Assessment on Communication Skills in the Area of Speaking and Writing

CHAPTER 1
INTRODUCTION
People talk face to face, and they listen to each other. They write emails and reports and read the documents that are sent to them
Human beings are communicating. In both decoding and encoding messages, people spend almost 70% of communication time as speakers. (Jaime Gutierrez-Ang 2009).
Communication is two way process by which information is exchanged between or among individuals through a common system of symbols, science and behavior (Martinez 1)
Being a two way process, communication occurs in a orderly and systematic sequence wherein human beings are able to see and hear what transpires in their environment. As a process, communication is dynamic, adaptive and continuous. Being a survival mechanism, communication helps us develop to be unique persons, relating and cooperating with others. It satisfies our physical, ego, social and practical needs. It is indeed essential in life. (Mely M. Padilla et.al 2003)
Speaking and writing are skills that have similarities. Both require the use of language symbols to express needs and feelings, they are both governed by the rules of semantics and syntax. Both are also expected to achieve communicative purpose- a degree of understanding, common knowledge and shared expectations.
In speech, we monitor what we say by listening to the revised or connected ideas, while in writing, we monitor what we write by reading and rereading.
Furthermore, the speaker and the writer should be able to determine how simple or complex and formal the statements should be. But there are differences in speaking and writing too. Writing differs in speech in several ways. According to Vygotsky ,e.f Hughey 1983, composing a written discourse is a “separate linguistic function differing from oral speech in both structure and mode of functioning. Even its minimal development requires a high level of abstraction”. Writing is significantly different from speaking because writing requires a more complex and difficult discourse. (Saymo, 2004.)
In reflecting upon and surfing out communication skills, then think of communication as ways and means of gathering and relying information, and think of information as what there is to be gathered by any means that is consider the widest range of writing and speaking as you consider your communication skills.
In relevance to the Department of College of Education, Communication skills of the students have to be enhanced. The researchers encouraged the department that through Speech Laboratory to measure the speaking skills of the students as well as the writing skills where in the teachers can identify where the strength of the students and of the their weaknesses are in the components communication skills in the area of speaking and writing. It is also an instrument to detect students’ potential in speech so that it can be developed and can be a product of the department in the area of speaking and writing.
The researchers look forward for the program that can be developed based on the results of the study. It will be a universal program for the teachers to have the better and effective instructional materials. The researchers foresee the unbiased treatment of the teachers towards the students through the help of universal program.
STATEMENT OF THE PROBLEM This study aims to determine the levels of communication skills of BEED Gen.Ed freshmen students of Carlos Hilado Memorial State College for the first semester academic year 2013-2014 as Basis for Program Development.
Specifically, it will aim to answer the following specific questions.
1. What are the levels of Communication Skills of BEED Gen. Ed freshmen students in the area of speaking and writing when they are grouped according to:
a) School Graduated
b) Mental Ability
c) Parents’ Educational Attainment
2. What are the difficulties in the components of Communication Skills of BEED Gen. Ed freshmen students when they are grouped according to:
a) School Graduated
b) Mental Ability
c) Parents’ Educational Attainment
3. Is there a significant difference on the level of communication skills in the area of speaking and writing when they are compared according to:
a) School Graduated
b) Mental Ability
c) Parents’ Educational Attainment
4. Based on the results, what program should be developed?

HYPOTHESIS There is no significant difference on the level of communication skills of BEED Gen. Ed. freshmen students in the area of speaking and writing when they compared according to where school they graduated, mental ability and what their parents’ educational attainment.
THEORETICAL FRAMEWORK
Communication is the way to learn the person. If he is to be deprived of the chance to communicate with others, he should have sense of identity. It is through communication that one gets the chance for affirmation of self-concept and sharing of views about a variety of things among others. People relate socially with each other through communication. Personal communication is essential for a person’s well-being. Sufficiency or absence of communication has a bearing on one’s state of physical health. For one, stress is heightened or dissipated depending on communication or lack of it and the nature of its content. So as being a two-way process, communication occurs in an orderly and systematic sequence where in human beings are able to see and hear transpires in their environment (William Schutz).
These statements emphasize the importance of communication in different area of human needs. Communication is very essential because human being develops their capability to speak through interaction with others. Especially the children ages 1-5, they are great imitators. They observe the actions of their parents, brother and sister, playmates and others. They tend to discover the words by their own through observation.

