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CORRELATIONAL STUDIES: STUDENTS' INTERPERSONAL INTERACTIONS IMPACT ON

WHOLISTIC DEVELOPMENT OF GRADE 7 JUNIOR HIGH SCHOOL STUDENTS IN POBLACION,
MATALAM, COTABATO.

SWEET KISSIAH D. BALBERAN

ANTONHETTE P. BERMISO
LORENZO N. AGNI III
DANICA S. ABING

THE NOTRE DAME OF MATALAM INC., SENIOR HIGH SCHOOL

(HUMANITIES AND SOCIAL SCIENCES)

JANUARY 2026
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INTRODUCTION

Strong interpersonal relationships with peers, teachers, and parents positively influence

students’ sense of school well-being, which, in turn, enhances academic performance. (Kiuru et al.,

2019). Wholistic development is a process of self-actualization and learning that combines an

individual mental, physical, social, emotional and spiritual growth. The wholistic approach to learning

is a transformation of one’s frame of reference, rather than a system based on transmission and

transaction. As a development method, it attempts to integrate and encompass multiple layers of

experience and meaning of a learner’s rather than placing a narrow focus on an individual’s potential

and possibilities. This means that every aspect of a learner’s capability and ability should be

established.

Education today is no longer limited to academic instruction; it is recognized as a

multidimensional process that should nurture cognitive, emotional, social, and moral development.

Extra-curricular activities are an education that is not taught in the classroom and infuse education in

term of spiritual, leadership, teamwork and self-confidence. It is also capable in building social skills

such as communication, leadership, thinking interpersonal, cooperation. The ideal state of learning

activities is to engage in meaningful learning with enthusiasm and positive under the support of

interpersonal relationship, thereby experiencing the realization of personal potential and self-worth

(Yan et al., 2018).

At the national level, Philippine studies also emphasize the role of supportive relationships in

education. Guided by the principles of Self-Determination Theory, Ryan and Deci (2020) explain that

when students’ psychological needs for autonomy, competence, and relatedness are met, they tend

to be more motivated, engaged, and capable of sustaining positive academic and personal growth
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(Ryan & Deci, 2020). The K-12 curriculum similarly promotes holistic development, highlighting the

importance of character formation, social responsibility, and emotional resilience, alongside academic

excellence.

In the local context of Poblacion, Matalam, Cotabato, Grade 7 students experience various

forms of interaction such as friendships, peer groups, and classroom collaboration that shape their

social, emotional, and even academic well-being. These daily interactions contribute significantly to

their wholistic development, which includes cognitive, social, emotional, and moral aspects.

This study aims to find out the relationship between the interpersonal interactions of Grade 7

students and their holistic development in Poblacion, Matalam, North Cotabato. It also seeks to

understand how their daily interactions with peers, teachers, and classmates help in their academic,

social, emotional, and moral growth.

Research Gap

While numerous national and international studies highlight the importance of interpersonal

interactions in promoting students’ holistic development, there is a noticeable lack of research

focusing on rural communities like Poblacion, Matalam, Cotabato. Existing literature often centers on

urban schools or those with greater resources, overlooking the unique cultural influences,

environmental factors, and challenges faced by students in rural settings. This study seeks to address

this gap by exploring how the interpersonal interactions of Grade 7 students in this community
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contribute to their cognitive, social, emotional, and moral growth, offering localized insights that can

inform more effective and context-appropriate educational strategies.

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Conceptual Framework

The three separate tables presented below are the list of variables categorized into

independent and dependent variables. The result variables measured in each subject that will be

altered by the implementation of the independent variable that is believed to be changed are known as

dependent variables. the researchers’ observation and personal unbiased conclusion after the implementation,

and the interpersonal interactions of Grade 7 students.

INPUT PROCESS OUTPUT

Is there significance difference

What is the socio- between the following
demographic profile of
variables?
student respondent?
[Link]-demograpic profile and
[Link]
student’s interpersonal
[Link] interaction
What is the type of [Link] interpersonal OUTPUT
interpersonal interaction of interaction and wholistic
Graded 7 students in development
Poblacion, Matalam, North
Cotabato. A letter of permission will be Alternative Hypothesis (H₁):
submitted to the selected There is a significant
[Link] Interaction school for approval of the relationship between Grade 7
[Link] Interaction conduct of the study. Upon students’ interpersonal
approval, the researcher will interactions and their wholistic
[Link] Interaction gather its data through the use development in Poblacion,
of self-made questionnaire
What are the impacts of defending on the preference of Matalam, Cotabato.
interpersonal interaction the respondents. Initially, the
on the wholistic questionnaire will be given
development of grade 7 randomly to the students. While
in Poblacion, Matalam, the survey is on-going, the
Cotabato? researchers will also collect
evidence through taking
1. Social Skills pictures and videos with the
Development permission of the respondents.
After the data has been
2. Emotional Well-being gathered, it will be subjected to
statistical analysis for the
3. Cognitive Development
interpretation and description of
4. Moral and Ethical the data
Development
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Hypotheses of the Study

Null Hypothesis (H₀):

There is no significant relationship between Grade 7 students’ interpersonal interactions and their

holistic development in Poblacion, Matalam, Cotabato.

Alternative Hypothesis (H₁):

There is a significant relationship between Grade 7 students’ interpersonal interactions and their

holistic development in Poblacion, Matalam, Cotabato.

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Objective of the study

This study will objectively analyze how students’ interpersonal interactions impact on wholistic

development of grade 7 junior high school in Poblacion, Matalam, [Link] study aims to

determine the impact of student’s interpersonal interactions on the wholistic development of grade 7

students.

Specifically, this study aims to understand the following questions:

1. What is the socio-demographic profile of student respondents?

1. Age

2. Gender

2. What are the types of interpersonal interaction of grade 7 students in Poblacion, Matalam,

Cotabato?

2.1 Verbal interaction

2.2 Nonverbal interaction

2.3 Cooperative interaction

3. What are the impacts of interpersonal interaction on the wholistic development of grade 7 in

Poblacion, Matalam, Cotabato?

3.1 Social Skills Development

3.2 Emotional Well-being

3.3 Cognitive Development

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3.4 Moral and Ethical Development

4. Is there a significant difference between the type of interpersonal interaction of Grade 7 students

and the impacts of interpersonal interaction on the wholistic development of grade 7 students in

Poblacion, Matalam, Cotabato?

Significance of the study

This study aimed to provide valuable information on how interpersonal interactions affect their

wholistic development of grade 7 junior high school students in Poblacion, Matalam, Cotabato.

For the students, this study will help the grade 7 students to become more aware of how

interpersonal interactions affect their wholistic development and to identify the positive and negative

effect of it.

Teachers, they could help each other by addressing of how interpersonal interactions affect the

wholistic development of the grade 7 students. Teachers can adjust their techniques that

interpersonal interactions can be use as their learning tool and to minimize its negative effects like

distractions and misinformation.

Guardians, Parents and Guardians can help their children manage distractions from social

media, they can create study routines to focus on schoolwork. This study will provide practical

recommendations for parents on how to monitor and regulate their children.

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Future Researcher, this study will further open doors for future researcher to refine and

expand studies of social media effects in psychological aspects of young minds. This serves as a

source of information about what provokes students in using too much gadgets

Scope and Delimitation

This study focuses on the (30) Grade 7 students, this study will be conducted at private

schools of Poblacion, Matalam, Cotabato.

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Operational Definition of Terms

For better understanding and clarification of the terms used in the research study, the following

terms are defined conceptually and operationally:

Age time of life at which some qualification, power, or

capacity arises of rests.
In this study, age refers to existence of
elementary students as of his/her.

Grade level level of the educational program studied by a

student.

Gender physical differences between people who are

male and female, or intersex.
Interpersonal interactions- way people communicate, behave and relate to
one another in public.

Wholistic Development- educating the mind, strengthening the body, and

nurturing the heart and spirit together. It ensures
that learners grow into well-rounded individuals
who can succeed personally and contribute
meaningfully to their communities.

Students Grade 7 learners enrolled in private schools at

Poblacion, Matalam, Cotabato during the
academic year in which the study is conducted.
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REVIEW OF RELATED LITERATURE

This chapter contains references to literature that is relevant and related to the concept of the study.

This provides supporting information to better understand the effects of interpersonal interaction to the wholistic

development of Grade 7 students. This also cites the selected variables such as the interpersonal interaction,

wholistic development.

Interpersonal interaction

Interpersonal interactions are widely recognized as central to students’ wholistic development,

encompassing their academic achievement, social-emotional competencies, self-esteem, and

psychological well-being. In the Philippine context, several correlational studies highlight the influence

of peer relationships, teacher student rapport, and classroom belonging on student outcomes. Suan

et al. (2020) examined high school students in a Catholic college in Antique and found a significant

positive correlation between sense of belonging and self-esteem. They argued that students who feel

secure and cared for within their school communities develop stronger socio-emotional capacities,

which are essential for holistic growth. This resonates with findings in international contexts where

school belonging has been linked to self-concept and overall adjustment.

