Leovigildo Lito D. Mallillin, Reynaldo G. Caranguian


The study aims to examine the assessment of purposive communication learning competency of the General Education Subject of student respondents in the area of course expected learning outcome, core competency, student-centered teaching and learning, and general education principles. Likewise, to identify the delivery mode of teaching purposive communication and learning competency of student respondents in terms of digital literacy, effective communication, critical thinking framework, outcome-based learning, inquiry and collaborative learning, authentic assessment learning, blended learning, and independent learning. The research employs a quantitative research design which utilize random sampling in gathering the sample size to provide equal opportunity for the participants to be included in the study. The study comprised four hundred (400) respondents only. Results show that expected learning outcome explores students' critical thinking, and decision-making through oral presentation such as individual, in pair, group discussion, and small group discussion, core competency shows to present different purposes in the learning process for students as center of learning through proper teaching inside the classroom, student-centered teaching and learning shows to play a role in purposive communication and demands for the improved skills of students in both soft and hard skills, and general education principles allow students to actively and interactively participate in the discussion intended for the learning activity, reaction, reflection on the issues, and process of teaching and appreciation. Similarly, the delivery mode of teaching in terms of digital literacy, effective communication, and critical thinking framework enhances to identify the needs of the learners content and reliable sources of materials and relevant information for teaching and learning, outcome-based learning shows to establish a standard challenging performance on student engagement learning success and ideas, inquiry and collaborative learning promotes classroom and instill independence value of cooperative learning in a class dynamic teaching, authentic assessment learning shows to monitor and observe students on participation progress of learning process assessment, blended learning shows to adopt the concept that caters the challenges and needs of the learners in the newest trends of teaching, and independent learning shows to create a sense of learning for students in building essential relationship learning process and outcome. Findings show that there is a significant correlation between the assessment of purposive communication learning competency of the General Education Subject of student respondents and the delivery mode of teaching purposive communication and learning competency.


Article visualizations:

Hit counter


purposive communication, delivery mode of teaching, assessment, course expected learning outcome, core competency, student-centered teaching and learning, general education principles, digital literacy, effective communication, critical thinking framework

Full Text:



Acher, M., Perrouin, G., & Cordy, M. (2021, September). BURST: a benchmarking platform for uniform random sampling techniques. In Proceedings of the 25th ACM International Systems and Software Product Line Conference-Volume B (pp. 36-40).

Al Musawi, A. S., & Ammar, M. E. (2021). The Effect of Different Blending Levels of Traditional and E-Learning Delivery on Academic Achievement and Students' Attitudes towards Blended Learning at Sultan Qaboos University. Turkish Online Journal of Educational Technology-TOJET, 20(2), 127-139.

Alm, K., Beery, T. H., Eiblmeier, D., & Fahmy, T. (2022). Students’ learning sustainability–implicit, explicit or non-existent: a case study approach on students’ key competencies addressing the SDGs in HEI program. International Journal of Sustainability in Higher Education.

Beckman, K., Apps, T., Bennett, S., Dalgarno, B., Kennedy, G., & Lockyer, L. (2021). Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting. Studies in Higher Education, 46(4), 821-835.

Carless, D. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143-153.

Costa, L. A., Pereira Sanches, L. M., Rocha Amorim, R. J., Nascimento Salvador, L. D., & Santos Souza, M. V. D. (2020). Monitoring Academic Performance Based on Learning Analytics and Ontology: A Systematic Review. Informatics in Education, 19(3), 361-397.

Dassah, D., & Yelletuo, P. (2022). Impact Of National Teachers’ standards on Quality and Effective Education Delivery. African Journal of Education and Practice, 8(4), 47-62.

Dilova, N. G. (2021). Formative Assessment of Students' knowledge - As A Means of Improving the Quality of Education. Scientific reports of Bukhara State University, 5(3), 144-155.

Djumanova, B. (2021). Enhancing critical thinking of students in curriculum. Academic research in educational sciences, 2(2), 1007-1011.

Efendi, S. (2021). Lecturer's Pedagogic Competence in Developing Student Learning at the National University. Jurnal Mantik, 5(2), 701-706.

Er, E., Dimitriadis, Y., & Gašević, D. (2021). A collaborative learning approach to dialogic peer feedback: a theoretical framework. Assessment & Evaluation in Higher Education, 46(4), 586-600.

Flanigan, A. E., Ray, E., Titsworth, S., Hosek, A. M., & Kim, J. H. Y. (2021). Initiating and maintaining student-instructor rapport in face-to-face classes. Teaching in Higher Education, 1-20.

Gaoiran, M. (2022). Purposive Communication. ourSOUL Teaching-Learning Resources.

Garcia, J. V. (2022). Integration of Intercultural Communicative Competence: A case of English Language Teachers in Higher Education. English as a Foreign Language International Journal, 26(1), 30-62.

Goyal, M., Gupta, C., & Gupta, V. (2022). A meta-analysis approach to measure the impact of project-based learning outcome with program attainment on student learning using fuzzy inference systems. Heliyon, 8(8), e10248.

Guo, B. H., Gonzalez, V. A., Puolitaival, T., Enegbuma, W., & Zou, Y. (2022). Bridging the gap between building information modelling education and practice: a competency-based education perspective. International Journal of Construction Management, 1-12.

Gyll, S. P., & Hayes, H. (2021). Learning and individual differences in skilled competency‐based performance: Using a course planning and learning tool as an indicator for student success. The Journal of Competency‐Based Education, 6(3), e1259.

Hilt, L., & Riese, H. (2022). Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change. Journal of Curriculum Studies, 54(2), 223-242.

Karatas, K., & Arpaci, I. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3).