According to George T. Wilkins Speech is the most important of all means of communication. In the great government politics, and in the expression of our own democratic rights, speech is also most important. Good speech is essential to participate in democracy.
As to the students, speech can help express their feelings. It can help through participating in classroom discussions, reciting in classroom activities and reporting assigned tasks.
Effectiveness in speaking is a climb to a ladder of seven steps (Eugine E. White and Claire K. Neudelider). The quote stated that the speaker should first analyze and know the audience that will listen. In connection to the communication skills assessment, the students that have difficulties in speaking will assess by the recommendations and develop program that this study aims to achieve.
For further information, communication is the KEY which unlocks all the doors to a successful and fulfilling school life experience, to getting cooperation with your students, that allows us to feel understood, for resolving conflicts between teachers and students, to let students know what your needs are and how best to meet those needs, to fewer conflicts in the classroom and in the playground, to building self-confidence and self-esteem, to feeling listened to by your students, mutual respect in the classroom, to less resistance and more cooperation, to everyone feeling safe to be themselves and to have more fun in the classroom. (http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/communication/communication.htm) .
These only prove that communication is really very important in life especially in the teaching and learning process. It is the key to open the teacher and student mind and their capabilities to speak and write well.
CONCEPTUAL FRAMEWORK

SIGNIFICANCE OF THE STUDY
School Administration. The relevant and information acquired from this study will encourage school administrator to support and improve the enhancement program presented by the group so that the implementation will be accessible and fact.
Speech communication \ English Teacher. this could give them realize the need to improve the quality of instruction by utilizing more varied strategies, techniques and activities that could develop the communication skills of their students.
Parents. The result of the study will provided them valuable information to the parents concerning the ability of their children communicate well specially when it comes in speaking and writing there by encouraging and motivating them to continuously support the activities and programs of the school towards the realization of this objective.
Students. All students especially Education students will benefit from this study. They will able to enhance their communication skills specifically in writing and speaking in order for them to become an asset to the schools they will be employed.
OFFICIAL of the Department of Education. The findings of the study will encourage the officials of the Dep. Ed to support the different programs that has something to do with Communication skill enhancement of the students wherein the facilities, human resource the designing program will be attained at ease.
Future Researchers. For finale the study will be of great value to the future researchers. This will encourage some students to conduct further studies regarding with the importance and benefits of having a good communication skills or they may improve the research had done.
SCOPE AND LIMITATION
The Gen. Ed freshmen students are the respondents of this study, the instructors of Carlos
Hilado Memorial State College Talisay Campus. The study will conduct in 2013 at Carlos Hilado Memorial State College Talisay Campus. In conducting this research the researchers will go through conflicts, misunderstanding with its members and difficulties in selecting from vast information about the topic yet this study will lead the researchers to unite and learn from the ideas of others.
DEFINITION OF TERMS
ASSESSMENT is a method of evaluating student performance and attainment (Encarta Premium 2009). Operationally it is defined as set of evaluating the communication skills of Gen.Ed freshmen students.
BEED means Bachelor of Elementary Education and it is defined as a course offer to students to teach in elementary level.
COMMUNICATION is the exchange of information between people, e.g. by means of speaking writing or using a common system of signs or behavior (Encarta Premium 2009). Operationally this refers to speaking and writing and abilities of the Gen.Ed freshmen students.
DIFFICULTY is the quality of being hard to do, understand or deal with (Encarta Premium 2009). Operationally, refers to the problem of students in the components of speaking and writing.
LEVEL is a quality or aspect of something and a particular position in a range of relative scales or values (Encarta Premium 2009). Operationally, this could be the standard that students attain in a specific area
SIGNIFICANCE means have a major or important effect (Encarta Premium 2009). Operationally, it is the relation according to school graduated, parents’ educational attainment and mental ability of communication skills of Gen. Ed. Freshmen students especially in speaking and writing.
SKILLS is the ability to something well, usually gained through training or experience (Encarta Premium 2009. Operationally, it refers to the ability of the students to communicate in a way of speaking and writing.
SPEAKING-is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Operationally, it is the ability of students in conserve to deliver the statement.
STUDENT-knowledgeable or interested people, somebody who has studied or takes much interest in a particular subject (Encarta Premium 2009). Operationally, it refers to the enrolled students of CHMSC Talisay specifically the Gen.Ed.
WRITING-words or other symbols such as hieroglyphics written down as means of communication. (Hieroglyphics) a writing system that uses symbols or pictures to devote objects concepts or sound originally from Egypt (Encarta Premium 2009). Operationally, it is the ability of students to form letters and make a sentences of paragraphs.