Similarly, Felizario et al. (2019) studied Grade 12 Humanities and Social Sciences (HUMSS)

students in Bacolod City. Their correlational study revealed average levels of classroom belonging

and perceived academic performance, but no significant relationship between the two variables.

Although this result diverges from many international findings, it highlights the complexity of belonging

and performance links in the Philippine setting, where cultural, curricular, and contextual variables
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may moderate such correlations. The study emphasized that belonging may be more strongly tied to

socio-emotional outcomes than to academic self-ratings.

Other Philippine studies reinforce the importance of teacher student interactions. A descriptive-

correlational study from the University of Mindanao (2022) found that positive student–teacher

relationships and a favorable classroom social climate were associated with higher motivation in

Filipino language learning. The authors observed that learners in classrooms where teachers

established warmth and rapport reported greater engagement, suggesting that interpersonal

dynamics significantly correlate with academic motivation. Salvan (2025) also highlighted how school

transitions affect belonging and engagement. In his correlational study of transferee junior high school

students, he found that positive transfer experiences were significantly associated with higher

belongingness and engagement, which in turn were linked with better academic adjustment.

Interpersonal interactions are central to student development, influencing both academic and

non-academic outcomes. Pennings et al. (2018) found that teacher-student exchanges, such as tone

of voice, eye contact, and encouragement, shape classroom climate and foster trust, engagement,

and improved learning outcomes. Their study highlights that adaptive communication from teachers

supports both cognitive and emotional growth. Similarly, Zhu, et. Al (2024) examined the role of

interpersonal relationships in fostering learning engagement from the perspective of positive youth

development. They reported that supportive peer relationships enhance motivation, teacher guidance

strengthens resilience, and family support provides emotional grounding, suggesting that holistic

growth emerges when these relational spheres work together.

Complementing these findings, Martin (2014) argued that peers, parents, and teachers each

contribute uniquely to student outcomes: teachers strongly influence academic success, peers shape

social identity and emotional well-being, and parents provide long-term values and stability.
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Interpersonal interaction has consistently been identified as a cornerstone of student growth,

influencing engagement, cooperation, and emotional well-being. Zhang, et. Al (2024) examined

adolescent students’ cooperation skills through the lens of interpersonal relationships, using data from

the Survey on Social and Emotional Skills (SSES) in China. Their findings revealed that positive peer

and teacher interactions significantly enhance cooperation, which is essential for collaborative

learning and community participation. Similarly, Mojtahedzadehet. Al (2024) explored students’

experiences of interpersonal interaction quality in e-learning environments. They found that effective

online communication fosters empowerment and engagement, while poor interaction leads to

disengagement and isolation, underscoring the importance of adapting interpersonal strategies to

digital platforms

Wholistic Development

Local research on socio-emotional learning (SEL) further underscores interpersonal

correlates of holistic outcomes. UNICEF Philippines (2024) compiled evidence that higher SEL

competencies are consistently associated with supportive classroom environments, stronger peer

connections, and improved well-being. The report stressed the importance of embedding SEL

assessments in schools to strengthen the evidence base for correlational and longitudinal analyses in

the Philippines. Relatedly, Pangantihon et al. (2024) reported that cooperative learning strategies in

elementary schools in Cagayan de Oro significantly correlated with student welfare and engagement,

reinforcing the role of structured peer interaction in promoting wholistic development.

Numerous studies confirm the robust link between interpersonal relationships and holistic

student outcomes. Shao et al. (2024) conducted a chain-mediation study in China and found that peer

relationships exerted both direct and indirect effects on academic achievement through learning
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motivation and engagement. Zhang et al. (2023) also reported that student–peer relationships in

Chinese schools were more strongly correlated with math achievement compared to parental or

teacher relationships, suggesting peers are central to academic development in middle childhood and

adolescence.

Western literature supports these findings. Gallardo et al. (2016) reviewed evidence showing

that peer acceptance and belonging significantly predict academic success and well-being among

adolescents. Thomas et al. (2023), analyzing a large U.S. rural sample, found that positive peer

relationships were significantly correlated with academic motivation and college readiness, while

behavioral problems mediated these effects. These results underline the importance of interpersonal

quality as both a direct and indirect factor shaping development.

Teacher–student interactions have also been studied extensively worldwide. Orr et al. (2024)

found that teachers’ social-emotional skills such as empathy, mindfulness, and prosocial orientation

were strongly correlated with students’ socio-emotional growth, highlighting the modeling effect of

teacher behaviors. Similarly, Zhang et al. (2022) concluded that teacher support and emotional

responsiveness significantly predicted learners’ motivation, achievement, and emotional intelligence.

Wan et al. (2023) reinforced this with findings that strong teacher–student relationships were

positively correlated with emotional intelligence, showing that academic and affective outcomes are

intertwined.

School belonging and connectedness also play vital roles internationally. Durlak et al. (2011)

synthesized over 200 SEL program evaluations in a meta-analysis, finding that SEL interventions

significantly improved students’ academic achievement, social skills, and reduced behavioral

problems. Cipriano et al. (2024) echoed this, showing that classroom-based SEL programs amplify

holistic development when relational aspects of teaching are emphasized. Together, these findings
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show that school climate and connectedness correlate strongly with academic and socio-emotional

indicators.

Interpersonal interaction is widely recognized as a crucial factor in adolescent development,

influencing not only social skills but also emotional, cognitive, moral, and physical growth. Dela Cruz

(2019) emphasized that students who regularly communicate with their peers and participate in group

activities develop stronger social skills, such as cooperation, empathy, and conflict resolution. When

students engage with their classmates in meaningful ways, they learn how to navigate social

situations, understand different perspectives, and build positive relationships. Such interactions allow

students to feel accepted within their learning environment, which contributes to better social

adjustment, reduced anxiety in classroom participation, and increased willingness to collaborate with

others. According to Dela Cruz, students who experience frequent peer interactions are more likely to

participate actively in school activities and demonstrate leadership skills in collaborative projects.

This study highlights that social interaction is not merely about making friends; it is essential for

developing interpersonal competence, confidence, and a sense of belonging in school. By interacting

with peers, students strengthen communication skills and adaptability, which are critical components

of holistic development.

Cooperative learning environments have been shown to amplify the benefits of peer

interaction. Johnson and Johnson (2020) explained that structured cooperative tasks, such as group

problem-solving, joint projects, and collaborative discussions, enable students to build meaningful

relationships while achieving academic goals. These environments encourage mutual accountability,

where students learn to share responsibilities and value diverse ideas. In addition, cooperative

learning promotes a classroom climate of support and trust, motivating students to participate more

actively and respect their classmates’ opinions. Johnson and Johnson also noted that such
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environments help students develop conflict management strategies and resilience, as they learn to

work with peers who have differing perspectives and working styles.

This research suggests that structured peer collaboration is a powerful tool for both social and

academic growth. Cooperative learning strengthens teamwork, problem-solving skills, and social

harmony, preparing students for future interpersonal and professional challenges. Emotional

development is significantly influenced by the quality of peer interactions within the school setting.

Daly (2020) found that supportive peer communication helps adolescents manage their

emotions effectively and increases their self-confidence. Students who feel emotionally supported by

their classmates are more willing to express their thoughts and feelings, resulting in healthier

emotional regulation. This support also provides a safe environment for students to discuss personal

challenges, practice empathy, and develop coping strategies for stress or conflict. Daly emphasized

that adolescents who receive emotional support from peers tend to exhibit fewer behavioral problems,

improved social adjustment, and a stronger sense of identity within the school community. Peer

support is critical for emotional growth because it helps students develop resilience, self-awareness,

and empathy. Interpersonal interaction contributes to a positive emotional environment that enhances

learning and reduces the likelihood of social isolation.

Cognitive development is closely linked to interactive learning experiences. Torres and Ramos

(2021) reported that students who actively participate in group discussions, collaborative problem-

solving, and peer-sharing activities demonstrate enhanced critical thinking and a deeper

understanding of academic content. Engaging in these activities allows students to evaluate multiple

perspectives, articulate their ideas clearly, and learn from others’ reasoning. The study also found that

peer interaction fosters motivation and active engagement, as students are more accountable for their

contributions in collaborative settings. Daniels (2018), summarizing Vygotsky’s sociocultural theory,

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emphasized that learning occurs through social interaction and collaboration, where students develop

higher-order cognitive skills by scaffolding knowledge with peers. This evidence indicates that

interpersonal interactions are fundamental for cognitive growth. Social learning experiences challenge

students to think critically, solve problems collectively, and internalize complex concepts more

effectively than solitary learning.

