Abstract:
Background
Listening and communication skills significantly influence academic performance in
educational settings. They are essential for understanding information, participating
effectively, and collaborating with others. Proficiency in these skills enhances student
engagement, learning outcomes, and broader competencies like social skills and problemsolving.
Aim: The aim of the study was to find out the impact of listening and communication skills
on academic performance among undergraduate Health Professions Students.
Method:
The study was conducted following a cross-sectional study design and purposive sampling
with face to face survey by the Listening Skills Self-Assessment Scale, to assess the level
of listening skills of the students, the Communication Scale and Academic Performance
Scale was used, to assess the level of communication skills and academic performance
among 502 undergraduate health professions students. The inclusion criteria for the
participants was running undergraduate health professions students. Data were analyzed
by using Statistical Package for Social Science (SPSS) 26.
Results: Majority 40.4% of the students were enrolled in physiotherapy and the mean age
of the participants was 22.39 ± 1.533 years. The participants were around 22.39 years old.
59.4% was female among the participants. The level of academic performance score mean
was 31.56 ± 4.628, that means participants academic performance was good. The level of
communication skills score mean was 54.68 ± 14.337, that means participants
Abstract
communication skills was good. The level of listening skills score mean was 78.98 ± 8583,
that means participants listening skills was fair. The mean difference between academic
performance and gender, living area, type of school before admits at BHPI, parent’s
education level was not statistically significant. But The mean difference between
academic performance and living with family was statistically significant. The correlation
between academic performance and listening skills score was statistically significant
(r=0.229, p=0.000), academic performance and communication skills score was
statistically significant (r=0.282, p =.000), listening skills and communication skills score
was statistically significant (r=0.148, p=0.001).
Conclusion: There is need for undergraduate health professions students to increase the
level of listening and communication skills to enhance their academic performance.
Implementing targeted interventions and integrating communication-focused strategies
into curriculum can empower students to excel academically and prepare them for future
personal and professional endeavors.
Keywords: Listening Skills, Communication Skills, Academic Performance,
Undergraduate Health Professions Students.
Description:
This dissertation is submitted in partial fulfillment of the requirements for the Degree of Bachelor of Science in Occupational therapy, Bangladesh Health Professions Institute, Faculty of Medicine, the University of Dhaka, Bangladesh.