CHAPTER 2
REVIEW RELATED LITERATURE
This chapter deals with the review of related literature and studies pertaining to the communication skills in speaking and writing which give the researcher individuals insights to subject at hand and the data to enrich the discussion of the results.
Nevertheless, this study is not baseless, the concepts and studies were carefully chosen as they bear relevant insights on the present investigation in conceptual literature.

I. CONCEPTUAL LITERATURE
The Value of Education
Aurora D. Rivera of Bunga elementary school, Carranglan, Nueva Ecija discussed the value of education. In her statement, she said that as undeniably gained enormous respect for its perceived value in the conduct of human life. This is why parents send their children a bright future usually equated to material prosperity. This is also why organized societies take pride in establishing and maintaining school, colleges, universities and other kind of learning institutions. With educated citizens trained in the scientific approach to problems of all sorts, people look forward to their nation’s progress and development which bring convenience and improvement of life (The Modern Teacher volume 61, December 2012 no. 07 ).

COMMUNICATION SKILLS
-Effective written communication skills are an essential tool for students striving for academic success, seeking employment, and hoping to advance in their profession. The National Commission on writing in America’s schools and colleges found that up to two-thirds of professionals have writing responsibilities and those unable to write clearly will not be hired and are unlikely to last long enough to be considered for promotion (Writing- A ticket to work 3)
-While writing is of great practical importance, it is also an integral component of the overall learning process. Writing helps the writer to understand what they know and allows the writer to build confidence in their knowledge of subject. Written communication also plays crucial role in the development of societies; it has the transformative power to change the course of history by enlightening, emboldening and enriching minds and lives.
*(Charles Bazerman) points out that when writing assignments are aligned with the professional world they become more meaningful to students who feel more motivated to socialized themselves into a professional world they wanted to be a part of.
*(Josef Essberger) of all language is to communicate- that is to more thoughts or information from one person to another person.
* The communications dedicates itself to improve the critical things, reading, writing and speaking skills of our students to prepare them for full participation in technologically advanced, multi-cultural world.
Though we value technologies, a tool to enhance and facilitate the learning process and educational experiences, we believe that human interaction is a core value in education. Promoting the highest standards of academic intensity we remain committed to the shared responsibility of personal communication bet, instructors, students and community.(http://morainsvalley.edu/english)
*Communication skills are the skills that every individual requires in order to send information to the audiences in the most efficient way and receive information from a sender and interpret it correctly. (Brian Onyago, Jan. 2012)
What is speaking?
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns &Joyce, 1997). For example, when a salesperson asks "May I help you?" the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave-taking exchange. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996). A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act.
What a good speaker does?
A speaker's skills and speech habits have an impact on the success of any exchange (Van Duzer, 1997). Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations. They must also manage discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting (Burns & Joyce, 1997). For example, a learner involved in the exchange with the salesperson described previously must know the usual pattern that such an interaction follows and access that knowledge as the exchange progresses. The learner must also choose the correct vocabulary to describe the item sought, rephrase or emphasize words to clarify the description if the clerk does not understand, and use appropriate facial expressions to indicate satisfaction or dissatisfaction with the service. Other skills and knowledge that instruction might address include the following: producing the sounds, stress patterns, rhythmic structures, and intonations of the language; using grammar structures accurately; assessing characteristics of the target audience, including shared knowledge or shared points of reference, status and power relations of participants, interest levels, or differences in perspectives; selecting vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs; applying strategies to enhance comprehensibility, such as emphasizing key words, rephrasing, or checking for listener comprehension; using gestures or body language; and paying attention to the success of the interaction and adjusting components of speech such as vocabulary, rate of speech, and complexity of grammar structures to maximize listener comprehension and involvement (Brown, 1994).
Teachers should monitor learners' speech production to determine what skills and knowledge they already have and what areas need development. Bailey and SavageÕs New Ways in Teaching Speaking (1994), and LewisÕs New Ways in Teaching Adults (1997) offer suggestions for activities that can address different skills.
General outline of a speaking lesson
Speaking lessons can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. The teacher can use the preparation step to establish a context for the speaking task (where, when, why, and with whom it will occur) and to initiate awareness of the speaking skill to be targeted (asking for clarification, stressing key words, using reduced forms of words). In presentation, the teacher can provide learners with a preproduction model that furthers learner comprehension and helps them become more attentive observers of language use. Practice involves learners in reproducing the targeted structure, usually in a controlled or highly supported manner. Evaluation involves directing attention to the skill being examined and asking learners to monitor and assess their own progress. Finally, extension consists of activities that ask learners to use the strategy or skill in a different context or authentic communicative situation, or to integrate use of the new skill or strategy with previously acquired ones (Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy, 1995).