Moral development is another area enhanced by peer interaction. Bautista (2017) argued that

engaging with classmates in discussions, group activities, and decision-making tasks exposes

adolescents to diverse perspectives, enabling them to practice values such as fairness, responsibility,

honesty, and respect. Through daily interactions, students understand the consequences of their

actions and develop ethical reasoning skills. Peer influence helps learners refine their sense of right

and wrong by observing and reflecting on others’ behavior, reinforcing positive moral attitudes.

Bautista also noted that schools that encourage collaborative learning and ethical discussions provide

more opportunities for students to develop strong moral foundations.

Interpersonal interaction is instrumental in shaping students’ moral compass. By observing and

interacting with peers, adolescents learn to apply values in real-life contexts, fostering ethical and

responsible behavior. Physical development is often overlooked in studies of peer interaction but is

equally influenced by social participation. When students engage in group activities such as sports,

cooperative games, and physical tasks they not only develop motor skills but also learn discipline,

respect, and teamwork. These shared experiences create opportunities for students to practice self-

control, empathy, and fairness, reinforcing the moral lessons gained from social interactions.

Ultimately, the interplay between physical development and interpersonal relationships contributes to

a more holistic form of growth, where students mature socially, physically, and ethically.
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Santos (2022) highlighted that students involved in group-based sports, team exercises, and

cooperative physical activities develop discipline, coordination, and healthy lifestyle habits.

Participating in these activities requires communication, cooperation, and shared goal-setting, linking

physical growth to social and emotional skills. Furthermore, involvement in group physical activities

boosts students’ confidence, motivation, and sense of responsibility toward team members,

reinforcing social cohesion and peer support. Based on our interpretation, physical growth and

interpersonal interaction are interconnected; teamwork in sports and physical activities enhances both

health and social skills, demonstrating that holistic development encompasses mind, emotions, and

body. In engaging with group activities, students learn cooperation, communication, and empathy,

which strengthen their ability to build positive relationships. At the same time, participating in physical

exercises supports muscle development, stamina, and overall well-being, contributing to a healthier

lifestyle. These combined benefits show that physical activities play a crucial role not only in

improving bodily functions but also in shaping character and emotional intelligence. Overall, the

integration of physical growth and social interaction highlights how balanced development allows

individuals to thrive academically, socially, and personally.

According to (Patel, 2010). The holistic approach aims to develop students into critical, confident, and

independent learners by viewing learning as a continuous process of self-improvement. It emphasizes

recognizing the learner as a whole, including personal experiences, abilities, and individual needs,

while also considering the social context in which learning and teaching take place. This approach

highlights that meaningful interaction between teachers and learners plays an important role in

developing critical thinking skills. Through active social exchanges, learners are encouraged to reflect,

participate, and construct knowledge from real-life experiences. Teachers’ experiential knowledge is

also valued, as it helps improve teaching practices and enhance learners’ academic achievement.
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The researchers found out that, learning becomes more effective when students are not

treated as passive receivers of information but as active participants in the learning process. When

teachers consider students’ individual differences and encourage interaction inside the classroom,

learners become more engaged and motivated. This suggests that a supportive and interactive

learning environment helps students build confidence, think critically, and apply what they learn in real

situations. Therefore, the holistic approach supports the idea that both personal development and

social interaction are essential for improving students’ overall learning and academic performance.
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METHODOLOGY

This chapter provides an overview of the research methodologies and

methods. Here is the proposed research design, together with details on the respondents, the survey

location, and the selection process. The following procedures outline how the data will be

quantitatively examined, along with the materials to be used in the data gathering process.

Research Design

Using factors and variables for the descriptive-correlation type, the researcher employs a

quantitative, non-experimental approach. In order to ascertain the replies that yield percentages and

averages, the design will enable the systematic statistical evaluation of findings. Researchers can

define and characterize the set variables by using a descriptive design. The correlation design will

show the relationship between the chosen research fields and the sociodemographic profile.
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Locale of the Study

The researcher will be conducted on the selected schools at the Poblacion, Matalam, Cotabato

Respondents of the Study

The researcher will gather a total of 30 Grade 7 student respondents from selected schools in

Poblacion, Matalam, Cotabato. Fifteen (15) respondents will be selected from Matalam Polytechnic

College, and another fifteen (15) Grade 7 students will be selected from Notre Dame of Matalam,

Incorporated.

Sampling Procedure

In order to obtain strong statistical findings, the researcher uses survey questionnaire to find

the respondents. At least 30 students-respondents participate. This set of Grade 7 students from

Poblacion Matalam will be specifically chosen to represent the study's entire population.
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Research Instrument

The study will use a structured survey questionnaire as its primary research instrument. The

questionnaire is divided into two main parts. The first part will collect the respondents’ basic

demographic information, such as age, and gender. The second part will focus on items that measure

students’ interpersonal interactions and their holistic development, including cognitive, social,

emotional, and moral aspects, which will be analyzed using Spearman’s rho correlation to determine

the strength and direction of their relationships.

Scale Description Length of Weighted

Mean
5 Strongly Agree 4.20-5.00

4 Agree 3.40-4.19

3 Neutral 2.60-3.39

2 Disagree 1.80-2.59

1 Strongly Disagree 1.00-1.79

SpearMan’s rho correlation

CATEGORY CRONBACH VALUE INTERPRETATION
PART II
A 0.76392645 ACCEPTABLE
B 0.75271104 ACCEPTABLE
C 0.79798323 ACCEPTABLE
PART III
A 0.87598061 GOOD
B 0.73933738 ACCEPTABLE
C 0.88225518 GOOD
D 0.84833127 GOOD
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Data Gathering Procedure

A letter of permission will be submitted to the selected school for approval of the conduct of the

study. Upon approval, the researcher will gather its data through the use of self-made questionnaire

defending on the preference of the respondents. Initially, the questionnaire will be given randomly to

the students. While the survey is on-going, the researchers will also collect evidence through taking

pictures and videos with the permission of the respondents. After the data has been gathered, it will

be subjected to statistical analysis for the interpretation and description of the data.

Statistical Analysis

This study was designed in a quantitative manner; thus, the following statistical tools were

used in the treatment of gathered data:

Descriptive statistics such as mean, frequency counts and percentages and were used to

analyze the socio – demographic profile of the respondents.

Inferential statistics were utilized in determining the differences and relationship between

variables. It is designed to draw data which were unequally distributed. Under this statistical analysis

are the tools.

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RESULTS AND DISCUSSION

The outcome of the research was shown and analyzed through the form of gathered data,

statistical results of analysis conducted and their interpretation. Above every table presentation, a

discussion and an interpretation explaining the outcomes of the research were provided.

Table 1.2 Socio – demographic Profile according to Age

AGE Frequency Percentage

12 22% 73%

13 8% 26%

Overall 30% 100%

Table 1.1. Shows the socio-demographic profile of Grade-7 students in Poblacion, Matalam,

Cotabato. Based on the data shown in Table 1, Results revealed that in terms of age out of the total

30 respondents, a significant majority of (22) students, representing (73.3%), are 12 years old, while

only (8) students, or (26.7%), are 13 years old.

Researchers found out that, the socio-demographic profile of the Grade-7 students in

Poblacion, Matalam, Cotabato shows that most of them are right at the typical age of entering

adolescence. With 22 out of 30 respondents (73.3%) being 12 years old, we see a group of learners

who are just beginning to navigate the exciting yet sometimes overwhelming transition from childhood

to teenage years. Their age suggests they are at a stage of curiosity, forming stronger friendships,

and slowly building independence while adjusting to the new academic challenges of junior high
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school. On the other hand, the 8 students (26.7%) who are 13 years old may carry a slightly different

experience perhaps entering school later, repeating a grade, or simply having birthdays that place

them a year older.

This small difference in age can bring diversity to the classroom, as older students may show

more maturity or confidence, while younger ones may bring fresh energy and enthusiasm. Altogether,

this mix of ages creates a dynamic learning environment where each student contributes a unique

perspective, making the classroom not just a place of academics but also a space for growth, identity,

and shared experiences.

Duque, Rosario, and Dacles (2022) conducted a study on the demographic profile and

academic performance of rural school children in the Philippines. They emphasized that age

distribution within a class is a critical factor in understanding learning outcomes, as it reflects

variations in maturity, social development, and readiness for secondary education. Their research

supports the idea that socio-demographic data, such as age, provides a foundation for designing

assistance programs tailored to student needs.

