ENHANCING STUDENTS CLASSROOM PARTICIPATION AND

ACADEMIC PERFORMANCE THROUGH VARIED TEACHING

STRATEGIES AMONG GRADE 7 LEARNERS IN SAN FRANCISCO
NATIONAL HIGH SCHOOL

A Classroom-Based Action Research

Submitted to the Faculty of the
College of Education, Arts & Sciences, And Agribusiness
Department of Teacher Education Visayas State University-Isabel Campus
Marvel, Isabel, Leyte

In partial fulfillment of the Requirements in

PrEd- 200 Practice Teaching/Internship
Bachelor of Physical Education

Submitted by:
Gheselle O. Delgado

DECEMBER 2023

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 ABSTRACT

Effective classroom participation plays a crucial role in fostering student

engagement and academic achievement, it is a must for the enhancement
of academic learning. This study aims to investigate various strategies and
interventions aimed at enhancing classroom participation and its direct
correlation to improved academic performance, and explore the reasons why
students hardly take part in classroom teaching and learning. The research
employs a mixed-methods approach, incorporating quantitative analysis of
participation levels and qualitative assessment of student perceptions and
experiences. The implications of these findings extend to educational
practitioners, policymakers, and stakeholders seeking to optimize classroom
dynamics to fortify students' academic achievements.

Keywords: classroom participation, intervention, Academic performance,

grade 7 students

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 INTRODUCTION

Classroom participation serves as a cornerstone in educational settings,

encompassing the active involvement of students in discussions, activities,
and learning processes within the classroom environment. It transcends mere
vocal interaction, encompassing a spectrum of engagement levels, including
asking questions, sharing ideas, collaborating with peers, and critically
analyzing information. Effective participation not only enriches the learning
experience by fostering a dynamic exchange of ideas but also cultivates a
sense of ownership and comprehension among students, contributing
significantly to their academic growth and success.

Active participation in the class plays the pivotal role in the teaching and
learning process. However, it is least experienced in the Grade 7 students of
San Francisco National High School, with majority of them involved in passive
participation: Sitting quietly, writing notes, listening and paying attention only
(Ghalley & Rai, 2019). Lee (2007), Liu & Littlewood (1997) and Mack (2012)
also claimed that Asian students in general stay inactive and don’t want to
participate in the class.

Students learn best when learning is active: When they are mentally
involved, when they engage in hands-on activities, when they are involved in
a process of inquiry, discovery, investigation, and interpretation. Thus,
learning is enhanced when students repeat the information in their own
words or when they give examples or make use of the information
(Bransford, Brown, and Cocking, 2000). When students are passive, their
brain doesn’t do job of processing effectively or retaining the information
efficiently (Biggs, 1999; Hartley, 2005).

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I. CONTEXT AND RATIONALE

The ultimate goal of education is to create responsible educated

individuals capable of making sound decisions, solve problems with ease, and
think critically and creatively to lead an independent and meaningful life; and
most importantly, prepare them to be contributory citizen for just and
harmonious society. A person with a high degree of achievement in academic
field is considered to be capable to fulfill the desired wholesome goal of the
system. To meet this broad end, formal education plays a vital role in
nurturing and molding the individuals. Varied strategies, procedures and
interventions are incorporated by the stakeholders in the system to provide
the best individuals to the society.

There are innumerable factors like teachers’ competence, parental

involvement, and working conditions which affect the academic achievement
of the students (Moloko Mphale & Mhlauli, 2014). Class participation is one of
the important factors influencing the performance of the students. Schools
involving higher level of participation indicated higher levels of learning
(Ahlström, 2010). Most of the schools in Bhutan experiences minimal class
participation (Ghalley & Rai, 2019)., which is a problem. There can be multiple
factors influencing the level of participation of students, which inhibit or
elevate their productivity and achievement

Active participation in the class plays the pivotal role in the teaching
and learning process. However, it is least experienced in the classroom
especially in Bhutanese classrooms with majority of them involved in passive
participation: Sitting quietly, writing notes, listening and paying attention only
(Ghalley & Rai, 2019).

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Lee (2007), Liu & Littlewood (1997) and Mack (2012) also claimed that Asian
students in general stay inactive and don’t want to participate in the class.