Example of a speaking lesson:
Choosing appropriate topics for small talk:
1. Preparation. Show the learners a picture of two people conversing in a familiar casual setting. (The setting will be determined by a prior needs assessment.) Ask them to brainstorm what the people might be discussing (i.e., what topics, vocabulary, typical phrases).
2. Presentation. Present several video clips of small talk in casual situations. Have learners complete a worksheet in which they describe or list the topics discussed, the context in which the speech is occurring, and any phrases that seem to typify small talk. Follow up with a discussion of the kinds of topics that are appropriate for small talk, the factors in the specific situations that affect topic selection (e.g., relationships of participants, physical setting), and typical phrases used in small talk. Chart this information.
3. Practice. Give learners specific information about the participants and the setting of a scenario where small talk will take plac. In pairs, have them list topics that might be discussed by the participants and simple phrases they might use. Learners then engage in improvised dialogues based on these simple phrases.
4. Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from š. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both.
5. Extension. Have learners go individually or in small groups into various contexts in the community (work, school, church, bus stop) and record the conversations they hear. Ask them to report their findings back to the class, and then have the class discuss these findings.
In-class speaking task
Although dialogues and conversations are the most obvious and most often used speaking activities in language classrooms, a teacher can select activities from a variety of tasks. Brown (1994) lists six possible task categories:
Imitative-
Drills in which the learner simply repeats a phrase or structure (e.g., "Excuse me." or "Can you help me?") for clarity and accuracy;
Intensive-
Drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of a series of imperative sentences;
Responsive-
Short replies to teacher or learner questions or comments, such as a series of answers to yes/no questions;
Transactional-
Dialogues conducted for the purpose of information exchange, such as information-gathering interviews, role plays, or debates;
Interpersonal-
Dialogues to establish or maintain social relationships, such as personal interviews or casual conversation role plays; and
Extensive
- Extended monologues such as short speeches, oral reports, or oral summaries. These tasks are not sequential. Each can be used independently or they can be integrated with one another, depending on learners' needs. For example, if learners are not using appropriate sentence intonations when participating in a transactional activity that focuses on the skill of politely interrupting to make a point, the teacher might decide to follow up with a brief imitative lesson targeting this feature.
When presenting tasks, teachers should tell learners about the language function to be produced in the task and the real context(s) in which it usually occurs. They should provide opportunities for interactive practice and build upon previous instruction as necessary (Burns & Joyce, 1997). Teachers should also be careful not to overload a speaking lesson with other new material such as numerous vocabulary or grammatical structures. This can distract learners from the primary speaking goals of the lesson.
Assessing speaking
Speaking assessments can take many forms, from oral sections of standardized tests such as the Basic English Skills Test (BEST) or the English as a Second Language Oral Assessment (ESLOA) to authentic assessments such as progress checklists, analysis of taped speech samples, or anecdotal records of speech in classroom interactions. Assessment instruments should reflect instruction and be incorporated from the beginning stages of lesson planning (O'Malley & Pierce, 1996). For example, if a lesson focuses on producing and recognizing signals for turn-taking in a group discussion, the assessment tool might be a checklist to be completed by the teacher or learners in the course of the learners' participation in the discussion. Finally, criteria should be clearly defined and understandable to both the teacher and the learners.
Conclusion
Speaking is a key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency. (http://area.dgidc.min-edu.pt/GramaTICa/whatspeakingis.htm)
II. RESEARCH LITERATURE

