey information. Such behavior includes facial expressions, body posture, gestures, eye movement, touch and the use of space. The term body language is usually applied in regard to people but may also be applied to animals. The study of body language is also known as kinesics. Although body language is an important part of communication, most of it happens without conscious awareness. As can be gleaned from the table, the respondents’ assessment of believe improving the ability to interpret body language enhances non verbal communication, that being attentive to body language cues enhances understanding in interactions, body language reflects emotions and intentions authentically, and using positive body language contributes to a positive atmosphere had the top weighted mean of 3.68 (SD=0.56). The respondents agree on believe that body language often speaks louder than words, with the least weighted mean of 3.52 (SD=0.51). It helps to establish the relationship between two people and regulates interaction, yet it can be ambiguous. The interpretation of body language tends to vary in different cultural contexts (Raypole 2022).

Table 5  

Perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of Body Language

2.2 Facial Expression. 

This term refers facial expressions that we all use, even across cultural divides. These expressions show Anger, Contempt, Disgust, Fear, Happiness, Sadness, and Surprise. The ability to understand facial expressions is an important part of nonverbal communication. If you only listen to what a person says and ignore what their face is telling you, then you really won't get the whole story. Often, words do not match emotions, and the face betrays what a person is actually feeling (Ekman 2023).             

Table 6 shows that there is an strongly agree on perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School in terms of  facial expression with the grand weighted mean of 3.65 (SD=0.55). During evolution simple facial responses were extended for use in more complex nonverbal communications; the responses are labile. The perception and production of facial expressions are cognitive processes and numerous subcritical and cortical areas contribute to these operations. We suggest that no specific emotion center exists over and above cognitive systems in the brain, and that emotion should not be divorced from cognition (Erickson 2023). The respondents’ assessment of their believe that mastering facial expression is crucial for effective communication  and improving ability to interpret facial expression is a valuable skill, had the top weighted mean of 3.76(SD=0.43). However, the least valued skill assessed by the respondents they believe practicing a different facial expression is key to understanding others with weighted mean of 3.52 (SD=0.55).  Facial expression is also used in sign languages to show adverbs and adjectives such as distance or size: an open mouth, squinted eyes and tilted back head indicate something far while the mouth pulled to one side and the cheek held toward the shoulder indicate something close, and puffed cheeks mean very large. It can also show the manner in which something is done, such as carelessly or routinely. Some of these expressions, also called non-manual signs, are used similarly in different sign languages while others are different from one language to another (Buzby 2018). 

Table 6

Perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of Facial Expression

2.3 Gesture. This term refers non-verbal cues made through hand movements, body motions, of facial expressions to convey messages, emotions, or intentions (Johnson 2023).             

Table 7 shows that there is an strongly agree on perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School in terms of  gestures with the grand weighted mean of 3.61 (SD=0.56). There is solid evidence supporting that gestural communication helps in the evaluation and introduction of a new word in the teaching of a second language; as an additional resource for teachers and students with disabilities; and as a tool to contribute to the teaching of concepts considered abstract and complex in the field of science and mathematics teaching. We highlight the strong evidence that gesture constitutes a hidden yet powerful channel to exchange information, learn, and a tool to help reason (Serano 2020). The respondents’ assessment of practicing different hand gestures to enhance my nonverbal communication skills level and exploring a range of hand gestures to enrich non-verbal communication, had a top-weighted mean of 3.64 (SD=0.48)., with the least weighted mean of 3.06 (SD=0.58) they comfortable with using gestures to convey my messages, they mastering hand gestures to significantly improve my ability to convey ideas and they using culturally appropriate hand gestures demonstrate respect and empathy. Gestures are semiotic ally conditioned not only by the particular language spoken, but also by the pragmatics of situated, multimodal language use, thus being cognitively, inter subjectively and socio-culturally motivated. Iconic patterns of gesture production identified within individual as well as across various languages and language families have provided valuable insights into the intimate interrelation of thought, gesture and speech in face-to-face interaction as well as other kinds of multimodal communication (Evola 2017).

Table 7 

Perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of Gesture

2.4 Sign Language. 

This term refers is a visual language using hand movements, gestures, facial expressions, and body language to communicate meaning (Efrizal 2022).            Table 8 shows that there is an strongly agree on perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School in terms of  sign language with the grand weighted mean of 3.70 (SD=0.50). Sign language relies on visual gestures of human body parts to convey meaning and plays a vital role in modern society to communicate and interact with people having hearing difficulty as well as for human–machine interaction applications (Lugman 2020). They communicate effectively using sign language, they fingerspell individual letters and words in sign language and they teach sign language to others who are interested in learning with the top weighted mean of 3.72 (SD=0.45) with least weighted mean of 3.68 (SD=0.47) they express thoughts and emotions through sign language and they understand others who use sign language to communicate. According to Bhatia (2021) the importance of sign language recognition systems, there is a lack of a Systematic Literature Review and a classification scheme for it. This is the first identifiable academic literature review of sign language recognition systems. It provides an academic database of literature between the duration of 2015-2017 and proposes a classification scheme to classify the research articles. Three hundred and ninety six research articles were identified and reviewed for their direct relevance to sign language recognition systems. One hundred and seventeen research articles were subsequently selected, reviewed and classified. Each of 117 selected papers was categorized on the basis of twenty five sign languages and were further compared on the basis of six dimensions (data acquisition techniques, static/dynamic signs, signing mode, single/double handed signs, classification technique and recognition rate).