This study attempts to find out class participation as one of the

determinants of better academic performance of an individual. It also purports
to identify some factors affecting class participation of students in secondary
level. Furthermore, it would bring in recommendations for the system’s
policies

II. ACTION RESEARCH STATEMENT OF THE PROBLEM

This study aims to enhance the classroom participation and academic
performance of Grade 7 students of San Francisco National High School.

Specifically, it sought to answer the following research questions:

1. What are the challenges that hinder students’

participation?
2. What are the possible solutions for challenges which obstruct
students not to take part in assessments actively
3. How can we implement (interventions) so as to enhance
the involvement of students’ participation?
III. Proposed Innovation, Intervention and Strategy

1. Peer-Assisted Learning: Encourage peer-assisted learning sessions

where students collaborate on assignments or projects. Pairing less
participative students with their more active counterparts can help model and
encourage participation. It fosters a supportive environment where students
feel more comfortable expressing themselves and engaging actively in
discussions.

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 2. Varied Teaching Strategies: Adopt a variety of teaching strategies
that cater to different learning preferences. Incorporate group discussions,
debates, multimedia presentations, and hands-on activities to create a
dynamic classroom environment. Providing choices in how students can
demonstrate their understanding of the material can also boost participation
among diverse learners

3. Interactive Learning Platforms: Implementing innovative digital tools

and interactive learning platforms that cater to diverse learning styles can be
highly effective. These platforms could include gamified educational apps,
discussion forums, or interactive quizzes. These tools can stimulate interest,
encourage participation, and provide opportunities for students to engage with
course materials in a more personalized and engaging manner.

These proposed innovations, interventions, and strategies aim to create a

supportive and inclusive learning environment that fosters increased
participation among students who may initially lack engagement in classroom
activities. Implementation of these approaches should be flexible and
responsive to individual student needs and the specific context of the
educational setting.

IV. ACTION RESEARCH METHOD

This study is guided by the theory of Vygotsky which focuses on the

social interactions as the key component in development of the cognition. It
is the community that plays an important role in making meanings out of
anything (McLeod, 2017). With this theory, constructivism is also relied on as

6
it explains that people learn and make meanings from their experiences.

a. Participants

In this research study, a total of 50 Grade 7 students constitute the

primary participants, contributing crucial insights into the relationship between
classroom participation and academic performance.

b. DATA GATHERING METHOD

The data gathering process for this research involved conducting a

survey at San Francisco National High School, where 50 Grade 7 students
participated. The survey aimed to gather insights into students' perceptions
and experiences regarding classroom participation and its influence on
academic performance. The data of students’ class participation were
collected using the self-constructed questionnaire. The survey encompassed
questions probing various aspects of participation activities, frequency, and
their perceived impact on learning outcomes. This approach sought to capture
valuable perspectives from this specific cohort to contribute meaningful
insights into the correlation between classroom engagement and academic
success among Grade 7 students at San Francisco National High School.

c. DATA ANALYSIS PLAN

The data analysis plan involves employing SPSS (Statistical Package

for the Social Sciences) to rigorously analyze the collected data. SPSS will
facilitate the quantitative examination of survey responses, enabling the
extraction of meaningful patterns, correlations, and statistical relationships
between various facets of classroom participation and academic achievement

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among the Grade 7 cohort.

By utilizing SPSS, this study aims to provide comprehensive statistical

insights that shed light on the impact of enhanced participation on the
academic outcomes of these specific students, fostering a deeper
understanding of effective pedagogical approaches within this educational
context.

d. Results & Analysis

Table 1-A shows that out of 50 student respondents, 23 or 46% are

boys, and 27 or 54% are girls. Of the male students, only 6 males belong to
the lower group and 16 belongs from the higher group. For the females, one
group had 15 student that belongs to the higher group and only 12 in the
lower group. It also shows that there was a total of 31 students in the higher
group, and 18 on the lower group.

Gender Group Male Female Total

High 16 15 31

Low 6 12 18

Total 22 27 50

Table 2 shows that 15% of the respondents had grades between 96-
100 in MAPEH, while 15% scored between 86-90. However, on the lower
group, 25% of the respondents had grades between 71- 75%.

Grades 96-100 86-90 81-85 71-75

Group
High 15 7 4 5
Low 4 5 3 7
8
 Total 19 12 7 12

Table 3 revealed that for students' motivation-attitude, more than half of

the respondents agreed that they are always excited to attend classes this
school year. 75% of the students believed that MAPEH is fun and interesting.
Similarly, 80% of the respondents agreed that MAPEH is important for them
and 60% said that they love MAPEH.