Table 1.2 Gender

GENDER Frequency Percentage

Male 8% 26%

Female 22% 73%

Overall 30% 100%

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Table 1.2. The majority of these respondents are composed of females, with (22) respondents or

(73.3%) of the total population. In contrast, the minority group consists of males, with only (8)

respondents or (26.7%). This indicates a clear imbalance in the sex distribution, where female

students significantly out number their male counterparts.

The researcher discovered that, the mix of ages and sexes in the classroom creates a living,

breathing environment where students learn not only from books but from one another. The younger

students, with their boundless energy and curiosity, bring a spark that keeps the class lively and

eager. The older ones, though fewer, offer maturity and guidance, showing patience and responsibility

that help steady the group. The predominance of female students sets a tone of warmth, empathy,

and inclusiveness, while the male students add variety and balance, enriching the way everyone

interacts. These differences don’t divide the class; instead, they weave together a culture of

cooperation, adaptability, and respect. In the Filipino context, this reflects pakikipagkapwa the value of

shared humanity where age and gender differences become opportunities to learn and grow together

Laroza & Amada (2024) investigated the reading comprehension levels of Grade 7 learners at

General Santos City National High School, focusing on how demographic factors such as age

influence literacy outcomes. Their study revealed that age differences significantly affect

comprehension performance. Younger learners (around 12 years old) often display varying levels of

readiness compared to their slightly older peers (13 years old), which can impact their ability to

process texts, grasp meaning, and apply comprehension strategies effectively. Their findings align

with Piaget’s Cognitive Development Theory (1972), which posits that children progress through

stages of cognitive growth, and slight age differences can influence readiness for abstract thinking

and complex tasks.

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Table 2.1 Verbal Interaction

Verbal Mean Verbal
Description

1. I talk with my classmates to share ideas during 3.5 Moderate

class activities
2. I ask questions to my teachers or peers when I 4.267 Very High
don’t understand something
3. I express my thoughts and feelings through words 3.7 Moderate
in a respectful way.
4. I participate actively in class conversations. 3.767 High
5. I enjoy talking with my classmates about school 3.667 High
topics.
Overall 3.78 High

Table 2.1 Shows the type of interpersonal interaction of Grade 7 students in Poblcion,

Matalam, Cotabato. In terms of Verbal Interaction. Results revealed that the item “I ask questions to

my teachers or peers when I don’t understand something” has the highest mean of 4.267 and the item

“I talk with my classmates to share ideas during class activities” has the lowest mean of 3.5. This

means that there is a very high verbal description in item “I ask questions to my teachers or peers

when I don’t understand something” and moderate description in item “I talk with my classmates to

share ideas during class activities” Overall there is a high level (3.78) in terms of verbal interaction of

interpersonal interaction of grade 7 students in Poblacion, Matalam, Cotabato.

Here’s a focused discussion of the three centered mean scores from the table 2.1 shows the

type of interpersonal interaction of Grade 7 students in Poblacion, Matalam, Cotabato. In terms of

Cooperative Interaction. Results revealed that Item 3 “I express my thoughts and feelings through

words in a respectful way” (Mean: 3.7, Moderate) This score shows that students are learning to

communicate respectfully, but it’s not yet consistent for everyone. Some are already confident in

expressing emotions with care, while others are still finding the right words or courage to speak up. It
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reflects a stage of growth where respectful communication is present but still developing. While the

Item 4 “I participate actively in class conversation” (Mean: 3.767, High) Here, students demonstrate

strong participation in classroom discussions. The high mean suggests they are not just listening but

actively giving ideas, asking questions, and responding to peers. This behavior give an explanation of

a lively classroom where students feel safe and encouraged to share their voices. Item 5 “I enjoy

talking with my classmates about school topics” (Mean: 3.667, High) This score highlights that

students genuinely enjoy school-related conversations with peers. It shows that learning is not just

about academics it’s also about connection. Talking about lessons and projects strengthens

friendships, builds teamwork, and makes learning feel more personal and enjoyable.

The researcher found out that, these results reveal that Grade 7 students are highly engaged

when it comes to clarifying lessons with teachers or peers, showing their desire to understand and

succeed. However, their average rating in sharing ideas with classmates suggests that some may still

be unsure to collaborate or voice opinions in group arrangements. This could be due to shyness, fear

of being judged, or simply preferring teacher guidance over peer exchange.

Chin & Osborne (2015) underscored that student questioning is a vital tool for engagement and

deeper learning. Their study revealed that when learners actively ask questions, they are not only

clarifying information but also engaging in a process that stimulates critical thinking, problem-solving,

and cognitive awareness. Questioning allows students to take ownership of their learning by

identifying gaps in understanding and seeking clarification, which in turn strengthens comprehension

and retention. This aligns with Vygotsky’s (1978) theory that social interaction is central to cognitive

development, as questioning often sparks discussions that lead to shared understanding.

 28

Nonverbal interaction Mean Verbal

Description

1. I use gestures, expressions, or body language to 3.5 Moderate

show my feelings.
2. I smile, nod, or give eye contact to show attention 3.867 High
while talking to others
3. I can easily understand my classmates’ feelings 4.067 Very High
through their facial expression
4. I use appropriate distance when communicating 3.8 Moderate
with others
5. I maintain eye contact when someone is speaking 3.467 High
to me.
Overall 3.74 High

Table 2.2 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of nonverbal Interaction. Results revealed that the item “I can easily

understand my classmates’ feelings through their facial expression.” has the highest mean of (4.067)

and the item “I use gestures, expressions, or body language to show my feelings.” Has the lowest

mean of 3.5 This means that there is very high verbal description in item “I can easily understand my

classmates’ feelings through their facial expression.” And moderate verbal description in item “I use

gestures, expressions, or body language to show my feelings” Overall there is a high level with a

mean of 3.74 in terms of Nonverbal interaction of interpersonal interaction of grade 7 students in

Poblacion, Matalam, Cotabato.

Here’s a focused discussion of the three average mean scores from the table 2.2 Shows the

type of interpersonal interaction of Grade 7 students in Poblacion, Matalam, Cotabato. In terms of

nonverbal Interaction. Results revealed that the Item 2 “I smile, nod, or give eye contact to show

attention while talking to others” (Mean: 3.867, High) This score reflects that many students are

socially aware and responsive during conversations. Smiling, nodding, and maintaining eye contact

are fine but powerful ways to show respect and attentiveness. These behaviors help classmates feel
 29

heard and valued, creating a warm and participating classroom atmosphere. And the Item 4 “I use

appropriate distance when communicating with others” (Mean: 3.8, Moderate) Students are

moderately aware of personal space when interacting. This suggests that while many understand the

importance of physical boundaries, others may still be learning how to adjust their proximity

depending on the situation. It’s a sign of growing social sensitivity and respect for others’ comfort

zones. Item 5 “I maintain eye contact when someone is speaking to me” (Mean: 3.467, High)

Maintaining eye contact is a key sign of active listening and respect. This score shows that students

are generally attentive and present during conversations. It helps build trust and shows that they

value what others are saying, even if some are still developing consistency in this behavior.

The researcher found out that, the findings reveal that Grade 7 students show strength in

recognizing the emotions of their classmates through facial expressions, reflecting empathy and

social awareness. However, they are more reserved when it comes to expressing their own feelings

through gestures or body language. This self-doubt may be linked to shyness, self-consciousness, or

the natural challenges of early adolescence. On a deeper level, this pattern highlights the Filipino

value of the sensitivity to others’ feelings which helps them connect with peers even if they hold back

their own expressions. With guidance and encouragement, students can gradually build confidence in

using nonverbal communication, allowing them not only to express themselves more openly but also

to strengthen friendships, develop emotional resilience, and grow into well-rounded adolescents.

According to Petty (2025), nonverbal communication is just as significant as verbal

communication in shaping how students understand lessons, engage with peers, and behave in

school. Facial expressions, in particular, are powerful indicators of emotions and help students

interpret meaning quickly. This finding resonates with Aguinaldo & Garcia (2024). This study explores

the relationship between social support and mental well-being among junior high school students in

San Agustin, Isabela, during the School Year 2023-2024. Utilizing a descriptive-correlational research
 30

design, the study employs purposive sampling to select participants from both public and private

schools, ensuring a comprehensive analysis of social support dynamics. The Social Support Survey

Instrument and the DASS-21 are used to measure levels of social support and mental well-being

indicators

Table 2.3. Cooperative Interaction

Cooperative interaction Mean Verbal

Description

1. I participate in group activities or projects with my 3.833 High

classmates.
2. I help my peers when they need assistance in 3.467 Moderate
school tasks.
3. I work well with others to achieve a common goal. 3.9 High
4. I encourage others to participate and share their 3.667 High
ideas.
5. I willingly share ideas and information with my 3.633 High
group mates.
Overall 3.7 Moderate

Table 2.3 Shows the type of interpersonal interaction of Grade 7 students in Poblation,

Matalam, Cotabato. In terms of Cooperative Interaction. Results revealed that the item “I work well

with others to achieve a common goal.” Has the highest mean of (3.9) and the item “I help my peers

when they need assistance in school tasks.” Has the lowest mean of (3.467). This mean that there is

a very high verbal description in item “I work well with others to achieve a common goal.” And

moderate verbal description in item “I help my peers when they need assistance in school tasks”

Overall there is a moderate level with a mean of 3.7 in terms of Cooperative interaction of

interpersonal interaction of grade 7 students in Poblation, Matalam, Cotabato.