Karmina, S., Dyson, B., Watson, P. W. S. J., & Philpot, R. (2021). Teacher implementation of cooperative learning in Indonesia: A Multiple Case Study. Education Sciences, 11(5), 218.

Khamidovna, P. O., Saidovna, R. D., & Bakhtiyarovna, Y. B. (2021). The Role of Communication and Independent Thinking in The Development of Students' Creative Ability. Berlin Studies Transnational Journal of Science and Humanities, 1(1.5 Pedagogical sciences).

Koehler, A. A., & Meech, S. (2022). Ungrading Learner Participation in a Student-Centered Learning Experience. TechTrends, 66(1), 78-89.

Konrad, T., Wiek, A., & Barth, M. (2021). Learning processes for interpersonal competence development in project-based sustainability courses–insights from a comparative international study. International Journal of Sustainability in Higher Education.

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., ... & Whitelock, D. (2022). Innovating pedagogy 2022: exploring new forms of teaching, learning and assessment, to guide educators and policy makers.

Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher-order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309.

Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.

Long, R. M. (2021). Performance Based Assessments: Equitable Measures for All (Doctoral dissertation, Northeastern University).

Mallillin, L. L. D. (2020). Different Domains in Learning and the Academic Performance of the Students. Journal of Educational System, 4(1), 1-11.

Mallillin, L. L. D. (2021). Teacher Theory and Adaptable Model: An Application to Teaching Profession. European Journal of Education Studies, 8(12).

Mallillin, L. L. D. (2022). Teaching and learning intervention in the educational setting: adapting the teacher theory model. International Journal of Educational Innovation and Research, 1(2), 12-38.

Mallillin, L. L. D., Cabaluna, J. C., Laurel, R. D., Arroyo, P. A. C., Señoron Jr, T. M., & Mallillin, J. B. (2021). Structural domain of learning and teaching strategies in the academic performance of students. European Journal of Education Studies, 8(9).

Mallillin, L. D., & Castillo, R. C. (2016). Level of Language Proficiency of Gulf College Students. IOSR Journal of Humanities and Social Science, 21(9), 45-52.

Mallillin, L. L. D., & Mallillin, J. B. (2019). Competency skills and performance level of faculties in the higher education institution (HEI). European Journal of Education Studies.

Mallillin, L. L. D., & Villareal, I. P. (2016). Exposure to English and level of English proficiency of international foundation programme students in gulf college. International Journal of Advanced Research in Management and Social Sciences, 5(12), 80-98.

Mróz, A., & Ocetkiewicz, I. (2021). Creativity for sustainability: how do polish teachers develop students’ creativity competence? Analysis of research results. Sustainability, 13(2), 571.

O'Donnell, D., Dickson, C., Phelan, A., Brown, D., Byrne, G., Cardiff, S., ... & McCormack, B. (2022). A mixed methods approach to the development of a person-centred curriculum framework: surfacing person-centred principles and practices. International Practice Development Journal, 12(3), 1-14.

Peng, M. Y. P., Feng, Y., Zhao, X., & Chong, W. (2021). Use of knowledge transfer theory to improve learning outcomes of cognitive and non-cognitive skills of university students: Evidence from Taiwan. Frontiers in Psychology, 12, 583722.

Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1-21.

Scharrer, E., & Ramasubramanian, S. (2021). Quantitative research methods in communication: The power of numbers for social justice. Routledge.

Škoda, J., Baksa, T., & Luić, L. (2021, March). Effective communication practices in digital curriculum. In Proceedings of INTED2021 Conference (Vol. 8, p. 9th).

Srivastava, S. K., & Agnihotri, K. (2022). A study on modern teaching pedagogy with special reference to outcome-based education system. International Journal of Business Excellence, 26(1), 95-114.

Stevanie, L. L. (2021). A Students’ learning Strategies in Developing Their Speaking Ability in Speaking for Performance Class: Students’ Learning Strategies in Developing Their Speaking Ability in Speaking for Performance Class. Enreal: English Research and Literacy Journal, 1(2), 64-88.

Suardi, S., Nursalam, N., Israpil, I., Kanji, H., & Nur, R. (2022). Model of Strengthening Students' Intelligent Character in Facing Changes in Society in the Industrial Revolution Era. AL-ISHLAH: Jurnal Pendidikan, 14(2), 1419-1430.

Tang, Y. M., Chau, K. Y., Kwok, A. P. K., Zhu, T., & Ma, X. (2021). A systematic review of immersive technology applications for medical practice and education-trends, application areas, recipients, teaching contents, evaluation methods, and performance. Educational Research Review, 100429.

Warsah, I., Morganna, R., Uyun, M., & Afandi, M. (2021). The Impact of Collaborative Learning on Learners' Critical Thinking Skills. International Journal of Instruction, 14(2), 443-460.

Westphaln, K. K., Manges, K. A., Regoeczi, W. C., Johnson, J., Ronis, S. D., & Spilsbury, J. C. (2022). Facilitators and barriers to Children's Advocacy Center-based multidisciplinary teamwork. Child Abuse & Neglect, 131, 105710.

Xie, X. (2022). Transnational higher education partnerships in China: exploring the impact of Chinese students’ intercultural communicative competence on their motivation to study abroad. Educational Research and Evaluation, 27(3-4), 280-308.

Yoshimura, M., Hiromori, T., & Kirimura, R. (2021). Dynamic changes and individual differences in learners’ perceptions of cooperative learning during a project activity. RELC Journal, 00336882211012785.

DOI: http://dx.doi.org/10.46827/ejes.v9i11.4552


  • There are currently no refbacks.

Copyright (c) 2022 Leovigildo Lito D. Mallillin, Reynaldo G. Caranguian

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).