For student motivation-participation, it showed that more than half of

the respondents affirm that they are always prepared in their MAPEH classes.
75% of the students participated in MAPEH activities; 50% did their MAPEH
assignments consistently.

For student motivation-homework, it could be noted that 60% of the

students completed their homework on time and 50% found homework useful
and important. 85% of the students said that they got enough support to do
homework at home and 90% said that the teachers checked their homework.

For student motivation-grades, 65% got good grades in MAPEH. 65% of the
respondents said that they study their lessons before a test or a quiz.

More than half of the respondents disagreed that the terms or words
used in the test were difficult to understand. Less than half of the respondents
agreed tests measure their understanding of MAPEH concepts and
knowledge, while 80% thought that grading is fair. On the other hand, the data
under teaching style as noted on table 3 showed that 65% of the students
strongly agreed that they have a good relationship with their MAPEH teacher
and no one disagreed. 75% noted that their MAPEH teachers used materials
that were easy to understand. 60% said that their teachers presented the
lessons in many ways. More than half of the students said that they

9
understood the way their Science teachers explained the lesson while 25%
were not sure of their answer. 75% said that they got feedback from their
MAPEH teacher.

CATEGORIES 5 4 3 2 1
Strongly Agree Not Disagre Strongly
Agree Sure e Disagree
A. ATTITUDE
1. I am always 10 10 3 2 3
excited to attend
my MAPEH classs
this school year.
2. MAPEH is fun 21 15 3 3 7
and interesting
3. I hate MAPEH. 5 4 15 17 5
It is not important
for me.
4. I don’t like 7 12 18 13 10
MAPEH at all. It is
difficult to learn
5. I love MAPEH. 32 2 5 4 7
It gives me
opportunities to
experiment,
discover, and
explore the things
around me
B.
PARTICIPATION
1. Im always 11 5 10 14 5
prepared in my
class

10
2. I participate 7 7 4 10 10
actively in MAPEH
activities by
asking questions
3. I do my MAPEH 19 6 8 4 9
assignments
consistently
4. MAPEH 4 6 3 21 6
activitities do not
help me
understand the
concept easily
5. I feel bored in 8 2 12 10 7
my MAPEH class
C. HOMEWORK
1. I complete my 7 3 5 15 10
homework on time
2. I find my 4 6 21 3 6
homework very
useful and
important
3. MAPEH 11 9 5 7 3
homework is
difficult to do
4. I don’t get 7 2 8 22 2
enough support to
do my homework
at home
5. My teacher 4 9 10 18 9
does not check
my homework at
all
D. GRADES

11
1. I got good 22 15 5 3 5
grades in MAPEH
2. I study my 18 9 5 2 4
lessons before the
quiz
3. The terms used 12 15 3 10 10
in the test are
difficult to
understand
4. The test always 27 2 3 5 9
measures my
understanding of
MAPEH concepts
and knowledge
5. The grading is 4 2 7 15 21
not fair
E. TEACHING
STYLE
1. I have a good 22 10 8 5 5
relationship with
my MAPEH
teacher
2. My MAPEH 21 15 4 2 3
teacher uses
materials that are
so easy to
understand
3. My MAPEH 29 10 2 2 2
teacher presents
the lesson in a
variety of ways
4. I don’t
understand the

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 way my MAPEH 10 10 5 20 5
teacher explains
the lesson
5. I don’t get
feedback about
my understanding 15 5 5 5 2
of the lesson from
my MAPEH
teacher

V. Action Research Work Plan and Timelines

Goal: To Enhance the Students Participation and Academic

Performance through Varied Teaching Strategy

Program Objective: To recommend actions to enhance Grade 7 students

participation and academic performance in San Francisco National High
School.