 31

Based on the results, the item “I participate in group activities or projects with my classmates”

received a mean score of 3.833 (High). This indicates that students are generally active in group

activities and are willing to collaborate with their classmates. Participation in these activities helps

them develop teamwork skills and strengthens their ability to interact and cooperate with others.

The item “I encourage others to participate and share their ideas” obtained a mean of 3.667 (High).

This suggests that students not only take part themselves but also motivate their peers to contribute

during group discussions. Such behavior reflects confidence, respect for others’ opinions, and a

supportive attitude that promotes a positive group environment. Similarly, the item “I willingly share

ideas and information with my group mates” recorded a mean score of 3.633 (High). This shows that

students are generally open in exchanging ideas and information, which improves communication and

helps the group work more effectively together.

The researcher found out that, the Grade 7 students are deeply engaged when it comes to

clarifying lessons with their teachers or peers. This willingness reflects their genuine desire to

understand and succeed, showing how much, they value learning when guidance is clear and

accessible. At the same time, their moderate rating in sharing ideas with classmates suggests that

some are still unsure to speak up in group settings. This self-doubt may come from shyness, fear of

being judged, or simply feeling more comfortable relying on teacher support rather than peer

exchange. On a personal level, this pattern is very relatable to the Filipino classroom experience,

where modesty or shyness regularly contributes on how students interact. It reminds us that while

they are willingness of learners, they are also guiding the imbalance between self-expression and

social acceptance

Mendo-Lázaro et al. (2021) found that cooperative learning encourages interpersonal skills and

motivates students to participate more actively in the teaching and learning process, leading to better

academic outcomes. These findings contribute new knowledge to the conceptual framework on
 32

cooperative learning. Goals may be considered one of the most important variables influencing

students’ learning and the use of cooperative learning techniques in university classrooms creates the

necessary conditions for encouraging students to develop goals oriented toward learning.

Table 3.1 Social Skills Development

Social Skills Development Mean Verbal

Description

1. My interaction with classmates helps me build 3.4 Moderate

friendships.
2. I have learned to respect differences through 3.9 High
group activities
3. I have improved mu communication skills by 3.567 High
joining class discussion.
4. Working with others helps me become more 3.8 High
cooperative and understanding
5. I feel more confident expressing my ideas in 3.133 Moderate
front of my classmates.
Overall 3.56 High

Table 3.1 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Social Skills Development. Results revealed that the item “I have

learned to respect differences through group activities.” Has the highest mean of 3.9 and the item “I

feel more confident expressing my ideas in front of my classmates.” Has the lowest mean of (3.133).

This mean that there is a very high verbal description in item “I have learned to respect differences

through group activities.” And moderate verbal description in item “I feel more confident expressing

my ideas in front of my classmates” Overall there is a high verbal description with a mean of 3.56 in

terms of Social Skills Development of interpersonal interaction of grade 7 students in Poblacion,

Matalam, Cotabato.

Table 3.1 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Social Skills Development. Results revealed that the item “My
 33

interaction with classmates helps me build friendships” (Mean: 3.4, Moderate) This score shows that

students are beginning to recognize how interaction leads to friendship, but the connection isn’t yet

strong for everyone. Some may still be shy or selective in their social circles, while others are just

starting to open up. It reflects a growing awareness that relationships are built through shared

experiences and communication. While the item “I have improved my communication skills by joining

class discussions” (Mean: 3.567, High) This score suggests that students are gaining confidence in

expressing themselves during class. Participating in discussions helps them practice speaking clearly,

listening actively, and responding thoughtfully. It’s a sign that verbal interaction is contributing to their

personal growth and ability to connect with others. Lastly the item “Working with others helps me

become more cooperative and understanding” (Mean: 3.6, High) Students are learning the value of

teamwork not just in completing tasks, but in understanding different ideas. This score reflects

emotional maturity, as they begin to appreciate patience, and kindness. Cooperative interaction is

shaping them into more socially aware and respectful individuals

The researcher determined, that the Grade 7 students in Poblacion, Matalam, Cotabato are

really good at respecting differences when they work in groups. That’s their strongest point they’ve

learned how to listen, cooperate, and value classmates who may think or act differently. But when it

comes to speaking up and sharing their own ideas, the scores show they’re still a bit hesitant. They

respect others, but they don’t always feel confident putting their own voice out there in front of the

class.

Roque (2021) of Central Luzon State University explored how both individual and group

learning activities contribute to student development. The study highlighted that group tasks

encourage collaborative problem-solving, stimulate creativity, and strengthen interpersonal skills. By

working together, students learn to respect differing viewpoints, practice tolerance, and develop

inclusivity in their interactions. On the other hand, individual activities were found to build
 34

independence, accountability, and self-discipline, showing that both modes of learning complement

each other in shaping holistic growth.

Table 3.2. Emotional Well-being

Emotional Well-being Mean Verbal

Description

1. Talking with peers makes me feel supported 3.533 High

and understood.
2. My interaction in school makes me feel more 3.567 High
confident.
3. Sharing my thoughts with classmates helps 3.467 Moderate
me release tress.
4. I feel happier and more motivated when I have 3.533 High
good relationship with others
5. Positive feedback from teachers and friends 3.7 High
helps me to be motivate and to believe in
myself.
Overall 3.56 High

Table 3.2 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Emotional Well-being. Results revealed that the item “Positive

feedback from teachers and friends helps me to be motivate and to believe in myself.” Has the

highest mean of (3.7) and the item “Sharing my thoughts with classmates helps me to release stress.”

Has the lowest mean of (3.467). This mean that there is a very high verbal description in item

“Positive feedback from teachers and friends helps me to be motivate and to believe in myself.” And

moderate verbal description in item “Sharing my thoughts with classmates helps me to release

stress.” Overall, there is a high verbal description with a mean of 3.56 in terms of Emotional Well-

being of interpersonal interaction of grade 7 students in Poblacion, Matalam, Cotabato.

 35

Table 3.2 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Emotional Well-being. Results revealed that the item. Results

revealed that the item “Talking with peers makes me feel supported and understood” (Mean: 5.533,

High) This score reflects that students feel emotionally safe and boost when they participate with their

classmates. Peer conversations whether casual or deep help them feel heard, and understood. It

shows that emotional support often comes from simple, everyday interactions. And the item “My

interaction in school makes me feel emotionally connected to others” (Mean: 5.467, High) Students

experience a sense of emotional bonding through school-based interactions. This score suggests that

being part of a group, sharing experiences, and working together helps them feel honestly connected.

These connections are essential for building trust, empathy, and emotional resilience. Lastly “I feel

more able to be motivated and to express myself” (Mean: 5.467, High) When students feel

emotionally supported, they become more confident in expressing their thoughts and pursuing goals.

This score shows that interpersonal interaction fuels both motivation and self-expression. It highlights

how emotional well-being is strengthened by a positive social environment

The researchers found out that base on the result that Grade 7 students in Poblacion,

Matalam, Cotabato are already doing something wonderful they know how to respect differences

when working in groups. That’s their strongest skill, and it tells us they’ve learned to listen, cooperate,

and value classmates who may not think or act the same way they do. At the same time, the numbers

also reveal that many of them are still a little hesitant about speaking up. They’re respectful and

cooperative, but when it comes to sharing their own ideas in front of others, they hold back. It’s not

because they don’t have good thoughts it’s more about finding the courage to let their voices be

heard. Overall, the result is encouraging. With an average score of 3.56, their social skills are already

at a high level. They’re growing into thoughtful, cooperative young people. The next step is helping
 36

them feel braver and more confident in expressing themselves, so they don’t just listen well but also

learn to stand tall and speak with conviction.

Research consistently shows that positive reinforcement from teachers and peers enhances

students’ self-esteem and motivation. According to Deci & Ryan’s Self-Determination Theory (2000),

supportive feedback nurtures intrinsic motivation, helping learners believe in their abilities and persist

in academic tasks. In the Philippine context, Luzano (2022) emphasized that pagpuri (praise) and

pagkilala (recognition) from authority figures and classmates foster confidence and resilience among

junior high school students. According to, Karakasidou et al. (2025) emphasize the importance of

positive education strategies in shaping students’ emotional well-being. These strategies include

praise, constructive feedback, and encouragement, which act as powerful reinforcements in the

classroom. When students receive positive feedback from teachers and peers, they are more likely to

develop a sense of self-belief the confidence that they are capable of achieving academic and

personal goals.