Table 8 

Perceived impacts of Project HANDS on enhancing nonverbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of Sign Language

3. Difficulties encountered by students during the implementation of the Project HANDS.              

According to Serano (2021) the primary challenges in implementing projects on nonverbal communication skills are the inherent complexity and nuance of this form of communication.             

Data from Table 9 shows that there is strongly agree on difficulties encountered by students during the implementation of the Project HANDS with the grand weighted mean of 3.67 (SD=0.48). Nonverbal cues, such as body language, facial expressions, and tone of voice, can be highly context-dependent and culturally influenced, making it difficult to develop standardized training programs (Knapp et al., 2022). Participants may interpret and respond to nonverbal signals differently based on their own cultural backgrounds and personal experiences... They find it challenging to use positive body language to create a positive atmosphere with the top weighted mean of 3.76 (SD=0.43) with the least weighted mean of 3.56 (SD=0.58) they find it difficult to adjust my body language to different norms. According to Burgoon (2021) significant challenge is the subjective nature of evaluating and measuring improvements in nonverbal communication skills. Unlike verbal communication, which can be more easily accessed through written or oral assessments, nonverbal skills often require more qualitative and observational methods of evaluation, which can be time-consuming and prone to bias.

Table 9 

Difficulties encountered by students during the implementation of the Project HANDS

CONCLUSIONS 

The following statements are conclusions drawn from the finding: 

1. The respondents strongly agree on assessment of the respondents in Project HANDS in terms of content on the goals provided a comprehensive overview of what was expected. However, the respondents agree on the content of the goals was relevant to my role and responsibilities. The respondents strongly agree on assessment of the respondents in Project HANDS in terms of objective on the the goals were communicated effectively. However, the respondents agree on the goals were aligned with personal development goals and aspirations. The respondents strongly agree on assessment of the respondents in Project HANDS in terms of manner of presentation on the goals were presented facilitated understanding and clarity. However, the respondents agree on the goals were presented in a visually appealing manner. The respondents strongly agree on assessment of the respondents in Project HANDS in terms of feedback was timely and constructive. However, the respondents agree on the feedback was specific and actionable.             

2. The respondents strongly agree on perceived impacts of Project HANDS on enhancing non-verbal communication skills among Grade 11 Humanities and Social Sciences students at Nasugbu East Senior High School in terms of body language on they believe improving ability to interpret body language enhances my non verbal communication, they believe that being attentive to body language cues enhances understanding in interactions, they believe body language reflects emotions and intentions authentically and they believe using positive body language contributes to a positive atmosphere. However, the respondents agree on they believe that body language often speaks louder than words. In terms of facial expression on they believe facial expression can convey emotions more effectively than words alone. However, the respondents agree on they believe practicing a different facial expression is key to understanding others. In terms of gesture on them practicing different hand gestures to enhance my nonverbal communication skills level and they exploring a range of hand gestures to enrich non-verbal communication. However, the respondents agree on the comfortable with using gestures to convey my messages, they mastering hand gestures to significantly improve my ability to convey ideas and they using culturally appropriate hand gestures demonstrate respect and empathy. In terms of sign language on communicate effectively using sign language, fingerspell individual letters and words in sign language and on teach sign language to others who are interested in learning. However, the respondents agree on express my thoughts and emotions through sign language and they understand others who use sign language to communicate.             

3. The respondents strongly agree on difficulties encountered by students during the implementation of the Project HANDS on they find it challenging to use positive body language to create a positive atmosphere. However, the respondents agree on they find it difficult to adjust my body language to different norms.             

4. The Development Plan was implemented to increase the nonverbal communication skills level of Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School.  The interview and small group instruction are effectiveness because providing opportunities for practice non-verbal communication. Can learn to recognize the impact of their nonverbal cues and help participants become more confident in their own nonverbal cues such as body language, facial expression, gesture, and sign language.

RECOMMENDATIONS  

From the result of the study which was to assess the effectiveness of Project HAND on enhancing nonverbal communication skills of Grade 11 Humanities and Social Sciences at Nasugbu East Senior High School, these are the recommendations of the researcher to the beneficiary of this study:             

1.  The respondents should offer detailed on their experience with the Project HANDS Program, assessing its content, objectives, manner of presentation and the feedback.             

2. Incorporate more hands-on activities and exercises that allow participants to practice    nonverbal communication skills like gestures, body language, and facial expressions.             

3. Provide resources and tools, such as videos or interactive activities, to reinforce the lessons on nonverbal communication.             

4. The enhanced Development Plan should be propose and continuously implemented to increase the nonverbal communication skills level of Grade 11 Humanities and Social   Sciences at Nasugbu East Senior High School.