Abstract
The study attempted to ascertain the significant relationship between the level of pupils’ learning competence and the extent of pupils’ soft skills development in terms of personal, social, and communication skills. This study also utilized the descriptive-correlational research, and the Statistical tools used in the study were the mean and standard deviation to determine the extent of softskills development and frequency and percentage distribution were used to determine the level of pupils’ learning competence. Pearson r was utilized to ascertain significant relationship between the level of pupils’ learning competence and the extent of pupils’ softskills development. Findings revealed that personal skills were “moderately developed”; social skills were “high developed”; and communication skills were “moderately developed”. There were more pupils, 32 (46%) had satisfactory learning competence while only 2 or 3% had fairly satisfactory learning competence. Further, results on the correlation test suggests that softskills development in terms of personal, social, and communication skills denote “negligible correlation” with pupils’ learning competence. Hence, the null hypothesis was accepted. Subsequently, it was recommended that in teachers should be motivated to design, develop, and utilize their strategic intervention materials which are responsive to pupils’ learning challenges and inclusive and individual learning needs.