Table 3.3. Cognitive Development

Cognitive Development Mean Verbal
Description

1. Classroom discussions improve my critical 3.867 High

thinking skills.
2. Working with classmates helps me to 3.667 High
understand lessons better.
3. Group activities encourage me to share and 3.667 High
learn new ideas.
4. Listening to others’ opinions help me see 3.767 High
different perspectives.
5. Doing projects with peers helps me apply what 3.733 High
I have learned in class.
Overall 3.74 High
 37

Table 3.3 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Cognitive Development. Results revealed that the item “Classroom

discussions improve my critical thinking skills.” Has the highest mean of (3.867) and the item

“Working with classmates helps me to understand lesson better.” and “Group activities encourage me

to share and learn new ideas.” Has the lowest mean of (3.667).This mean that there is a high verbal

description in item ““Classroom discussions improve my critical thinking skills.” As well as in the item

“Working with classmates helps me to understand lesson better.” and “Group activities encourage me

to share and learn new ideas.” Overall, there is a high verbal description with a mean of 3.74 in terms

of Cognitive Development on personal interaction of grade 7 students in Poblacion, Matalam,

Cotabato.

Here’s the focus discussion in the three average mean. Table 3.3 Shows the type of

interpersonal interaction of Grade 7 students in Poblacion, Matalam, Cotabato. In terms of Cognitive

Development. Results revealed that the item “Working with classmates helps me to understand

lessons better” (Mean: 3.667, High) This score shows that students benefit from peer collaboration

when trying to discover new concepts. Learning becomes more relatable and less intimidating when

classmates explain ideas or work through problems together. It reflects how interpersonal interaction

turns abstract lessons into shared understanding. And the item “Group activities encourage me to

share and learn new ideas” (Mean: 3.667, High) Students feel inspired to contribute and explore new

ideas during group work. This score suggests that teamwork sparks curiosity and creativity, allowing

them to discover ideas they might not encounter alone. It’s a sign that cognitive growth is happening

through social interaction. Lastly, the item “Doing projects with peers helps me apply what I have

learned in class” (Mean: 3.733, High) This score highlights how collaborative projects help students

connect theory to practice. By working with peers, they’re not just memorizing they’re applying
 38

knowledge in different ways. It shows that interpersonal interaction strengthens both comprehension

and real-world thinking.

The researcher identified, the numbers show us that these Grade 7 students shine the most

when they’re participating in classroom discussions. With the highest mean of 3.867, it’s clear that

talking through lessons, asking questions, and debating ideas really help them think more critically.

They don’t just memorize they learn to analyze and see things from different perspectives.

Meanwhile, the slightly lower scores (3.667) for working with classmates and group activities suggest

that while collaboration is helpful, it doesn’t always push them as deeply as discussions do.

Sometimes group work can end up being about sharing answers rather than really challenging each

other’s thinking.

These findings are in line with the study of Marquez (2017) emphasized that the Philippine

education system has long relied on rote memorization and passive learning, which often limits

students’ ability to apply knowledge in real-world contexts. He argued that education must shift toward

cultivating critical thinkers who can analyze, evaluate, and synthesize information rather than simply

recall facts. According to Marquez, one of the most effective ways to achieve this transformation is

through structured dialogue in the classroom. Unlike unstructured group work, structured discussions

provide clear goals, guided questioning, and active participation, which push students to engage with

diverse perspectives.
 39

Table 3.4. Moral and Ethical Development

Moral and Ethical Development Mean Verbal
Description

1. Interacting with others teaches me the value 3.9 High

of honesty and fairness.
2. Group activities help me practice responsibility 3.9 High
and respect.
3. School intersections remind me to respect 4.133 Very High
other people’s beliefs and values.
4. Helping my classmates makes me feel good 3.533 High
and responsible.
5. I try to do what is right even when no one 3.7 High
watching
Overall 3.833333 High

Table 3.4 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Moral and Ethical Development. Results revealed that the item

“School intersection remind me to respect others people’s beliefs and values.’ Has the highest mean

of (4.133) and the item ‘I try to do what is right even when no one is watching.’ Has the lowest mean

of (3.7), This mean that there is a very high-level verbal description in item “School intersection

reminds me to respect others people’s beliefs and values.” And high level of verbal description in item

“I try to do what is right even when no one is watching.” Overall, there is a high verbal description with

a mean of 3.833333 in terms of Moral and ethical Development on personal interaction of grade 7

students in Poblacion, Matalam, Cotabato.

Table 3.4 Shows the type of interpersonal interaction of Grade 7 students in Poblacion,

Matalam, Cotabato. In terms of Cognitive Development. Results revealed that the item “Interacting

with others teaches me the value of honesty and fairness” (Mean: 3.9, High) This score shows that

students are learning behavioral values through everyday social exchanges. Whether it’s sharing

responsibilities, resolving conflicts, or being truthful in group work, these interactions help them
 40

understand the importance of fairness and integrity in relationships. While the item “Group activities

help me practice responsibility and respect” (Mean: 3.9, High) Students are developing a sense of

responsibility and mutual respect through collaborative tasks. This score reflects how working with

others teaches them to fulfill roles, listen actively, and treat peers with consideration key traits for

ethical maturity. Lastly, the item “I try to do what is right even when no one is watching” (Mean: 3.7,

High) This score suggests that students are valuing moral values external approval. It shows a

growing sense of personal morals, where doing the right thing becomes a commitment in conscience

rather than just compliance.

The researcher discovered, that the results show that Grade 7 students in Poblacion, Matalam,

Cotabato are learning to navigate their relationships with respect and care. The highest mean score

(4.133) for the statement “School interaction reminds me to respect other people’s beliefs and values”

tells us that these young learners are highly aware of the importance of respecting differences. In their

daily interactions whether in group work, classroom discussions, or simple conversations they are

showing openness and tolerance. This reflects how the school environment is shaping them to be

considerate individuals who value diversity. On the other hand, the lowest mean score (3.7) for “I try

to do what is right even when no one is watching” reveals a more challenge. While students generally

want to do the right thing, they may still rely on external guidance teachers, parents, or peers to

reinforce their choices. This is natural at their age as early adolescence is a stage where moral

independence is still developing. It suggests that while they are respectful in social settings, they are

still learning how to consistently act with integrity when no one else is around to see.

The results show that Grade 7 students shine the most when they are working together toward

shared goals. This reflects their strong sense of teamwork and their willingness to contribute to the

success of the group. They clearly value collective achievement and enjoy being part of something

bigger than themselves. On the other hand, the lowest score suggests that they are not as consistent
 41

when it comes to helping classmates with individual school tasks. While they still show cooperation,

some may hesitate to step in perhaps because of confidence issues, busy workloads, or simply

relying more on teachers for guidance.

This finding resonates with Kries (2024) examined the transition from Edukasyon sa

Pagpapakatao (ESP) to the newly strengthened Values Education program under the Department of

Education’s curriculum reforms for SY 2024–2025. The study underscores the importance of

structured pedagogical approaches in shaping the moral and ethical development of junior high

school learners, particularly Grade 7 students. One of the central findings of Kries’ work is that the

restructured Values Education curriculum places greater emphasis on respect for diverse beliefs,

traditions, and values, which directly supports interpersonal harmony in multicultural classrooms. This

aligns with the observed high mean score in your study for the item “School interaction reminds me to

respect other people’s beliefs and values.” The curriculum encourages students to engage in

dialogue, practice empathy, and recognize the dignity of others, thereby fostering exclusivity and

tolerance.

4. Significance difference between the type of interpersonal interaction of Grade 7 students

and the impacts of interpersonal interaction on the wholistic development of grade 7

students in Poblacion, Matalam, Cotabato?

Variables Correlation Coefficient p – Value

Interpersonal interaction and wholistic 0.833 .000

Development
 42

The analysis reveals that Grade 7 students in Poblacion, Matalam, Cotabato display active

interpersonal interaction, which plays an important role in their holistic development. Results show

that the relationship between interpersonal interaction and integrated development is strong and

positive, as reflected in the correlation coefficient of 0.833. This indicates that students who engage

more in meaningful communication, cooperation, and social connection tend to develop better

emotionally, socially, and academically. The corresponding p-value of .000 further confirms that this

relationship is statistically significant.

Based on these findings, it can be concluded that students with higher levels of positive

interpersonal interaction experience greater improvement in various aspects of holistic development.

