An Action Research on Developing Students Interests in Classroom

Participation in Filipino 10 in Caanawaan National High School,

Caanawaan San Jose City Nueva Ecija, S.Y. 2018-2019

EVARIZA G. ALMIROL

Bachelor of Secondary Education

Major in Filipino

An action research in partial fulfillment of the requirements for the

Degree of Secondary Education

at the

Teacher Education Program

CORE Gateway College Inc.

San Jose City, Nueva Ecija

April 2019
 CHAPTER I

INTRODUCTION

The School is the second home of the pupils. In the school, we will

develop their attitude, abilities especially the knowledge they will acquire.

The teachers as the second parents teach the pupils what are needed

and appropriate to teach inside the classroom.

The process of learning is not solely the task of the teacher. The

learner must also participate actively on the process. One important

aspect of learning is the active participation of the pupils in classroom

activities. Students’ enthusiasm, involvement, and willingness to

participate affect the quality of class discussion as an opportunity for

learning. The challenge is to engage all students, keep them talking to

each other about the same topic, and help them develop insights into the

material.

Learning depends not merely on the materials which book contains

and which teachers present, but rather more on the way that the minds

of the pupils read and response to extrinsic agents like teachers. The

teachers make the learning environment, which can facilitate active

pupil’s participation on the learning process. Without the active

participation of the pupils in the learning process, learning will not take

place. The pupils themselves, with the guidance of the teachers, are

responsible in developing their good behaviors in participating inside the

classroom, the desire to learn is one of the important characteristics that

child should learn and develop in school. Without the desire to learn, a

child cannot successfully acquire good education. (The Modern Teacher,

Vol. XLIV No. 2)

Statement of the Problem

This action research aimed to develop the interest in class

participation in Filipino among Grade 10-Consul students in Caanawan

National High School, S.Y. 2018-2019.

Specifically this study sought to answer the following question:

1. What are the possible factors affect the poor participation in

class discussion in Filipino among Grade 10-Consul students in

Caanawan National High School?

2. How can the students’ interest in class participation in Filipino

among Grade 10-Consul in Caanawan National High School be

developed?

Objectives of the Study

The general objective of this action research is to develop the

interest in class participation in Filipino among Grade 10-Consul

students in Caanawan National High School.

The specific objectives of this study were as follows:

 1. Determine the possible factors affecting the poor participation

in class discussion in Filipino among Grade 10-Consul students

in Caanawan National High School.

2. Find out the teaching technique and strategies to be utilized to

develop the interest in class participation in Filipino among

Grade 10-Consul students in Caanawan National High School.

Hypothesis

1. There are no possible factors affecting students’ interest in class

participation in Filipino among Grade 10-Consul students in

Caanawan National High School.

2. The teaching technique and strategies do not affect the poor

participation in Filipino among Grade 10-Consul in Caanawan

National High School.

Significance of the Study

The result of the study will be great benefit to the following:

 Teachers

Teacher would be able to understand why some students didn’t

want to participate in class.

 Students
 The result will provide the students with some knowledge on class

participation, and how it can be important to participate.

Scope and Limitation

This action research was focused and limited only on developing

the interest to participate in class discussion in Filipino subject among

Grade 10-Consul students in Caanawan National High School.

 CHAPTER II

REVIEW AND RELATED LITERATURE

Classroom participation has become an increasingly important

aspect of engaging students in higher education. Current students in

higher education are of the Millennial generation and are

constantly seeking interaction (Roehling et al., 2011). As educators

struggle to find the appropriate mix of strategies in order to raise

participation levels in the classroom, it is important to look at

existing research in order to gain an understanding of what defines

participation as well as factors that affect participation both directly and

indirectly in the classroom.

Defining and evaluating participation

Participation has been defined in a number of ways including “the

number of unsolicited responses volunteered” (Burchfield & Sappington,

1999, p. 290), the “extent of participation in class discussion” (Weaver &

Qi, 2005, p. 581), and “any comments or questions that students

offered or raised in class” (Fassinger, 2000, p. 39). The above mentioned

definitions focus primarily on quantitative measurements of participation

and do not take into account the quality of the responses given from a
student. This is likely due to the difficulty in evaluating what a quality

response consists of for all disciplines and because the result may be

subjective.

Participation can also be viewed as part of an overall student engagement

process as defined by Dancer and Kamvounias (2005) who divided this

process into five separate categories: preparation, contribution to

discussion, group skills, communication skills, and attendance (p.

448). This definition is more holistic as it includes the quality of

discussion as well as respect within the group which Weaver and Qi

(2005) indicated was a direct factor that affected levels of

class participation. Evaluating participation can be done by the

professor, by peer evaluation, as well as self-evaluation. What has been

noted throughout several studies, is that by using self-evaluation.

 CHAPTER III

METHODOLOGY

METHODS

This chapter is a qualitative experimental research to gather

evidences that allow a reasonable conclusion to reach the main goal of

the research.