Table 4. Action Research Work Plan and Timelines

Strategies/ Time Persons Resources Succes

Activities Fram Involved Needed s
e Indicato
r

DIAGNOSING- laptop
October Research
Identifying or Researcher bond
21- instrument is
defining a problem papers
20, 2023 developed
ink
printer

13
Submit research
instrument to at October Researche Research
least 3 experts for 27-29, r Validator instrument is
validation 2023 validated
Revise research
instrument

14
 Lesson
TAKING Create Novemb plans and
ACTION and er 12-18 Research instruction
finalize 2023 er al
the materials
interventi are
on packed
activities

Submit
Research
lesson
Research materials
plans,
er are
instruction
validated by
al
validate the validators
materials
Materials
(pretest,
for
posttest &
Intervention Novembe
activity sheets)
r 20-24,
on Students
2023
Engagement
for validation

impleme 1. Conduct All materials

nt the pre- included in
interventio test the
n Novemb Research Students
2. Utilize of er 26- er participation
15
the 30 and
interventio 2023 academic
n performanc
16
 1. Conduct
data Dec. 1-3 All data
analyze
analysis 2023 Research gathered
data
er are
gathered
analyzed

VI. Cost Estimates

In conducting this study, the following expenses will be incurred:

Table 5. Cost Estimates

Dat Research Task/Activity Person-In- Cost

e Charge

Nov. 16-18 Reproduction of

Researcher 0.00
2023 Research Instrument

Nov. 20-24,
2023 Materials for Intervention Researcher 70.00

November 27- Expenses for data analysis

Researcher 50.00
29, & finalization of output
2023

Encoding, printing,
December Researcher 1,500.00
photocopying and
2023
binding

VII. Plans for Dissemination and Utilization

Dissemination ensures that the knowledge generated from this
research reaches the people who can benefit from it, such as educators,
school administrators, parents, and even the students themselves.

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 Both dissemination and utilization are crucial for maximizing the
impact of this research. To effectively disseminate and utilize the findings from
the action research on "enhancing classroom participation and academic
performance through varied teaching strategies," a multi-dimensional
approach must be adopted. Firstly, conducting workshops and seminars
targeted at educators within schools and universities would be instrumental.
These sessions would delve into the research's outcomes, offering insights
into diverse teaching methodologies proven effective in fostering student
engagement and academic success. Hands-on demonstrations, case studies,
and practical activities would empower educators to implement these
strategies within their classrooms, fostering a dynamic learning environment.

Secondly, creating digital resources like webinars, online tutorials,

and blog posts would facilitate a wider reach. These resources, easily
accessible across various platforms, could provide detailed explanations of
the researched teaching techniques, accompanied by real-world examples
and testimonials showcasing their impact. Encouraging an interactive online
community where educators can discuss, share experiences, and seek
guidance on implementing these strategies would further enhance their
utilization.

Lastly, forging partnerships with educational institutions and

stakeholders is pivotal. Collaborating with curriculum developers, education
boards, and teacher training programs to integrate these innovative teaching
approaches into existing structures can significantly impact education at a
systemic level. Establishing long-term partnerships will ensure sustained
support and implementation of these strategies, ultimately benefiting both
teachers and students by enhancing classroom participation and elevating
academic performance.

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VIII. Conclusion and Recommendations

The students’ class participation is found to have strong influence

over their academic performances. There were no differences in the class
participation and academic performance between students by gender.
Students’ affective traits, students’ cognitive traits and teachers’ traits are the
principal factors affecting the degree of class participation.

The study recommends the need for the teachers to focus on building
the higher level of class participation of their students. Teachers need to help
students recognize the factors inhibiting class participation and channelize
them towards better participation and learning. If the teacher uses variety of
pedagogical strategies to make the lesson interesting and lively, students’
interest and curiosity shall be evoked allowing them to think critically and
participate. Effective learning assessment that considers the class
participation of students must be put in place. Additionally, the findings of the
study inform the policy makers to conduct long-term and short-term courses
and workshops regarding the enhancement of the class participation of the
students through application of variety of pedagogies and learning
assessment for the teachers.

Furthermore, students must be thoroughly orientated regarding the

importance of class participation and ways to participate during the learning
process. Emotion management skills must be taught to students, so they
speak up during lessons without fear, shyness, and other negative personal
traits. Finally, interventions must be put in place to nurture the factors like
higher confidence level, self-esteem, language skills, small group discussion,
etc., that are positively related in elevating the class participation of the
students.

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 When students are actively engaged, they are more likely to take an
active role in their learning, which can lead to a deeper understanding of the
subject matter. This can also foster a sense of community among students,
making the school experience more enjoyable and fulfilling.
IX. Documentation

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24
25
26
PRACTICE TEACHING UNIFORM TYPE A

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 PRACTICE TEACHING UNIFORM TYPE B

X. References
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