Therefore, there is a significant relationship between interpersonal interaction and the holistic

development of Grade 7 students in Poblacion, Matalam, Cotabato, as indicated by the correlation

coefficient of .833 and a p–value of .000. This means the null hypothesis is rejected, and the

alternative hypothesis is accepted.

Lopez (2021) highlighted that interpersonal interaction is closely connected to academic

performance. Students who engage in meaningful conversations with classmates and teachers tend

to develop better study habits, show improved problem-solving skills, and perform well in collaborative

tasks. Lopez explained that communication provides opportunities for sharing ideas, clarifying

lessons, and learning from others’ perspectives. Achasa & Luzano (2022–2023) conducted a study on

interpersonal relationships and good manners practices among junior high school students in Misamis

Oriental. Their findings revealed that positive interpersonal relationships significantly enhance

students’ conduct, social skills, and overall classroom behavior. Students who actively practice

courtesy, respect, and cooperation were observed to be more engaged in class discussions, more

willing to collaborate in group activities, and more resilient in handling peer conflicts
 43

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary

The study entitled “CORRELATIONAL STUDIES: STUDENTS' INTERPERSONAL

INTERACTIONS IMPACT ON WHOLISTIC DEVELOPMENT OF GRADE 7 JUNIOR HIGH SCHOOL

STUDENTS IN POBLACION, MATALAM, COTABATO,” was conducted among 30 JHS students.

This research aimed to: 1. Determine the socio- demographic profile of the students in terms of age,

gender. 2. Identify the type of interpersonal interaction of grade 7 students in Poblacion, Matalam,

Cotabato in terms of Verbal interaction, Nonverbal interaction, Cooperative interaction 3. What are the

impacts of interpersonal interaction on the wholistic development of grade 7 in Poblacion, Matalam,

Cotabato? In terms of Social Skills Development, Emotional Well-being, and Cognitive Development

4. Is there a significance difference between the type of interpersonal interaction of Grade 7 students

and the impacts of interpersonal interaction on the wholistic development of grade 7 students in

Poblacion, Matalam, Cotabato?

 44

Findings of the Study

This chapter presents the summary of findings of the study:

FINDING 1. [Link] data reveal that most of the participants are 12 years old, with 22 individuals

comprising 73% of the total sample. This indicates that the population is largely made up of

younger adolescents, suggesting a relatively narrow age range among the respondents. On

the other hand, 8 participants, or 26%, are 13 years old, representing a smaller portion of the

group. Overall, the distribution shows that the respondents are predominantly within the

younger age category, which may reflect similarities in developmental stage, interests, and

experiences among the majority of the participants.

FINDING 1.2 The data shows that for the sex it shows 22 for female and 8 for male. The

gender distribution of the 30 survey participants reveals a notable imbalance, with female

respondents constituting a significant majority. Specifically, 22 individuals, or 73% of the

sample, are female, compared to only 8 males, representing 26%. This predominance of

female student-athletes may suggest their higher level of engagement in the school's

combined athletic and academic programs, or it could simply reflect their availability at the time

of the study.
 45

FINDING 2.1 The data shows that the verbal interaction of Grade 7 students has an overall

mean of (3.78) talking with their classmate and sharing ideas (3.5), asking questions in their

teachers and peers (4.467), expressing their thoughts and feelings though words in respectful

ways (3.7), actively participating in class (3.767), and talking with classmates about school

topic (3.667).

The finding highly contrasts that the looks like the students in this class are pretty good at

talking and sharing. The number one thing they feel confident doing is asking questions from

their teacher and from each other. That’s a great sign that they’re curious and feel safe enough

to speak up when they don’t understand something. Beyond that, they’re also chatting with

friends about classwork, sharing their own ideas, and speaking their minds in a respectful way.

They’re participating and joining in, not just sitting quietly.

FINDING 2.2 The data on nonverbal interaction of Grade 7 students has an overall mean of

(3.74), using gestures to show their feelings (3.5), smile, eye contact, nod to show their

attention (3.865), can understand classmate feeling using facial expressions (4.067), using

appropriate distance (3.8), and maintaining eye contact when someone is speaking (3.467).

The students' strongest nonverbal skill appears to be emotional intelligence; their high ability to

read classmates' feelings through facial expressions suggests a very empathetic and

connected group. They are also quite comfortable using friendly and attentive signals like

smiling and nodding to show they are engaged. While they understand social cues like

personal space, maintaining consistent eye contact when listening is a slightly less dominant

habit for them.

FINDING 2.3 The data of Cooperative interaction of grade 7 students have an overall mean of

(3.7), participating in group activities (3.833), helping peers when they needed help (3.467),

work well with others (3.9), encouraging others to participate (3.667), and willingness to share
 46

ideas and information (3.633). These students clearly function well as a team, especially when

it comes to the mechanics of group work. They actively join in and collaborate smoothly with

their classmates. However, there is a slight dip when it comes to the more proactive social

support of offering unsolicited help, which can be a more challenging interpersonal skill.

Encouragingly, their high score for working well with others forms a strong foundation for

building an even more supportive and encouraging classroom community where every student

feels assisted.

FINDING 3.1 The social skills development of grade 7 students has an overall (3.56),

interaction of classmates help builds friendship (3.4), learning to respect differences through

group activities (3.9), improved communication skills by participating (3.567), working with

others (3.8), and having more confidence by sharing ideas in class (3.133). The highest score,

for learning respect through group work, highlights a key success area where students are

growing significantly. In contrast, building confidence by speaking up in class presents the

biggest opportunity for further growth, as it is their most challenging social task. The data

suggests that while students are developing strong collaborative and respectful behaviors

through interaction, fostering a classroom environment that makes every student feel safe to

voice their ideas could be the next important step in their social development.

FINDING 3.2 The data on the emotional well-being of grade 7 students has an overall mean of

(3.56), with specific indicators including: talking with peers to feel supported and understood

(3.533), interaction in school boosts confidence (3.567), sharing thoughts releases stress

(3.467), feeling happier and more motivated when having good relationships (3.533), and

receiving positive feedback to boost self-confidence (3.7).

This reveals that supportive relationships and positive reinforcement play a crucial role in how

these students feel day-to-day. While they recognize how feedback and social interaction lift
 47

their mood and confidence, they seem to feel slightly less sure about using sharing as a

consistent way to relieve stress. Encouragingly, the highest-rated item shows they really value

and feel empowered by positive feedback from teachers and peers. This highlights that a little

encouragement can go a long way in helping young adolescents feel more secure and

emotionally balanced.

FINDING 3.3 The data on cognitive development shows an overall mean of (3.74), with specific

indicators including: class discussion improves my critical thinking (3.867), teamwork helps me

to understand the lessons (3.667), activities encourage me to learn new ideas (3.667), listening

helps me to see different perspectives (3.767), and doing projects with peers applies learning

in class (3.733). The findings suggest that students feel their thinking skills grow best through

active, social engagement with the material. They place the highest value on class discussions

as a tool for sharpening critical thought, indicating a strong appreciation for dialogue and

debate. The consistently high ratings for collaborative tasks like teamwork and projects further

emphasize that learning with and from peers is a powerful and preferred method for them.

FINDING 3.4. Meanwhile, the moral and ethical development has an overall (3.833333) and a

p-value of (.000), Based on these findings, it can be concluded that students with higher levels

of positive interpersonal interaction experience greater improvement in various aspects of

holistic development. Therefore, there development of Grade 7 students in Poblacion,

Matalam, Cotabato, as indicated by the correlation coefficient of .833 and a p–value of .000.

This means the null hypothesis is rejected, and the alternative hypothesis is accepted.
 48

Recommendations

Based on the findings and conclusions of the study, the following recommendations are

proposed to support students' interpersonal interactions impact on wholistic development.

1.1 Given that the study group consists of students aged 12 and 13, program designers

should ensure that interpersonal activities are appropriate for early adolescence, addressing

the social and emotional needs specific to this developmental stage. To strengthen holistic

development, the school should prioritize structured collaborative learning, such as group

projects and peer-mentoring pairs, as the data shows students learn and grow significantly

through interaction. Furthermore, creating a consistent environment of positive reinforcement

and respectful dialogue will help build the confidence students need to participate fully.

1.2 It is recommended that educators and program designers reading this study strategically

leverage students' existing strength in asking questions as a scaffold to boost other verbal

interaction skills. Since the data indicates students feel safest and most proficient in seeking

clarification, teachers can design activities that transform this receptive skill into more

expressive ones. For instance, structured protocols like "Question-Storming" sessions,

where students generate questions about a topic before transitioning to defend a chosen

viewpoint, can channel their curiosity into debate and idea-sharing. Similarly, peer teaching

models, where students first ask each other questions to understand a concept and then

must jointly explain it to the class, can formally bridge casual peer chat into purposeful
 49

academic collaboration. By intentionally using questioning as the foundation, educators can

create a low-risk pathway for students to develop greater confidence in expressing their own

thoughts, leading discussions, and engaging in deeper collaborative dialogue, thereby

strengthening a more balanced set of verbal interaction skills crucial for holistic development.