“Research has shown that many of the skills learned in the native language can be transferred easily to the second language later.”(Patrocinia A. Orfiano of Villamor Air Base Elementary School. Bilingual education refers to the practice of teaching non-English speaking children in their native language. Developed in the 1960’s, such programs were intended to allow children to progress in subject such as Math, Science and social studies while they learned English in a separate class. Communication, expression, and the capacity to listen and dialogue should be encouraged.
Communicate Positive Love Language
“I love you, baby.” Say’s Mommy. “Love you too, Mommy.” Answers Baby.
This simple scenario, an often observed dialogue between mother and child, is taken for granted by many parents, grandparents and teachers, but unknowingly has a great impact on the development of a child. When scolding a child, speak positively first before correcting his unpleasant behavior. Like adults, every child wants to live in a home where love, warmth, and affection abound. Take some time to adjust your communication style with your children. The more you communicate positive love languages to your children, the happier and the healthier the child will grow to be. Ultimately nothing will satisfy you more than an enjoyable journey with your children knowing that they too will pass on the love languages to their future heritage, your grandchildren to come.
III. SYNTHESIS
IV.
The related literature has significant relationship with the future study in the sense that it discusses the concept about communication skills in speaking and writing. It describes the functions and importance of communications skills in the teaching and learning process. The related literatures also include the effectiveness of good communication in the classroom. These will help a lot in the program enhancement that this study may produce.
Like the previews study presented, this study on communication skills in speaking and writing will serve as a guide to the students to improve their capacity in interacting to their colleagues through effective communication.

CHAPTER III
METHODOLOGY
This chapter presents the description of the research design, locale of the study, the represents, research instrument including its validity, the conduct of the study and the statistical tools.
RESEARCH DESIGN
Considering the nature of the research problem, this study will employ the descriptive type of research method which will be used to describe and interpret data.
Descriptive research is used to obtain information concerning the current status of phenomena to describe “what exists” with respect to variables or conditions in a situation. The method ranges from the survey which describes the status, the correlation study which investigates the relationship between the variables, to developmental studies which seek to determine changes over time (Ardales, 1992).
Descriptive research is a type of research that is mainly concerned with describing the nature or condition and the degree in detail of the present situation. Tis method is used to describe the nature of a situation, as it exists at time the study.
The study aimed to determine the level of communication skills of Gen. Ed Freshmen students in the area of speaking and writing. This also aimed to determine the difficulties in communication skills of the said Gen. Ed Freshmen students. The study also wants to know if there is a significant difference on the level of communication skills of the freshmen students in terms of speaking and writing.
RESPONDENTS OF STUDY
To choose the respondents from the population, the lottery technique or unrestricted random sampling will be employed. The desired sample size was drawn from the given population. These students will identify and given the question for them to answer in the presence of the experts and the researchers.
Table 1
Sample Size Obtain from Each Section
Year and Section
Population Size
Sample
BEED - 1A
45
34
BEED - 1B
39
29
BEED - 1C
43
33
Total
127
96

