Published Paper Details:

Effective listening is a fundamental communication skill that supports academic comprehension, information processing, and meaningful participation in classroom learning. However, research examining the relationship between listening skills and classroom engagement among Indian secondary school students remains limited. This study aimed to assess listening skills and classroom engagement among students in Grades 9-12 and examine the relationship between these variables. A descriptive cross-sectional design was employed with 160 students recruited through convenience sampling from selected schools in Chennai, Tamil Nadu. Listening skills were measured using the HURIER Listening Profile, and classroom engagement was assessed using the Classroom Engagement Inventory. Data were analysed using descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation in IBM SPSS Statistics Version 26. The findings indicated that most students demonstrated adequate listening skills across all HURIER dimensions, while classroom engagement was moderately high (M = 72.94, SD = 7.46). Significant gender differences were observed across all listening dimensions, with male students scoring higher than female students. Emotional engagement also differed significantly by gender. However, no significant correlations were found between listening skills and overall classroom engagement or its subscales (p > .05). These findings suggest that although students possess satisfactory listening competencies, listening skills alone may not predict classroom engagement. Other factors, including motivational, interpersonal, and instructional influences, may play a more substantial role in shaping student engagement.