Enhancing Grade 10 Students’ Communication Skills through Think Tank Technique

Abstract

Effective communication is essential for students to thrive academically and socially, yet many learners struggle to convey ideas clearly, listen actively, and engage in collaborative discussions. Traditional classroom strategies often fall short in addressing these challenges. This study investigated the effectiveness of the Think Tank Technique in enhancing the communication skills of Grade 10 students during S.Y. 2024–2025 in a public secondary school in Ozamiz City. This study used a classroom-based action research design with 30 students as participants using purposive sampling. A research-made rubric and checklist were used to gather data. The data was interpreted and analyzed using statistical tools: mean, standard deviation, and t-test. The following were the study’s findings the level of communication of the learners before the use of Think Tank Technique (TTT) as measured by rubric assessment did not meet expectations, the level of communication of the learners after the use of Think Tank Technique (TTT) as measured by rubric assessment was outstanding, the level of communication of the learners before the use of Think Tank Technique (TTT) as measured by checklist assessment was poor, the level of communication of the learners after the use of Think Tank Technique (TTT) as measured by checklist assessment was very good, and there is highly significant difference in the level of communication before and after using Think Tank Technique (TTT) as measured by rubric and checklist assessments. The advocate for the integration of the Think Tank Technique into instructional practices as an empirically supported strategy for developing essential communication skills. School administration may provide professional development and resources to support school‑wide adoption of TTT, ensuring it becomes an empirically supported component of the communication curriculum.