Table 2
Computation for the Stratified Sampling
Year and Section
Population Size
Sample
BEED - 1A
45/127x96
34
BEED - 1B
39/127x96
29
BEED - 1C
43/127x96
33
Total
127
96

DATA GATHERING PROCEDURE The following procedures were followed when gathering data for this research study.
1. All of the members of the group have gone to library to gather all the facts and related concepts about communication skills
2. A letter was sent to the Library of West Negros University to get a research instrument.
3. The research instrument from the thesis of Richard Gabilagon entitled (English Proficiency) will be revised and validated by the three Faculties of Carlos Hilado Memorial State College.
4. Sufficient number of copies of research instrument will be reproduced.
5. The survey will be conducted to the total number of respondents.
6. The questionnaire will be corrected and tallied.
7. Appropriate statistical treatment will be used to answer the specific questions presented in chapter 1.

RESEARCH INSTUMENT To obtain the data needed to answer the specific problems raised in this study, a test questionnaire will be constructed by the researchers. Scales Interpretation 17-20 Excellent 13-16 Highly Proficient 9-12 Proficient 5-8 Less Proficient 1-4 Poor

VALIDITY OF THE RESEARCH INSTRUMENT Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. While reliability is concerned with the accuracy of the actual measuring instruments or procedure, validity is concerned with the study’s success at measuring what the researchers set out to measure (Campbell and Stanley 2012). Validity refers to data that are not only reliable but also true and accurate. In another sense, it refers to the extent to which an instrument is able to actually assess what it is supposed to measure. Thus, in research one hears about valid instrument and valid results (Ardales, 1992). In preparation of the research instrument, the researchers will use the ideas from the books and internet sources to ensure that the self-constructed questionnaire has the ability to gather information to meet the objectives of the study. The researchers will also use the face validity where in the research instrument was shown to and validated by three professors of Carlos HiladoMemorial State College-Talisay City Campus who are proficient in their field. Their comments and suggestions were also considered in the finalization of the instrument.

CONDUCT OF THE STUDY After establishing the validity of the questionnaire, the researchers prepared enough copies of the research instrument. Consent to conduct the study was secured from the Dean of the College of Education. The researchers administered the questionnaire personally. The researchers together with the experts also asked the help of the President of each class teacher for easy conduct and retrieval of the instruments. The respondents were assured of the confidentiality of the responses.

STATISTICAL TOOLS
To analyze the data gathered the following statistical tools will be used.
1. To determine the level of communication skills of BEED Gen. Ed freshmen students, mean will be used. According to (Margaret Rouse) the most common expression for the mean of a statistical distribution with a discrete random variable is the mathematical average of all the terms. To calculate it, add up the values of all the terms and then divide by the number of terms. This expression is also called the arithmetic mean. There are other expressions for the mean of a finite set of terms but these forms are rarely used in statistics. The mean of a statistical distribution with a continuous random variable, also called the expected value, is obtained by integrating the product of the variable with its probability as defined by the distribution. Mean or Arithmetic Mean is the arithmecal average obtained by adding all the arithmecal scores divided by the # of cases as presented by using the formula indicated below:

Where = ∑X is the sum of all scores
N is the number of cases

2. To determine the difficulties in Communication Skills of Gen. Ed freshmen students, frequency count will be used. According to (Stat Trek Dictionary for Statistical Terms), a frequency count is a measure of the number of times that an event occurs.

3. To determine if there is significant difference on the level of communication skills of the freshmen students in terms of speaking and writing, t-test will be used. According to (Investopedia) T-test is a statistical examination of two population means. A two-sample t-test examines whether two samples are different and is commonly used when the variances of two normal distributions are unknown and when an experiment uses a small sample size.

VALIDATED RESEARCH/SURVEY QUESTIONAIRE
On Speaking
On Writing Write a composition on the title given with at least 250 words. Observe the grammar principles and proper writing mechanics
My Family