Authors:
Karin T. Ostan, Lynette C. Torres, Jessa May J. Tubale, Runato A. Basanes, Konstantinos Karras, Ebrahim Khodadoust

Addresses:
Department of Education, Antique Vocational School, Bugasong District, Bugasong, Antique, Philippines. Department of Education, Igsoro Integrated School, Bugasong District, Bugasong, Antique, Philippines. College of Teacher Education, University of Antique, Sibalom, Antique, Philippines. Faculty of Education, University of Crete, Rethymno, Crete, Greece. Department of English Language Teaching, Dokuz Eylül University, Konak, Izmir, Turkey.

Abstract:

This study examined student-teacher communication barriers in a vocational school in Antique Province, Philippines, for Senior High School students. It profiled students by sex and strand, identified technical, language, social, and psychological teacher-student communication barriers, found a significant relationship between student profile and classroom communication barriers, and used the findings to improve teacher-student communication. The research used descriptive surveys. The study collected sex and strand statistics from Senior High School students. The researchers collected most information through a questionnaire checklist. Most women selected SHS STEM. Their biggest communication barriers are physical (noise from various sources). Physical, verbal, social, and psychological communication issues were ‘average’ for girls. HUMMS, STEM, and ATM students encounter “average” classroom physical communication challenges. Communication efficiency depends on physical traits. STEM students have “average” language issues. In the t-test of substantial communication obstacles by sex, physical and psychological factors differ, but language and physical aspects do not. The ANOVA results on communication barriers by strand show that physical and psychological factors differ, but language and physical factors do not. Researchers provide efficient classroom communication methods. Teachers should develop action plans based on researchers' practical ideas. For optimum learning, the school head must provide ventilation and space. Teachers should be trained in classroom communication to support children with low comprehension, receptivity, and knowledge.

Keywords: Student-Teacher Communication; Communication Barriers; Classroom Communication; Senior High School Students; Physical Barriers; Language Barriers; Social Barriers; Psychological Barriers; Vocational Education; Philippines and Descriptive Survey.

Received on: 15/04/2025, Revised on: 20/06/2025, Accepted on: 07/08/2025, Published on: 07/09/2026

DOI: 10.69888/FTSTL.2026.000782

FMDB Transactions on Sustainable Techno Learning, 2026 Vol. 4 No. 3, Pages: 128-137

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