2.1 The data indicates a classroom environment where students feel safe to express

curiosity, which is a critical asset for holistic development. Educators can capitalize on this

by intentionally designing lessons and activities that channel this inquisitive energy into

deeper collaborative and critical thinking exercises. For instance, inquiry-based learning

models or structured peer-teaching sessions that begin with student-generated questions

can transform casual interaction into purposeful academic dialogue. for researchers, this

finding highlights a successful interpersonal dynamic worth investigating further

understanding why this safety to ask questions exists could provide a replaceable model for

fostering positive verbal interaction in other classrooms. By recognizing and building upon

this strength, stakeholders can more effectively promote the cognitive, social, and emotional

growth of all students.

2.2 The findings indicate that students possess a strong, innate capacity for reading

emotional cues and fostering a connected classroom atmosphere through smiles and nods.

Readers are encouraged to view this not merely as a social trait, but as a foundational

academic and developmental asset. This empathy can be leveraged to deepen collaborative

learning, resolve conflicts, and build a more inclusive peer culture. Therefore, it is

recommended that group work and peer feedback sessions be structured in ways that

explicitly utilize and validate these nonverbal skills. the slightly lower comfort with

maintaining eye contact a skill linked to active listening and respect presents a deliberate

opportunity for growth. Readers, particularly practitioners, are advised to integrate simple,
 50

low-pressure exercises that practice this skill into classroom routines, such as 'think-pair-

share' with partnered listening or storytelling circles. By consciously nurturing both the

students' pronounced strengths and their developing skills, educators can create a holistic

environment that supports not only academic collaboration but also the essential social-

emotional competencies critical for adolescent development.

2.3. The data indicates a solid foundation where students excel at participating in structured

group activities and working harmoniously with others. This existing competence should be

the launching point for targeted interventions. It is recommended that classroom activities

and pedagogical frameworks be designed to explicitly encourage and reward the specific

skill of unsolicited help. This can be achieved by implementing structured peer mentor ship

roles, assigning group tasks with interdependent roles that necessitate proactive assistance,

and facilitating reflective discussions that celebrate instances of students helping one

another without being asked. By intentionally designing for this slight area of growth,

educators can transform a generally cooperative environment into a deeply supportive

community. This deliberate shift will directly enhance the socio-emotional dimension of

students' holistic development, ensuring that the positive impact of their interpersonal

interactions is both widespread and intentionally nurturing.

3.1. It is recommended that educators and program designers deliberately engineer low

stakes, scaffold speaking opportunities within trusted group settings. For instance, activities

can be structured to move from pair-sharing to small group discussions, and finally to larger

group presentations, thereby using the security of peer collaboration as a bridge to individual

confidence. Furthermore, explicitly teaching and modeling supportive peer feedback during

these interactions can reinforce that the classroom is a safe space for sharing tentative

ideas. By systematically using the strength of the group to bolster the confidence of the
 51

individual, the holistic development of students can be advanced in a more balanced and

comprehensive manner, ensuring that social skill development encompasses both respectful

collaboration and courageous self-advocacy.

3.2. The data clearly demonstrates that students' emotional security is significantly tied to

positive feedback and supportive interactions. it is recommended that educators and school

leaders move beyond incidental encouragement to implement systematic practices.

Readers, especially practitioners, should consider establishing formal frameworks such as

peer affirmation circles, structured positive feedback protocols within project assessments,

and designated 'support roles' in collaborative work that train students in both giving and

receiving encouragement. These practices would directly leverage the known power of

positive feedback while simultaneously creating safer, more predictable avenues for students

to share thoughts and alleviate stress. By making these supportive interactions a regular and

intentional part of the school day, the educational environment can actively contribute to the

emotional balance that is foundational for the holistic academic and personal development of

young adolescents.

3.3. The data provides compelling evidence that students perceive their highest cognitive

gains particularly in critical thinking and applied understanding from interactive, peer-

engaged methods like class discussions and group projects. it is strongly recommended that

educators, curriculum designers, and school administrators intentionally structure lesson

plans to maximize these high-impact interactions. This should involve dedicating consistent

instructional time to structured seminars, debate formats, and complex group problem-

solving tasks that require dialogue, negotiation, and synthesis of peer perspectives. By

moving collaborative learning from a supplementary activity to a central instructional pillar,

 52

educators can directly harness the interpersonal dynamics that students themselves report

as most effective for their intellectual growth. This approach ensures that the development of

cognitive skills is not isolated but is collectively advanced through the very social interactions

that also foster the students' emotional and ethical development, thereby supporting the

study's core thesis on holistic growth.

3.4. For all readers of this thesis, the conclusive finding necessitates a fundamental shift in

educational approach. The strong, statistically significant relationship between interpersonal

interaction and holistic development provides robust evidence that social learning is not a

supplementary activity, but a central driver of adolescent growth. Therefore, the core

recommendation of this study is that fostering positive peer relationships must be

intentionally prioritized as a primary educational strategy, not an incidental outcome. To

translate this finding into meaningful impact, it is recommended that educators systematically

design lessons around structured collaboration and dialogue; that school administrators

allocate resources for teacher training in facilitating social-emotional learning; and that

policymakers recognize the development of interpersonal skills as a critical indicator of

educational quality. By embracing this integrated perspective, stakeholders can create

learning environments that consciously cultivate the very interactions proven to develop well-

rounded, capable, and ethically grounded students.

 53

For students, encourage to practice positive communication, show respect, and build healthy

friendships that support their overall well-being. They should participate in group activities to improve

their social and emotional skills, as well as learn teamwork and cooperation. When facing conflicts or

misunderstandings, students are advised to seek help from teachers or guidance counselors in their

school. Being aware of their behavior and choosing peers who influence them positively can also

strengthen their wholistic development.

For teachers, offer a supportive and inclusive classroom environment where students feel safe and

respected. Using collaborative activities such as group work can help students build stronger

interpersonal skills. Teachers should also observe students’ social behaviors and guide them when

they encounter conflicts or emotional challenges. Integrating values education and keeping open

communication with parents or guardians can further support students’ wholistic growth.

For school administrators, implement school programs that promote positive interactions among

students, such as leadership training, team-building events, and anti-bullying campaigns. They should

also strengthen guidance and counseling services to support students who struggle socially or

emotionally. Providing training for teachers on classroom management and social–emotional learning

can help improve the overall learning environment. Ensuring safe spaces where students can interact

positively is also important for their development.

For future researchers, explore other grade levels, schools, or settings to compare how

interpersonal interactions affect students’ holistic development. Investigating additional factors, such

as family background or online interactions, could provide a broader understanding of the topic.
 54

Developing or validating assessment tools related to interpersonal skills and holistic development is

also recommended to improve future studies.

Conclusion

Based on the findings of the study, the following conclusions are drawn

Based on the findings of the study “CORRELATIONAL STUDIES: STUDENTS'

INTERPERSONAL INTERACTIONS IMPACT ON WHOLISTIC DEVELOPMENT OF GRADE 7

JUNIOR HIGH SCHOOL STUDENTS IN POBLACION, MATALAM, COTABATO,” it can be concluded

that interpersonal interactions play a significant role in the wholistic development of Grade 7 students.

The data revealed that students generally displayed high levels of interpersonal interaction,

particularly in verbal and nonverbal communication, which received the highest mean scores.

This suggests that Grade 7 students are actively engaging with their peers and teachers

through speaking, listening, and nonverbal cues such as gestures, eye contact, and

expressions. Additionally, cooperative interaction also showed a high mean, indicating that

students frequently collaborate, help others, and participate in group tasks effectively.

Similarly, under the dimensions of holistic development, students exhibited high levels of social

skills, emotional well-being, cognitive development, and moral and ethical development. This

implies that positive interpersonal interactions in school environments foster meaningful social

relationships, emotional stability, critical thinking, and moral growth.

Most importantly, the Spearman’s rho correlation coefficient (r = 0.833, p = 0.000) indicates a

strong positive and statistically significant relationship between interpersonal interaction and

holistic development. This means that students who actively engage in healthy interpersonal
 55

interactions both verbally and nonverbal, as well as cooperatively tend to experience higher

levels of overall development across social, emotional, cognitive, and moral domains.

In conclusion, fostering effective interpersonal interactions among students is essential for

promoting their holistic growth. Schools and educators should continue to create supportive,

communicative, and collaborative learning environments to enhance students’ interpersonal

relationships and, ultimately, their personal and academic development

 56

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