Main Article Content


This research explored the learning experiences of non-teacher education students enrolled in Purposive Communication at Sultan Kudarat State University-Kalamansig Campus. The study employed a qualitative design and non-probability purposive sampling. This study included six(6) non-teacher education students participants, such as students taking BS in Information Technology, BS in Biology, and BS in Fisheries. For data collection and collection, a semi-structured interview guide question was used. Colizzi’s thematic analysis was employed to analyze the data. The learning experiences of non-teacher education students in purposive communication revealed that they enjoyed learning Purposive communication through hybrid learning. Various performance tasks were provided for the students to perform, and these tasks are based on real-life experience. In performing these tasks, English was evident as a medium of instruction. Non-teacher education students can integrate responsive examples in the community and the global arena.

Further, the most common challenges experienced by non-teacher education students were technical issues, distractions, time management, understanding course expectations, lack of in-person interaction, adapting to unfamiliar technology, and uncertainty about the future. It is recommended that the institution implement a monitoring strategy that would sustain the teaching methods employed by the teachers to make the teaching-learning process effective and productive in Purposive communication. The institution must provide sound-based classroom management during the new normal education and religiously implement hybrid learning to maintain the learning process. The institution should provide learning tools for poor but deserving non-teacher education students to assist them in learning Purposive communication even in times of educational crisis.

Article Details

How to Cite
Salendab, F. A., & Laguda, J. L. (2023). Learning Purposive Communication: A Personal Narrative Experience of Non-Teacher Education Students. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1682-1696.


Alismail, H. & McGuire (2015) 21st Century stand-ards and curriculum: Current research and practice. Journal of Education and Practice. Vol 6, No. 6
Eustaquio, M. (2020). Exploring Teachers’ Readi-ness to Teach Purposive Communication.
Haerazi, H., & Nunez, J. L. (2022). Promoting Inter-cultural Competences and Communication Skills through English Textbooks within Mul-tilingual Education: Intercultural Language Learning; English Textbooks. Journal of Lan-guage and Literature Studies, 1(2), 75–82.
International Journal of Linguistics, Literature, and Translation (IJLLT) Volume: 3 Issue:12
Loyola, R. (2018). Present status of English com-munication skills of Filipino. Panay News. Re-trieved from
Madrunio, M., Martin, I. & Plata, S. (2016). English language education in the Philippines: Poli-cies, problems, and prospects. In the book: English Language Education Policy in Asia
Muega, M., Acido, M., & Lusung-Oyzon, V. Commu-nication, social, and critical thinking skills of students with low-power-distance teachers in high-power distance country. International Journal of Whole Schooling, 12(1), 22-39
Pangalangan, E. (2008). Teaching strategies and techniques: Philippine experience. Journal of Teaching in Social Work. Vol. 28, Issue 3-4
Ramos, A. (2015). Methods and teaching strategies used by teacher education faculty members in one State University in the Philippines. Asia Pacific Journal of Multidisciplinary Re-search, Vol. 3, No. 5
Salendab, F. A. (2021). Effectiveness of Perfor-mance-Based Assessment Tools (PBATs) and the Students’ Academic Performance. Turkish Journal of Computer and Mathematics Educa-tion (TURCOMAT), 12(10), 6919-6928.
Salendab, F. A., & Dapitan, Y. C. (2021). Perfor-mance of Private Higher Education Institu-tions and the School Heads’ Supervision in South Central Min-danao. PSYCHOLOGY AND EDUCATION, 58(3), 3980-3997.
Salendab, F. A., & Dapitan, Y. C. (2021). School Heads' Administrative Supervision: Its Rela-tion to the Program Accreditation of Private Higher Education Institutions (PHEIs) in Re-gion XII. Turkish Journal of Computer and Mathematics Education, 12(13), 194-202.
Salendab, F.A., & Dapitan, Y.C. (2020). Accuracy of Use of Alternative Language Assessment (ALA) Tools and the Students’ Performance. Psychology and Education, 57(9), 6679-6688
Separa, L., Generales, L. & Medina, R. (2019). Self-assessment on the Oral Communication of Filipino college students. Polytechnic Univer-sity of the Philippines-Bataan
Teng, F. (2019). Understanding teacher autonomy, agency, and identity: Voices from four EFL student teachers. English Teaching and Learning. Vol 43, No. 22