THEORETICAL FRAMEWORK

Independent

Variable
Dependent Variable
Social
Factors affecting Grade
Demographic
10 Consul, students for

 Age un-attentiveness in
 Gender
class participation.
 Marital
Status
 Number of
family
member
Student Factor
Locale and Time of the Study

This study was composed of the students of Caanawan National

High School. Caanawan National High School was composed of 4

sections in Grade 10. The researcher chose Grade 10-Consul which

composed of 25 male student and 26 female students.

 CHAPTER IV

RESULT AND DISCUSSION

Problem Identification

On the second week of teaching the Filipino subject in Grade

10 Consul. The researcher noticed that majority of her students

were not interested in participating in the discussion and

activities. Most of them were not listening as she presents the

lesson. Some of them were chatting and playing with their

seatmates, talking and whispering. Only few of them were

participating in answering and performing activities during the

class discussion.

Preliminary Investigation

The researcher observed that only the students belong to the

honor roll or the fast learners have the interest in listening and

participating in the discussion in their Filipino subject. The rest of

the class were just plain observers and were busy doing their own

business like chatting and playing with their classmates. The

researcher noticed that most of the students did not understand

the lesson. Those instances proved that during the second week of

teaching the Filipino subject, the students had no interest in

participating in the discussion in the said subject. It was her task

to develop the interest of the Grade 10 Consul students to

participate in the discussion.

Table 1 showed the participation of the students during

class discussion in their Filipino subject.

Planned Interventions

In teaching there was no single best technique or strategy that can

be used in order to successfully achieve a specific teaching objective but,

variety of them are needed to attain all the objectives stated. Therefore,

different techniques and strategies were used in order to develop the

interest in class participation in Filipino subject among Grade 10-

Consul.

In order to develop the interest in class participation in Filipino

among Grade 10-Consul students, the following interventions were

employed:

1. The first thing that I did is to identify the different factors that

affected the interest of the students’ participation on class

discussion in Filipino. Though observation and some informal

interviews among the students, I found out that most of the

students told that the subjects was boring, they had some

difficulty in understanding and following the lesson, reference book

in Filipino were limited, poor presentation of the lesson, lack of

activities to master the lesson and lack of creative visual materials.

2. I look for some strategies and activities in order to develop the

interest in class participation in Filipino among the students. The

following strategies and activities were used:

a. Inductive method- it is an approach in teaching language

that starts with examples and asks learners and rules. It is

less teacher-directed and it begins with the specific details,

concrete data and examples and ends with an abstract

generalization rule, or principle. This method starts from

known to unknown. The student teacher used this method

for the reason that all students would participate in the

discussion. I asked question about things that my students

certainly knew about the topic.

b. Lecture Discussion- this type of lecture is interspersed with

discussion between the class and the teacher. The pupils will

have a greater chance to participate in the discussion

because the teacher will call the students one by one by

regarding their lesson.

c. Small Group Activities- through this strategy, participation

of the students was maximized. Students find it easier to

speak to groups of three or four than to entire class. Even

though some pupils preferred working alone, when group

activity was employed the pupils would definitely cooperate

 with their group resulting to a grater participation of the

students in the discussion.

d. Audio Visual Aids- are those devices which are used in

classroom to encourage teaching learning process. This

strategy make the teaching easier, and students will listen to

the class discussion.

3. The practice teacher gave variety of encouraging praises for the

students who participated in the discussion. The students were

motivated to answer and gave their ideas about the lesson.

Outcomes

In the part of the researcher as a practice teacher, it was a hard

task to develop the interest in classroom participation in Filipino among

Grade 10-Consul students. The researcher tried her best and extended

her efforts in order to accomplish this action research.

After employing the aforementioned techniques and strategies, the

researcher observed that her students became interested in participating

in their discussion in Filipino subject. They really became responsive in

every questions asked to them by the researcher she noticed that almost

all of her students really showed interest in participation during their

Filipino Subject after the intervention.

 CHAPTER V

CONLUSION AND RECOMMENDATION

Conclusions

As a result of the action research conducted by the practice

teacher, she found out that there were really factors affecting the

students’ interest in the class participation in Filipino. She also

conducted that some of the teaching techniques and strategies that were

effective to develop the students’ interest in participation in Filipino were

the inductive method, lecture discussion, use of audio visual materials

and both individual and group activities. Giving of variety encouraging

praises was also an important factor to develop the students’ interest in

participation in the discussion.

Based on the results, teacher should be aware of the abilities,

needs and interest of the learners in order for them to foster greater

interest of their students’ during the discussion. Since students’ have

different learning styles, the teachers should use varied and appropriate
teaching techniques and strategies that can foster attention and interest

of the students in class participation.

Recommendation

1. There were factors affecting the interest on classroom participation

in Filipino among Grade 10-Consul in Caanawan National High

School such as; the subject was not interesting for the most of the

students. Some students did not understand the lesson, reference

book were not sufficient, poor presentation of the lesson and lack

of creative visual materials.

2. The teaching techniques and strategies greatly affected the pupils’

poor participation in Filipino subject.

References

https://scholarworks.rit.edu/cgi/viewcontent.cgi?

referer=https://www.google.com/&httpsredir=1&article=10526&context=

theses